@article{MAKHILLTSS20127522348,
    title = {Teachers’ General Pedagogical Content Knowledge (PCK) and Content Knowledge of Algebra},
    journal = {The Social Sciences},
    volume = {7},
    number = {5},
    pages = {668-672},
    year = {2012},
    issn = {1818-5800},
    doi = {sscience.2012.668.672},
    url = {https://makhillpublications.co/view-article.php?issn=1818-5800&doi=sscience.2012.668.672},
    author = {Yusminah Mohd.,Effandi and},
    keywords = {Pedagogical content knowledge,content knowledge,Algebra,Mathematics,teachers,Malaysia},
    abstract = {The purpose of this study was to identify general PCK and 
  content knowledge of lower secondary school teachers in Algebra based on years 
  of service and teacher training background. About 34 lower secondary school 
  teachers from a district in Melaka participated in the survey. And 2 teachers 
  reported 1 year of teaching experience, 7 teachers reported 5-9 years and 25 
  teachers reported >10 years of teaching experience. In terms of teacher training 
  background, 23 had acquired a certificate in Mathematics and 11 had various 
  training backgrounds such as in Bahasa Melayu (Malay language teaching), Chinese 
  language, Accounting, Economics and Engineering. A general PCK survey, using 
  a 5-point Likert scale and a 21 item questionnaire on Algebra were adapted and 
  utilized to gather data. Next, the level of teachers’ 
  general PCK was assessed using the mean score interpretation which classifies 
  the mean score into three level: low (mean 1-2.33), moderate (mean 2.34-3.66) 
  and high (mean 3.67-5.0). The results revealed that 97.1% of respondents had 
  moderate (50%; Mathematics and educational Mathematics dimensions) and high 
  levels (47.1%; strategy of teaching Mathematics dimension) of general PCK, even 
  though they acquired different course specifications in their training and had 
  various years of teaching experience. Therefore, the teachers in the present 
  sample possessed good general PCK. However, the results also showed that teachers’ 
  content knowledge in Algebra was less than satisfactory. Specifically, scores 
  on the Algebra questionnaire included the following 4 teachers received 2-4, 
  17 received 5-9, 11 received 10-14 and only 2 out of the 34 teachers obtained 
  a score of 15 over 30. Additionally, 10 out of 13 teachers who earned a score 
  of 10 or higher were those who took Mathematics education. These findings suggest 
  that teachers collaborate to enhance knowledge and become more effective.}
    }