Secondary mathematics teachers’ pedagogical content knowledge and content knowledge: validation of the COACTIV constructs

TLDR

Research interest in the professional knowledge of mathematics teachers has grown considerably in recent years, and the study compares the COACTIV approach with related conceptualizations from two other research groups. The present article investigates the validity of the COACTIV constructs of pedagogical content knowledge and content knowledge. The COACTIV project developed PCK and CK tests, administered them to secondary math teachers in PISA 2003/04 classes and to contrast groups (candidate teachers, math students, biology/chemistry teachers, advanced students), and empirically tested hypotheses about each group’s performance.

Abstract

Research interest in the professional knowledge of mathematics teachers has grown considerably in recent years. In the COACTIV project, tests of secondary mathematics teachers’ pedagogical content knowledge (PCK) and content knowledge (CK) were developed and implemented in a sample of teachers whose classes participated in the PISA 2003/04 longitudinal assessment in Germany. The present article investigates the validity of the COACTIV constructs of PCK and CK. To this end, the COACTIV tests of PCK and CK were administered to various “contrast populations,” namely, candidate mathematics teachers, mathematics students, teachers of biology and chemistry, and advanced school students. The hypotheses for each population’s performance in the PCK and CK tests were formulated and empirically tested. In addition, the article compares the COACTIV approach with related conceptualizations and findings of two other research groups.