Analyzing mathematical and pedagogical content knowledge among pre-service mathematics teachers: A comparative study across the three geopolitical zones in Nigeria

Source abstract

Teachers’ content and pedagogical knowledge are crucial elements of an effective teaching and learning process. However, a disciplined analysis of these constructs is lacking within the context of pre-service mathematics teachers in Nigeria. This study aimed to address this gap by advancing a comparative analysis of content and pedagogical knowledge and investigating the relationship between these constructs among pre-service mathematics teachers across the three geopolitical zones in northern Nigeria. Using a cross-sectional survey research design involving 539 pre-service mathematics teachers across the zones, the data were generated with validated and reliable instruments (coefficients of .79 and .90). The generated data were analysed using descriptive and inferential statistics while addressing the research questions and testing the hypotheses. The results show significant differences in content knowledge among pre-service mathematics teachers in North-Central (M = 64.08), North-West (M = 54.73), and North-East (M = 39.76) zones. Pedagogical content knowledge also varies, with North-West scoring highest (M = 4.42), followed by North-Central (M = 4.33), and North-East (M = 4.06). A moderate positive correlation (r = .48) exists between content and pedagogical knowledge, with a significant relationship (F(1, 538) = 156.23, p < .05). The discussion explores both the theoretical and practical implications of these findings.