MPCK variables valued by schools’ mathematics department heads

Abstract

Mathematics Pedagogical Content Knowledge (MPCK) affects classroom practices which in turn affects learning by pupils. While there are many desirable practices which demonstrate strong MPCK, teachers' adoption and use of these practices in part depend on the value placed on them by the school management. This paper presents the quantitative and qualitative findings of a survey as well as insights from interviews of primary schools' Mathematics department heads on their perceptions of the importance of various teachers' practices in contributing towards effective mathematics teaching and learning. The study shows that the department heads value practices which contribute towards conceptual learning and pupil motivation to learn which go beyond achievement in performance tests.