Research Summary: Dimensions of mathematics teachers’ pedagogical knowledge and their association with mathematics teaching: a structural equation modelling approach

A recent study investigated the relationship between various dimensions of mathematics teachers' pedagogical knowledge (PK) and their teaching practices. The research focused on the combined roles of classroom management, assessment strategies, lesson planning, and instructional strategies among practicing mathematics teachers. Utilizing a structural equation modeling approach with data from 330 participants, the study aimed to provide empirical evidence on how these specific sub-dimensions of PK jointly relate to mathematics teaching, an area previously underexplored.

Why it matters

This research is strategically important as it sheds light on the specific pedagogical knowledge components that influence teaching effectiveness in mathematics. Understanding these relationships can inform the development of more targeted professional development programs and curriculum design for teacher education. This has the potential to improve educational outcomes and ensure a more skilled teaching workforce.

Key insights

• The study focused on understanding the joint relationship between key sub-dimensions of Pedagogical Knowledge (PK) and mathematics teaching.
• The specific sub-dimensions of PK examined were classroom management, assessment strategies, lesson planning, and instructional strategies.
• The research involved practicing mathematics teachers who were enrolled in an undergraduate mathematics education program while on study leave.
• A descriptive correlational design was employed for the study.
• Data was collected from 330 participants using a structured questionnaire.
• Structural Equation Modeling (SEM) was used to analyze the relationships between the identified PK dimensions and mathematics teaching.

Source

Frontiers in Education — https://www.frontiersin.org/articles/10.3389/feduc.2026.1926468