The Development of Pedagogical Content Knowledge in Mathematic Student Teachers to Enhance their Ability in Mathematics Learning Management

Abstract

This research article aimed to examine the instructional management competence of mathematics education students after developing their content knowledge integrated with teaching methods. The target population consisted of 60 third-year mathematics education students enrolled in the “Mathematics Instruction for Lower Secondary Education” course at Nakhon Si Thammarat Rajabhat University during the 2024 academic year (Semester 1). The study was conducted in two phases: Phase 1 involved research design based on the concept of content knowledge integrated with teaching methods, and Phase 2 focused on developing the instructional management competence of mathematics education students. A mixed-methods research approach was employed. Research instruments included: 1) lesson plans, 2) instructional management competence assessment forms, and 3) teaching observation checklists. Data were analyzed using descriptive statistics (mean and standard deviation) and qualitative content analysis.

The research found that:

The findings indicated that, after receiving training in content knowledge integrated with teaching methods, the mathematics education students demonstrated very good instructional management competence across five dimensions: 1) Lesson Plan Design: Very good; students were able to create problem scenarios and anticipate students’ conceptual understanding. 2) Student-Centered Instructional Management: Very good; students effectively assumed the role of learning facilitators and used questioning techniques to stimulate students’ thinking. 3) Development and Use of Instructional Media: Good; students were able to develop media to support students’ conceptual understanding. 4) Assessment of Learning Outcomes: Very good; students appropriately designed assessment methods and criteria for evaluating learning outcomes. 5) Planning and Use of the Blackboard: Good; students were able to sequence students’ ideas effectively on the blackboard for presentation.