Yeni Rakhmawati, Heri Retnawati, Yoppy Wahyu Purnomo, Uzak K. Zhapbasbayev, Gulzhaina K. Kassymova
This study investigates elementary school teachers' mastery of mathematical content and pedagogical content knowledge (PCK) in Eastern Indonesia, a region bordering other countries. Specifically, the research explores the relationship between teachers’ knowledge of content and students (KCS), knowledge of content and teaching (KCT), and knowledge of content and curriculum (KCC) and how these factors impact their teaching strategies. The central research question is: How does elementary school teachers’ mastery of mathematical content and PCK influence their teaching strategies? Using a qualitative approach, data were collected from 77 elementary school teachers through descriptive tests, in-depth interviews, and classroom observations. The findings indicate that teachers' overall PCK, including KCS, KCT, and KCC, remains at a low level. Many teachers demonstrate content knowledge that is disconnected from foundational mathematical concepts, which negatively impacts their pedagogical approaches and their ability to select appropriate teaching strategies. This study highlights the need for further research on improving teachers' content knowledge and pedagogical approaches to enhance the quality of mathematics instruction. © 2025, City University of New York. All rights reserved.
Yogyakarta State University, Indonesia; Satbayev University, Almaty, Kazakhstan
