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

Clicks: 3
ID: 287559
2025
Free PDF
Article Quality & Performance Metrics
Overall Quality
Not rated
Combines reader engagement with the AI quality analysis. This article has not been analysed, so there is no overall score — reader engagement is measured and shown alongside.
AI Quality Assessment
Not analyzed
Readership in this journal
Emerging

Ranked #3,576 of 3,757 articles by views in Malay Journal

Most read Least read

Bar heights use a square-root scale. Only the 120 most-read articles are drawn; the journal has 3,757 in total.

Mint this article as an NFT
Not yet minted

Create a permanent, verifiable on-chain record of this article on the Scimatic Network. The NFT is held in your Journament account, and you can withdraw it to your own wallet at any time.

5 SUSD one-off · no wallet required
Sign in to mint
Abstract
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.
Reference Key
persistent_1760661970_68f191d294a51 Use this key to autocite in the manuscript while using SciMatic Manuscript Manager or Thesis Manager
Authors Reyes, Still John F.
Journal Malay Journal
Year 2025
DOI
DOI not found
URL
https://animorepository.dlsu.edu.ph/etdm_scied/62
Keywords Keywords not found

Citations

No citations found. To add a citation, contact the admin at info@scimatic.org

Comments

No comments yet. Be the first to comment on this article.