The purpose of this study is to cluster the perceptions of mathematics pedagogical content knowledge (MPCK) for teachers. The subject is 259 primary school teachers in Taiwan. This study constructs dimensions of MPCK according to the review and conclusions of literature. The MPCK assessment includes six dimensions, which are mathematics content knowledge (MCK), students’ cognition knowledge (SCK), mathematics instruction knowledge (MIK), mathematics instruction practice (MIP), mathematics assessment knowledge (MAK) and teacher professional responsibility (TPR). The MPCK questionnaire is 4-points Likert scale and its reliability and validity are acceptable. Fuzzy clustering is adopted to cluster the subject based on these six dimensions. Results show that all teachers could be properly classified into six clusters. Each cluster has its own features of mathematics pedagogical content knowledge. There are also significantly differences in the dimensional scores among clusters. Besides, teachers who have more years of in-service tend to have higher dimensional scores on MPCK. These results could provide references for cultivating pre-service teachers and professional promotion for in-service teachers. Based on the findings of this study, some suggestions and recommendations are discussed for future research.
| Published in | American Journal of Applied Psychology (Volume 5, Issue 2) |
| DOI | 10.11648/j.ajap.20160502.11 |
| Page(s) | 6-11 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2016. Published by Science Publishing Group |
Fuzzy Clustering, Mathematics Pedagogical Content Knowledge, Pedagogical Content Knowledge
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APA Style
Yuan-Horng Lin, Yuan-Shun Lee. (2016). Clustering Analysis on Teachers’ Perceptions of Mathematics Pedagogical Content Knowledge. American Journal of Applied Psychology, 5(2), 6-11. https://doi.org/10.11648/j.ajap.20160502.11
ACS Style
Yuan-Horng Lin; Yuan-Shun Lee. Clustering Analysis on Teachers’ Perceptions of Mathematics Pedagogical Content Knowledge. Am. J. Appl. Psychol. 2016, 5(2), 6-11. doi: 10.11648/j.ajap.20160502.11
AMA Style
Yuan-Horng Lin, Yuan-Shun Lee. Clustering Analysis on Teachers’ Perceptions of Mathematics Pedagogical Content Knowledge. Am J Appl Psychol. 2016;5(2):6-11. doi: 10.11648/j.ajap.20160502.11
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Download@article{10.11648/j.ajap.20160502.11,
author = {Yuan-Horng Lin and Yuan-Shun Lee},
title = {Clustering Analysis on Teachers’ Perceptions of Mathematics Pedagogical Content Knowledge},
journal = {American Journal of Applied Psychology},
volume = {5},
number = {2},
pages = {6-11},
doi = {10.11648/j.ajap.20160502.11},
url = {https://doi.org/10.11648/j.ajap.20160502.11},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ajap.20160502.11},
abstract = {The purpose of this study is to cluster the perceptions of mathematics pedagogical content knowledge (MPCK) for teachers. The subject is 259 primary school teachers in Taiwan. This study constructs dimensions of MPCK according to the review and conclusions of literature. The MPCK assessment includes six dimensions, which are mathematics content knowledge (MCK), students’ cognition knowledge (SCK), mathematics instruction knowledge (MIK), mathematics instruction practice (MIP), mathematics assessment knowledge (MAK) and teacher professional responsibility (TPR). The MPCK questionnaire is 4-points Likert scale and its reliability and validity are acceptable. Fuzzy clustering is adopted to cluster the subject based on these six dimensions. Results show that all teachers could be properly classified into six clusters. Each cluster has its own features of mathematics pedagogical content knowledge. There are also significantly differences in the dimensional scores among clusters. Besides, teachers who have more years of in-service tend to have higher dimensional scores on MPCK. These results could provide references for cultivating pre-service teachers and professional promotion for in-service teachers. Based on the findings of this study, some suggestions and recommendations are discussed for future research.},
year = {2016}
}
TY - JOUR T1 - Clustering Analysis on Teachers’ Perceptions of Mathematics Pedagogical Content Knowledge AU - Yuan-Horng Lin AU - Yuan-Shun Lee Y1 - 2016/07/19 PY - 2016 N1 - https://doi.org/10.11648/j.ajap.20160502.11 DO - 10.11648/j.ajap.20160502.11 T2 - American Journal of Applied Psychology JF - American Journal of Applied Psychology JO - American Journal of Applied Psychology SP - 6 EP - 11 PB - Science Publishing Group SN - 2328-5672 UR - https://doi.org/10.11648/j.ajap.20160502.11 AB - The purpose of this study is to cluster the perceptions of mathematics pedagogical content knowledge (MPCK) for teachers. The subject is 259 primary school teachers in Taiwan. This study constructs dimensions of MPCK according to the review and conclusions of literature. The MPCK assessment includes six dimensions, which are mathematics content knowledge (MCK), students’ cognition knowledge (SCK), mathematics instruction knowledge (MIK), mathematics instruction practice (MIP), mathematics assessment knowledge (MAK) and teacher professional responsibility (TPR). The MPCK questionnaire is 4-points Likert scale and its reliability and validity are acceptable. Fuzzy clustering is adopted to cluster the subject based on these six dimensions. Results show that all teachers could be properly classified into six clusters. Each cluster has its own features of mathematics pedagogical content knowledge. There are also significantly differences in the dimensional scores among clusters. Besides, teachers who have more years of in-service tend to have higher dimensional scores on MPCK. These results could provide references for cultivating pre-service teachers and professional promotion for in-service teachers. Based on the findings of this study, some suggestions and recommendations are discussed for future research. VL - 5 IS - 2 ER -
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