A1 Refereed original research article in a scientific journal
How Lithuanian mathematics teachers interpret student thinking at the different career stages
Authors: Grigaliūnienė, Monika; Rutkienė, Aušra; Lehtinen, Erno
Publisher: Modestum Ltd
Publication year: 2025
Journal: International Electronic Journal of Mathematics Education
Journal name in source: International Electronic Journal of Mathematics Education
Article number: em0835
Volume: 20
Issue: 3
eISSN: 1306-3030
DOI: https://doi.org/10.29333/iejme/16235
Web address : https://doi.org/10.29333/iejme/16235
Self-archived copy’s web address: https://research.utu.fi/converis/portal/detail/Publication/491904574
This study examines the pedagogical content knowledge (PCK) of Lithuanian mathematics teachers at different stages of their professional careers. The research sample comprised 134 participants ranging from novice teachers with no teaching experience to experienced educators, with the longest career spanning 45 years. The participants were divided into four groups according to the length of their career and the results were analyzed accordingly. While no significant correlation between PCK and career length was found in the overall test results, statistically significant differences were found between them for certain questions. The results make it clear that some teachers have difficulty interpreting students’ errors and developing appropriate teaching strategies. This study indicates that further research is needed to deepen the understanding of PCK development throughout teachers’ careers and to investigate the factors that contribute to differences in PCK within groups of teachers with similar career lengths.
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Funding information in the publication:
No funding source is reported for this study.
