Socio-Educational Demographics and Variations in Pedagogical Content Knowledge of Mathematics Education Teachers at C. K. Tedam University of Technology and Applied Sciences, Ghana

Abstract

Abstract

This study investigated the influence of socio-educational demographics on the pedagogical content knowledge (PCK) of mathematics education teachers at C. K. Tedam University of Technology and Applied Sciences (CKTUTAS), Ghana. Using a descriptive survey design, data were collected from 98 undergraduate and postgraduate mathematics education students through a structured questionnaire. The study examined differences in PCK levels across gender, age, and educational level, focusing on both generic and topic-specific dimensions. Data were analyzed using descriptive statistics, independent-samples t-tests, and chi-square tests of association. The findings revealed no statistically significant differences in PCK across gender, age, or educational level, indicating that challenges in pedagogical development were widespread among teacher trainees. These results suggest that pedagogical weaknesses are systemic rather than demographic-specific. The study concludes that teacher education programs should adopt holistic interventions that strengthen PCK across all trainee groups. Policy implications highlight the importance of curriculum reforms and nationwide professional development programs that target the enhancement of pedagogical knowledge in mathematics education.

Keywords: pedagogical content knowledge, demographics, mathematics education, teacher education, Ghana