Mathematics Knowledge and Pedagogical Mathematics Knowledge among Student-Teachers

Abstract

Two tests were given to (152) student-teachers to examine
their mathematics content knowledge and pedagogical mathematics
content knowledge. The correlation between their performance on
both tests was investigated. In addition, the relative importance of
demographic predictor variables was explored. The results indicated
that student-teachers did not achieve the mastery level score (80%) on
both tests, and they scored about (50%). A positive moderate
correlation was recorded between the performance of student-teachers'
mathematics knowledge and their pedagogical mathematics
knowledge. The cumulative average of student-teachers and their
academic track at the secondary level were the best predictors of their
mathematics content knowledge and pedagogical mathematics content
knowledge.