AN ANALYSIS OF TEACHERS’ PEDAGOGICAL CONTENT KNOWLEDGE IN THE TOPIC OF FRACTION

Abstract

This research was designed to explore the development of teachers’ PCK in teaching the topic of fractions. The target groups consisted of 2 Lesson Study groups and 6th Grade classes from 2 project schools that participated in the Thailand Lesson Study incorporated Open Approach (TLSOA) proposed by Inprasitha (2022). A qualitative research approach case study design was employed using research instruments, namely lesson plans, observation records, worksheets, protocols, and interviews. Data was collected through the lesson study process and analyzed using content analysis. The results revealed that the fraction PCK of the target group is as follows: 1) The LS groups can create real-world problem situations about multiplying fractions and whole numbers for students to allow students to be engaged and they can anticipate students’ ideas. 2) Teachers can pose challenging problem situations to engage students. There is an issue of observing and prioritizing students' fraction ideas. At the same time, the whole-class discussion but there is still no point in the discussion to expanding students' ideas, and the concept of multiplying fractions has not yet been summarized by connecting students’ ideas. 3) The target groups get some points to develop classes that plan to organize with students’ fraction ideas. They plan to use appropriate questioning in whole-class discussions to expand students' ideas and encourage students to realize how-to to multiply fractions and whole numbers by themselves.