Assessing the Level of Secondary Mathematics Teachers’ Pedagogical Content Knowledge

This study reports mixed-methods research findings, which assesses the level of mathematics teachers’ pedagogical content knowledge (PCK) in selected secondary schools Zanzibar. A Likert-scale questionnaire related to PCK self-assessment was administered 69 teachers, 12 whom were observed three times during lesson delivery their respective classrooms. Both descriptive, inferential, and qualitative analyses used. The based on a revealed that moderate. However, significant differences levels teacher’s education teaching experience observed, while specializations showed no level. findings observation indicate classroom practices is low. indicates challenge implementation practices. There is, therefore, need for more in-service training raising levels, will eventually lead improved learning.