This analysis investigates teachers' knowledge levels in teaching volume concepts, suggesting implications for educator training.
This paper aims to determine teachers' subject matter knowledge (SMK) and pedagogical content knowledge (PCK) in the content of the volume of rectangular prisms. An assessment for identifying them was applied to 70 teachers from the region of Santa Ana, the participants taught mathematics in 6th-grade in which the content of volume is learned. While teachers' performance on items belonging to SMK was relatively good with around 56.3% of correct answers, it was low on those related to PCK in which the percentage of correct answers gained only 31.0%. This suggests that high SMK does not necessarily indicate high PCK.
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ARGUETA et al. (2023) studied this question.
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