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Investigating teachers' mathematics pedagogical content knowledge on ratio and proportion: Does it exist in teaching?

Cakrawala Pendidikan · Vol. 41 No. 3 (2022) · pp. 830–847

DOI
10.21831/cp.v41i3.39457
ISSN
2442-8620, 0216-1370
Published
2022-09-30
Publisher
LPMPP Universitas Negeri Yogyakarta
Language
eng

Abstract

There is a widespread agreement that Mathematics Pedagogical Content Knowledge (MPCK) become one of the key resources for teaching mathematics effectively. This qualitative research investigates the existence of primary teachers' MPCK in mathematics teaching practice on ratio and proportion. Data were collected from the recorded videos of teaching observations of three primary teachers with different levels of Mathematics Content Knowledge (MCK) and MPCK selected from a paper and pencil test. A video observation instrument considering the MPCK factors' framework for teaching ratio and proportion was used to explore the existence of MPCK in the teachers' teaching practices. Data were analyzed by employing a whole-to-part approach of video-based data on three components of the teachers' teaching practices on ratio and proportion, i.e., task level feature, the teaching of problem-solving strategies, and knowledge of students' conceptual understanding. Results indicate that all the components of teachers' MPCK can be observed in teaching practice appropriately or inappropriately due to teachers' different levels of MPCK (Good, Medium, and Low). All MPCK factors were activated by the good teacher in her teaching appropriately differs from Medium and Low teachers. The Medium teacher needs more opportunities to learn about ratio and proportion task level features. The evidence leads to the opportunity to design a learning trajectory for In-service primary teachers that consider the integration of MPCK and MCK in balance.

Keywords

Collaboration network of the authors

38 authors · 101 co-authorship links · 28 across different organisations

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  • Universitas Negeri Surabaya
  • Universitas PGRI Semarang
  • State University of Malang
  • National Taiwan Normal University
  • Darul Ulum Islamic University
  • UIN Syekh Wasil Kediri
  • Sultan Idris Education University
  • Other organisations
  • Affiliation unknown
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
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Co-authorOrganisationJoint articles
Rooselyna EkawatiUniversitas Negeri Surabaya3
Shofan FianggaUniversitas Negeri Surabaya2
Tatag Yuli Eko SiswonoUniversitas Negeri Surabaya2
Siti Maghfirotun AminUniversitas Negeri Surabaya2
Elly Matul ImahUniversitas Negeri Surabaya1
Sugi HartonoUniversitas Negeri Surabaya1
Endah Budi RahajuUniversitas Negeri Surabaya1
Abdur RohimDarul Ulum Islamic University1
Yurizka Melia SariUniversitas Negeri Surabaya1
Yulia Izza El MillaUniversitas Negeri Surabaya1
Dwi Shinta RahayuUIN Syekh Wasil Kediri1
Agung LukitoUniversitas Negeri Surabaya1
Kai‐Lin YangNational Taiwan Normal University1
Khoirun NisaUniversitas Negeri Surabaya1
Muhtarom MuhtaromUniversitas PGRI Semarang1
Sugiyanti SugiyantiUniversitas PGRI Semarang1
Irkham Ulil AlbabUniversitas PGRI Semarang1
Sri RejekiSultan Idris Education University1
I Wayan DasnaState University of Malang1
Munzil MunzilState University of Malang1
Siti Nurul HidayatiUniversitas Negeri Surabaya1
Surjani WonorahardjoState University of Malang1
Sifak IndanaUniversitas Negeri Surabaya1
Guntur TrimulyonoAffiliation unknown1
Rudianto ArtionoAffiliation unknown1
Dian NovitaAffiliation unknown1
Muhammad Arif MahdiannurAffiliation unknown1
Wasis WasisUniversitas Muhammadiyah Malang1
Hermina DisnawatiAffiliation unknown1
Yohanis Ndapa DedaAffiliation unknown1
Nadi SupraptoAffiliation unknown1
Sri Adi WidodoAffiliation unknown1
Rika YulianiAffiliation unknown1
Istiqomah IstiqomahAffiliation unknown1
Darin FouryzaAffiliation unknown1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) https://journal.uny.ac.id/index.php/cp/oai, first harvested 8 Nov 2026, last seen 8 Nov 2026.
Original metadata (oai_dc) 
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	<dc:title xml:lang="en-US">Investigating teachers' mathematics pedagogical content knowledge on ratio and proportion: Does it exist in teaching?</dc:title>
	<dc:creator>Ekawati, Rooselyna</dc:creator>
	<dc:creator>Lin, Fou-Lai</dc:creator>
	<dc:creator>Kohar, Ahmad Wachidul</dc:creator>
	<dc:subject xml:lang="en-US">Mathematics Pedagogical Content Knowledge</dc:subject>
	<dc:subject xml:lang="en-US">Mathematics Teaching</dc:subject>
	<dc:subject xml:lang="en-US">Primary Teacher</dc:subject>
	<dc:subject xml:lang="en-US">Ratio and Proportion</dc:subject>
	<dc:description xml:lang="en-US">There is a widespread agreement that Mathematics Pedagogical Content Knowledge (MPCK) become one of the key resources for teaching mathematics effectively. This qualitative research investigates the existence of primary teachers' MPCK in mathematics teaching practice on ratio and proportion. Data were collected from the recorded videos of teaching observations of three primary teachers with different levels of Mathematics Content Knowledge (MCK) and MPCK selected from a paper and pencil test. A video observation instrument considering the MPCK factors' framework for teaching ratio and proportion was used to explore the existence of MPCK in the teachers' teaching practices. Data were analyzed by employing a whole-to-part approach of video-based data on three components of the teachers' teaching practices on ratio and proportion, i.e., task level feature, the teaching of problem-solving strategies, and knowledge of students' conceptual understanding. Results indicate that all the components of teachers' MPCK can be observed in teaching practice appropriately or inappropriately due to teachers' different levels of MPCK (Good, Medium, and Low). All MPCK factors were activated by the good teacher in her teaching appropriately differs from Medium and Low teachers. The Medium teacher needs more opportunities to learn about ratio and proportion task level features. The evidence leads to the opportunity to design a learning trajectory for In-service primary teachers that consider the integration of MPCK and MCK in balance.</dc:description>
	<dc:publisher xml:lang="en-US">LPMPP Universitas Negeri Yogyakarta</dc:publisher>
	<dc:date>2022-09-30</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
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	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.uny.ac.id/index.php/cp/article/view/39457</dc:identifier>
	<dc:identifier>10.21831/cp.v41i3.39457</dc:identifier>
	<dc:source xml:lang="en-US">Jurnal Cakrawala Pendidikan; Vol. 41 No. 3 (2022): Cakrawala Pendidikan (October 2022); 830-847</dc:source>
	<dc:source>2442-8620</dc:source>
	<dc:source>0216-1370</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.uny.ac.id/index.php/cp/article/view/39457/pdf</dc:relation>
	<dc:rights xml:lang="en-US">Copyright (c) 2022 Jurnal Cakrawala Pendidikan</dc:rights>
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