Examining the Topic-Specific Nature of PCK in the Teaching of Graphs in Dynamics of Market: A South African Case

Abstract

Understanding graphs in economics education remains a global challenge but specifically, understanding graphs in the topic ‘Dynamics of Market’ (DM) is a critical issue for South African learners in economics education. This study aimed to examine the nature of Pedagogical Content Knowledge (PCK) of economics teachers in the teaching of graphs in DM. A case of two different economics teachers’ PCK of the 10th and 11th grades on the same topic at different grade levels had to be compared to understand the phenomenon better. Focusing on different teachers’ PCK for teaching the same topic at different grade levels will help economics education researchers to understand why the same topic is taught differently by different teachers and therefore helps to throw more light on individual teachers’ PCK in teaching economics topics. Using Mavhungas’ Topic Specific Pedagogical Content Knowledge (TSPCK) model as the theoretical framework, two topic-specific components, learners’ prior knowledge and knowledge of representations, were examined. Data was collected using the observation method and analyzed thematically. This study found that both teachers demonstrated adequate prior knowledge of learners’ misconceptions of graphs in DM. It was also found that both teachers used topic-specific classroom activities to enhance learners’ understanding of graphs in DM. However, both differ in the extent to which they understand learners’ learning difficulties. The study suggests a framework for teaching graphs in DM and suggests that teachers should adopt a systematic approach to teaching graphs in DM. The study concludes that the nature of PCK is specific to an individual teacher.