Developing pre-service teachers' pedagogical content knowledge (PCK) and higher-order thinking skills (HOTS) using high-impact teaching strategies (HITS) in trigonometry

Date of Publication

4-2025

Document Type

Master's Thesis

Degree Name

Master of Science in Teaching Major in Mathematics

Subject Categories

Science and Mathematics Education

College

Br. Andrew Gonzalez FSC College of Education

Department/Unit

Science Education

Thesis Advisor

Minie Rose C. Lapinid

Defense Panel Chair

Auxencia A. Limjap

Defense Panel Member

Celina P. Sarmiento
Ryan L. Cerveza

Abstract/Summary

One of the goals of the education program is to develop effective mathematics teachers in the future which involve their pedagogical content knowledge. For this reason, this study aimed to determine the effects of HITS, measure the level of pre-service teachers’ PCK and how they demonstrated this in their lesson plans. It also intended to assess the performance, HOTS and errors in proving. A model lesson of proving trigonometric identities was used as an intervention. There were 15 second year college students taking Education program as the participants. The research design employed was concurrent embedded using both quantitative and qualitative data. Materials were developed for the intervention such as lesson plans, summative test, and interview questions. Rubrics for evaluating lesson plans, HOTS and correctness of proofs were also utilized. Means were computed to analyze the level of PCK, scores to interpret performance and HOTS, and errors were categorized. Thematic analysis and content analysis were also applied in summarizing the effects of model lesson on PCK and analyzing the PCK demonstrated in lesson plans respectively. Based on the findings, the level of pre-service teachers’ PCK was sufficient, they were proficient in proving, and they had very good HOTS. Incorrect reasons on proofs, misuse of identities, and inappropriate operations were among the errors committed in proving. The model lesson generally had positive effect and benefits for the pre-service teachers’ PCK since all of the HITS were incorporated in their lesson plans. They both enjoyed and were challenged by the model lesson. Moreover, the participants also have sufficient knowledge of mathematical content and pedagogical strategies with areas of improvement on giving feedbacks and anticipating learners’ responses.

Abstract Format

html

Language

English

Format

Electronic

Keywords

Mathematics teachers—Training of; Pedagogical content knowledge; Trigonometry—Study and teaching; Education students

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Embargo Period

4-12-2025

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