Pedagogical Research

• Aguilar, J. J. (2021). High school students’ reasons for disliking mathematics: The intersection between teacher’s role and student’s emotions, belief and self-efficacy. International Electronic Journal of Mathematics Education, 16(3), Article em0658. https://doi.org/10.29333/iejme/11294
• Aksu, Z. (2019). Pre-service mathematics teachers’ pedagogical content knowledge regarding student mistakes on the subject of circle. International Journal of Evaluation and Research in Education, 8(3), 440-445. https://doi.org/10.11591/ijere.v8i3.20250
• Ansah, J. K., Quansah, F., & Nugba, R. M. (2020). “Mathematics achievement in crisis”: Modelling the influence of teacher knowledge and experience in senior high schools in Ghana. Open Education Studies, 2(1), 265-276. https://doi.org/10.1515/edu-2020-0129
• Ball, D. L., & Bass, H. (2000). Interweaving content and pedagogy in teaching and learning to teach: Knowing and using mathematics. In J. Boaler (Ed.), Multiple perspectives on the teaching and learning of mathematics (pp. 83-104). Ablex Publishing. https://doi.org/10.5040/9798400688362.0008
• Ball, D. L., Lubienski, S., & Mewborn, D. (2001). Research on teaching mathematics: The unsolved problem of teachers’ mathematical knowledge. In V. Richardson (Ed.), Handbook of research on teaching (pp. 433-456). Macmillan.
• Ball, D. L., Hill, H. C., & Bass, H. (2005). Knowing mathematics for teaching: Who knows mathematics well enough to teach third grade, and how can we decide? American Educator, 14-46.
• Baumert, J., Kunter, M., Blum, W., Brunner, M., Voss, T., Jordan, A., Klusmann, U., Krauss, S., Neubrand, M., & Tsai, Y. (2010). Teachers’ mathematical knowledge, cognitive activation in the classroom, and student progress. American Educational Research Journal, 47(1), 133-180. https://doi.org/10.3102/0002831209345157
• Calderhead, J. (1996). Teachers: Beliefs and knowledge. In D. C. Berliner, & R. C. Calfee (Eds.), Handbook of educational psychology (pp. 709-725). Prentice Hall International.
• Carpenter, T., Fennema, F., & Franke, M. (1996). Cognitively guided instruction: A knowledge base for reform in primary mathematics instruction. The Elementary School Journal, 97(1). https://doi.org/10.1086/461846
• Clarke, D., & Roche, A. (2018). Using contextualized tasks to engage students in meaningful and worthwhile mathematics learning. The Journal of Mathematical Behavior, 5195-108. https://doi.org/10.1016/j.jmathb.2017.11.006
• De Jong, P., & Van der Leij, A. (1999). Specific contributions of phonological abilities to early reading acquisition: Results from a dutch latent variable longitudinal study. Journal of Educational Psychology, 91, 450-476. https://doi.org/10.1037/0022-0663.91.3.450
• Evans, V., & Green, M. (2006). Cognitive linguistics: An introduction. Edinburgh University Press.
• Fiangga, S., Khabibah, S., Amin, S. M., & Ekawari, R. (2021). A learning design analysis of the pre-service teachers’ mathematics pedagogical content knowledge. Journal of Physics: Conference Series, 1899(1), Article 012153. https://doi.org/10.1088/1742-6596/1899/1/012153
• Garner, B., Munson, J., Krause, G., Bertolone-Smith, C., Saclarides, E., Vo, A., & Lee, H. S. (2023). The landscape of U.S. elementary mathematics teacher education: Course requirements for mathematics content and methods. Journal of Mathematics Teacher Education, 27, 1009-1037. https://doi.org/10.1007/s10857-023-09593-4
• Gess-Newsome, J., Taylor, J. A., Carlson, J., Gardner, A. L., Wilson, C. D., & Stuhlsatz, M. A. (2017). Teacher pedagogical content knowledge, practice, and student achievement. International Journal of Science Education, 41(7), 944-963. https://doi.org/10.1080/09500693.2016.1265158
• Hafisal, M., & Sukor, S. A. (2020). Penilaian terhadap tahap efikasi diri dan pengetahuan isi kandungan dalam kalangan guru matematik [Assessment of self-efficacy and content knowledge levels among mathematics teachers]. Jurnal Intelek, 15(2), 1-11. https://doi.org/10.24191/ji.v15i2.282
• Hannula, M. S., Maijala, H., & Pehkonen, E. (2004). Development of understanding and selfconfidence in mathematics; Grades 5-8. International Group for the Psychology of Mathematics Education.
• Izzati, F., & Mistima, M. S. (2020). Sorotan literatur bersistematik: Faktor stres dalam kalangan guru matematik [Systematic literature review: Stress factors among mathematics teachers]. Malaysian Journal of Social Sciences and Humanities, 5(11), 167-173. https://doi.org/10.47405/mjssh.v5i11.554
• Jagals, D., & Van der Walt, M. (2018). Design principles for lesson study practice: A case study for developing and refining local theory. EURASIA Journal of Mathematics, Science and Technology Education, 14(8), Article em1560. https://doi.org/10.29333/ejmste/91830
• Jacob, F., John, S., & Gwany, D. M. (2020). Teachers’ pedagogical content knowledge and students’ academic achievement: A theoretical overview. Journal of Global Research in Education and Social Science, 14(2), 14-44.
• Jakobsen, A., Thames, M., & Ribeiro, C. M. (2013). Delineating issues related to horizon content knowledge for mathematics teaching. In B. Ubuz, Ç. Haser, & M. A. Mariotti (Eds.), Proceedings of CERME 8 (pp. 3125-3134). ERME.
