Exploration Pedagogical Content Knowledge of Undergraduate Mathematics Education Students in Teaching
Keywords:
Pedagogical Content Knowledge, Mathematics Education, Teaching, Undergraduate StudentsAbstract
This study explores the algebra content knowledge and teaching practices of undergraduate student’s mathematics in their seventh semester at a state university in East Nusa Tenggara, Indonesia. Using a case study approach, the research focuses on students' conceptual and procedural understanding of algebra and how this knowledge translates into classroom teaching. Three instruments were used: (i) Teaching Content Algebra Problems (TCAP), assessing students' ability to explain different solution approaches; (ii) Mathematical Ability Test (MAT) covering fundamental topics such as numbers, sets, algebra, and linear equations; and (iii) the Teacher Knowledge for Teaching Quality (TKQ) observation tool to evaluate instructional practices. Validated by three associate professors, all instruments showed strong content validity. A total of 46 students completed the TCAP and MAT, and three were selected for interviews and classroom observation based on their unique written responses. TCAP responses were analyzed using the Meaning-Based Approach (MBA) and Direct Translation Approach (DTA) framework. The analysis revealed that S1 was categorized as MBA-j, demonstrating conceptual reasoning and the ability to justify mathematical procedures and contextual interpretations. In contrast, S2 and S3 were categorized as DTA-lc, indicating that although they applied relevant procedures, they experienced difficulties in connecting mathematical solutions to the contextual meaning of the problems. Classroom observations further showed that S1 implemented more meaningful and context-rich algebra instruction, whereas S2 and S3 demonstrated limited contextual integration in their teaching practices. These findings highlight the importance of integrating deep content knowledge with pedagogical strategies to support the development of conceptual, procedural, and contextual understanding in mathematics teacher education programs.
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