Teaching Area and Perimeter: Mathematics-Pedagogical-Content Knowledge-in-Action

Abstract

This paper examines the influence of teacher’s mathematics pedagogical content knowledge (MPCK) in the teaching of area and perimeter to Grade 4 pupils. Lessons of a beginning teacher were studied to determine the activities and teaching strategies used to bring out ideas associated with area and perimeter. Observable MPCK-in-action outcomes are also being studied through video-taping the beginning teacher. In addition, this paper also studies how concept of area and perimeter is developed in class. The complex interplay between area and perimeter concepts was sometimes handled well by the beginning teacher, whereas on other occasions, gaps in mathematics pedagogical content knowledge had the potential to cause misconceptions for pupils. We know who the good mathematics teachers are and we can recognise good mathematics teaching when we see it; yet, it is not very easy to describe what comprises good teaching. This is often because mathematics teachers often have to apply knowledge from various domains of teacher knowledge to their classroom instructions. Among these domains are knowledge of pedagogy, knowledge of learners, subject matter knowledge, and pedagogical content knowledge (Shulman, 1986). Pedagogical content knowledge (PCK) is that unique knowledge domain of teaching that differentiates the expert teacher in a subject area from the subject expert. PCK is that special professional understanding that teachers have whereby they can incorporate, change and represent subject matter knowledge in ways that are comprehensible to pupils. At the same time, area and perimeter of plane figures have become more important components of the curriculum, particularly at the primary school level. This paper examines the approach of one beginning teacher who uses both content and pedagogical content knowledge to assist Grade 4 pupils to develop key concepts in area and perimeter of plane figure.