Abstract:

In recent years, there has been a growing interest in examining the knowledge that mathematics teachers require to effectively teach. Understanding the relationship between teacher knowledge and practice in mathematics classrooms is crucial for shaping the preparation of prospective teachers and developing teacher education in the future. This qualitative, multiple-case study was conducted in Johannesburg, South Africa, involving five schools and five teachers, including two newcomers and three experienced teachers. We argue that the relationship between teacher knowledge and practice does not fully explain why teachers adopt certain teaching approaches. In the literature review, the complexity of teachers' knowledge components necessary for integrating mathematics into reform-oriented classroom practices is highlighted. Frameworks such as Shulman's and Ball's models delineate various domains of teacher knowledge, including content knowledge (CK) and pedagogical content knowledge (PCK). These frameworks inform our understanding of how teachers select tasks, plan teaching strategies, and engage learners in classroom discourse. Mathematical practices in classrooms encompass both mathematical practices and teaching practices, with a shift towards reform-oriented instruction emphasizing learner participation and reasoning. The study examines how teachers' knowledge relates to their teaching practices, employing a qualitative, multiple-case study design. Data collection involved lesson observations, video recordings, and interviews with teachers. The analysis reveals that teachers with strong CK and PCK tend to employ reform-oriented practices, while those with weaker knowledge often resort to traditional teaching methods. However, the relationship between knowledge and practice is not straightforward. Some teachers exhibit hybrid practices, blending reform-oriented and traditional approaches. Factors such as teacher experience, training, and curriculum demands influence the alignment between teacher knowledge and practice. In conclusion, while there are clear relationships between teacher knowledge and practice for some teachers, further research is needed to understand the complex nature of these relationships. Future studies should delve into teachers' identities and how they inform their teaching practices, shedding light on why teachers adopt specific instructional approaches.

Keywords:

Teacher knowledge, mathematics education teaching practices.