• Kadinga, J., & Kapenda, H. (2022). High school teachers’ subject and pedagogical content knowledge of mathematics in the Khomas Education Region, Namibia. African Journal of Research in Mathematics Science and Technology Education, 26(2). https://doi.org/10.1080/18117295.2022.213
• Kahan, J., Cooper, D., & Bethea, K. (2003). The role of mathematics teachers' content knowledge in their teaching: A framework for research applied to a study of student teachers. Journal of Mathematics Teacher Education, 6(3), 223-252. https://doi.org/10.1023/A:1025175812582
• Kasanda, C., & Kapenda, H. (2015). School learners’ knowledge and views of traditional medicinal plant use in two regions in Namibia. In K. C. Chinsembu, A. Cheikhyoussef, D. R. Mumbengegwi, M. Kandawa-Schulz, C. D. Kasandra, & L. Kazembe (Eds.), Indigenous knowledge of Namibia (135-156). University of Namibia Press. https://doi.org/10.2307/j.ctvgc619h
• Kathirveloo, P., Puteh, M., & Matematik, F. (2014). Effective teaching: Pedagogical content knowledge. Proceeding of International Joint Seminar Garut. https://www.researchgate.net/publication/303940850
• Keller, M., Neumann, K., & Fischer, H. (2016). The impact of physics teachers’ pedagogical content knowledge and motivation on students’ achievement and interest: Physics teachers’ knowledge and motivation. Journal of Research in Science Teaching, 54(5), 586-614. https://doi.org/10.1002/tea.21378
• Kousar, M., Mehmood, K., & Karim, A. (2023). Relationship between teachers’ professional competencies and student’s academic Achievement at secondary level in Azad Jammu & Kashmir. International Research Journal of Education and Innovation, 4(3), 10-30.
• Kugra, M., Hamiza, A. N., & Suriya, K. N. (2021). Analisis tahap pengetahuan pedagogi kandungan (PCK) guru pelatih matematik [Analysis of the content pedagogic knowledge level (PCK) of mathematics trainee teachers]. Jurnal Pendidikan Bitara UPSI, 14(2021), 72-81.
• Leinhardt, G., & Greeno, J. G. (1986). The cognitive skill of teaching. Journal of Educational Psychology, 78(2), 75-95. https://doi.org/10.1037/0022-0663.78.2.75
• Mayer, R. E. (2004). Should there be a three-strikes rule against pure discovery learning? The case for guided methods of instruction. American Psychologist, 59, 14-19. https://doi.org/10.1037/0003-066X.59.1.14
• Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054.
• Moh’d, S., Uwamahoro, J., Joachim, N., & Orodho, J. (2021). Assessing the level of secondary mathematics teachers’ pedagogical content knowledge. EURASIA Journal of Mathematics, Science and Technology Education, 17(6), Article em1970. https://doi.org/10.29333/ejmste/10883
• Mushtaq, S., Gazanfer, S., & Magray, A., (2018). Pedagogical content knowledge (PCK) and its impact on improving teaching mathematics. International Journal of Advanced Research in Science and Engineering, 7(4).
• Nurmelda, P., & Roslinda, R. (2020). Pengetahuan pedagogi dan isi kandungan guru opsyen matematik dalam pengajaran topik pecahan [Pedagogical knowledge and content of mathematics option teachers in teaching fractions topics]. Jurnal Dunia Pendidikan, 2(1), 92-101.
• Odumosu, M., Olisama, O., & Areelu, F. (2018). Teachers’ content and pedagogical knowledge on students’ achievement in algebra. International Journal of Education and Research, 6(3).
• Ozdemir, G., Sahin, B., Basibuyuk, O., Erdem, K., & Soylu, Y. (2017). Development of pedagogical content knowledge of classroom teachers on the numbers in terms of two components. International Journal of Research in Education and Science, 3(2), 409-423. https://doi.org/10.21890/ijres.327899
• Phelps, G., & Schilling, S. (2004). Developing measures of content knowledge for teaching reading. Elementary School Journal 105(1), 31-48. https://doi.org/10.1086/428764
• Saxena, S. (2015). How do you teach the 4Cs to students (part-1): Creativity and innovation? Amity University. http://edtechreview.in/trendshttp://edtechreview.in/trends-insights/insights/insights/insights/914-how-do-you-teach-the-4Cs-to-students-part-1-creativity-andinnovation
• Shulman, L. S. (1986). Those who understand knowledge growth in teaching. Educational Researcher, 15(2), 4-14. https://doi.org/10.3102/0013189X015002004
• Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-23. http://doi.org/10.17763/haer.57.1.j463w79r56455411
• Verschaffel, L., Greer, B., & De Corte, E. (2002) Everyday knowledge and mathematical modeling of school word problems. In K. Gravemeijer, R. Lehrer, B. Van Oers, & L. Verschaffel (Eds.), Symbolizing, modeling and tool use in mathematics education (257-276). Springer. https://doi.org/10.1007/978-94-017-3194-2_16
• Voogt, J., Fisser, P., Roblin, N., Tondeur, J., & Van Braak, J. (2012). Technological pedagogical content knowledge – a review of the literature. Journal of Computer Assisted Learning, 29(2), 109-121. https://doi.org/10.1111/j.1365-2729.2012.00487.x2729.2012.00487.x
• Wiliam, S. K., & Mistima, M. S. (2020). Sorotan literatur bersistematik terhadap pengetahuan pedagogi isi kandungan guru matematik [A systematic literature review of mathematics teachers' content pedagogical knowledge]. Jurnal Dunia Pendidikan, 2(3), 82-94.

APA

Aderinoye-Rabiu, R. A., Bello, A. B., Usman, A. A., Falebita, O. T., & Oloyede, G. O. (2025). Assessing the influence of primary mathematics educators’ content knowledge and pedagogical content knowledge on teaching effectiveness. Pedagogical Research, 10(3), em0240. https://doi.org/10.29333/pr/16665

Vancouver

Aderinoye-Rabiu RA, Bello AB, Usman AA, Falebita OT, Oloyede GO. Assessing the influence of primary mathematics educators’ content knowledge and pedagogical content knowledge on teaching effectiveness. PEDAGOGICAL RES. 2025;10(3):em0240. https://doi.org/10.29333/pr/16665

AMA

Aderinoye-Rabiu RA, Bello AB, Usman AA, Falebita OT, Oloyede GO. Assessing the influence of primary mathematics educators’ content knowledge and pedagogical content knowledge on teaching effectiveness. PEDAGOGICAL RES. 2025;10(3), em0240. https://doi.org/10.29333/pr/16665

Chicago

Aderinoye-Rabiu, Rofiat Adewumi, Abdulhakeem Bolakale Bello, AbdulAzeez Adebayo Usman, Oluwatobiloba Tanimola Falebita, and Gideon Oyewale Oloyede. "Assessing the influence of primary mathematics educators’ content knowledge and pedagogical content knowledge on teaching effectiveness". Pedagogical Research 2025 10 no. 3 (2025): em0240. https://doi.org/10.29333/pr/16665

Harvard

Aderinoye-Rabiu, R. A., Bello, A. B., Usman, A. A., Falebita, O. T., and Oloyede, G. O. (2025). Assessing the influence of primary mathematics educators’ content knowledge and pedagogical content knowledge on teaching effectiveness. Pedagogical Research, 10(3), em0240. https://doi.org/10.29333/pr/16665

MLA

Aderinoye-Rabiu, Rofiat Adewumi et al. "Assessing the influence of primary mathematics educators’ content knowledge and pedagogical content knowledge on teaching effectiveness". Pedagogical Research, vol. 10, no. 3, 2025, em0240. https://doi.org/10.29333/pr/16665