Mathematical Knowledge for Teaching (MKT) Among Primary School Teachers of Fiji

T. N. Raiula*, Vijaya Kumari S. N.**
* Research Scholar, Department of Education, St. Ann's College of Education (Autonomous), Mangalore, Karnataka, India.
** Associate Professor and Research Guide, St. Ann's College of Education (Autonomous), Mangalore, Karnataka, India.
Periodicity:March - May'2018


Primary School Teachers in Fiji are employed and supervised by the Ministry of Education and are expected to teach all subjects prescribed by the Ministry with necessary teacher qualification. The objectives of the study is to examine the current status of MKT for Primary School Mathematics Teachers in Fiji schools in terms of its components; Knowledge of Content and Students (KCS); Knowledge of Content and Teaching (KCT); Common Content Knowledge (CCK); and Specialized Content Knowledge (SCK), and to compare status of MKT (Mathematical Knowledge for Teaching) for primary schools teachers, with gender. The study engages descriptive survey with engagement of Stratified Random Sampling technique with sample size of 363 Primary School Teachers, from each stratus covering the four major Divisions; Northern, Central, Western, and Eastern and uses a test on MKT to gauge the levels of teachers' MKT and t-test analysis is used to analyse the data quantitatively. The relevance of the study is to give a sense of direction to the Ministry of Education in Fiji, on how to support primary school teachers with teaching and other related assistance, to bring about higher achievement in mathematics assessments, and more importantly, meaningful learning for students. Secondly, the study would allow the different teachers colleges dialogue on the notions of MKT and incorporate in mathematics education courses. The findings of the study are discussed in detail in the paper.


Mathematical Knowledge for Teaching, Primary School Teachers, Common Content Knowledge, Knowledge of Content and Teaching, Knowledge of Content and Students, Specialised Content Knowledge

How to Cite this Article?

Raiula, T. N., and Kumari, S. N. V. (2018). Mathematical Knowledge for Teaching (MKT) Among Primary School Teachers of Fiji. i-manager’s Journal on School Educational Technology, 13(4), 53-60.


[1]. Ball, D. L., Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching: What makes it special? Journal of Teacher Education, 59(5), 389-407.
[2]. Charalambous, C. Y. (2010). Mathematical knowledge for teaching and task unfolding: An exploratory study. The Elementary School Journal, 110(3), 247-278. Retrieved from
[3]. Ghousseini, H. (2017). Rehearsals of teaching and opportunities to learn mathematical knowledge for teaching. Cognition and Instruction, 35(3), 188-211. 008.2017.1323903
[4]. Hill, H. C., Blunk, M. L., Charalambous, C. Y., Lewis, J. M., Phelps, G. C., Sleep, L., & Ball, D. L. (2008). Mathematical knowledge for teaching and the mathematical quality of instruction: An exploratory study. Cognition and Instruction, 26(4), 430-511.
[5]. Hill, H. C., Rowan, B., & Ball, D. L. (2005). Effects of teachers' mathematical knowledge for teaching on student achievement. American Educational Research Journal, 42(2), 371-406. Retrieved from http://www.jstor. org/stable/3699380
[6]. Muralidhar, S. (1989). Students Understanding of Number Operations and Fractions at the Junior Secondary Level in Fiji (Unpublished M. Ed Thesis. Monash University).
[7]. Ng, D. (2011). Indonesian primary teachers' mathematical knowledge for teaching geometry: implications for educational policy and teacher preparation programs. Asia-Pacific Journal of Teacher Education, 39(2), 151-164. 80/1359866x.2011.560648
[8]. Ono, Y., & Ferreira, J. (2010). A case study of continuing teacher professional development through lesson study in South Africa. South African Journal of Education, 30(1), 59- 74.
[9]. Raj, L. L. (1985). An Investigation of Mathematical Abilities and Attitudes towards Mathematics of Students in the Upper Secondary Schools in Fiji (Unpublished MA Thesis. Suva: University of the South Pacific).
[10]. Raveh, I., Koichu, B., Peled, I., & Zaslavsky, O. (2016). Four (algorithms) in one (bag): An integrative framework of knowledge for teaching the standard algorithms of the basic arithmetic operations. Research in Mathematics Education, 18(1), 43-60. 4802.2016.1141313
[11]. Sanga, K. (2012). Give Me Another NiuLupu: Enhancing Pacific Education Research Capacity. In Sanga, K., & Kidmann, J. (Eds.). Harvesting Ideas: Niu Generation Perspectives (pp. 8-36). Suva. USP Press.
[12]. Schneider, R. M., & Plasman, K. (2011). Science teacher learning progressions: A review of science teachers' pedagogical content knowledge development. Review of Educational Research, 81(4), 530-565.
[13]. Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14. 2004
[14]. Tchoshanov, M. A. (2011). Relationship between teacher knowledge of concepts and connections, teaching practice, and student achievement in middle grades mathematics. Educational Studies in Mathematics, 76(2), 141-164.
[15]. The Fiji Times. (2016). Retrieved on 3 December 2016 from
[16]. Turner, F. (2012). Using the knowledge quartet to develop mathematics content knowledge: The role of reflection on professional development. Research in Mathematics Education, 14(3), 253-271.

Purchase Instant Access

Single Article

North Americas,UK,
Middle East,Europe
India Rest of world
Pdf 35 35 200 20
Online 35 35 200 15
Pdf & Online 35 35 400 25

If you have access to this article please login to view the article or kindly login to purchase the article
Options for accessing this content:
  • If you would like institutional access to this content, please recommend the title to your librarian.
    Library Recommendation Form
  • If you already have i-manager's user account: Login above and proceed to purchase the article.
  • New Users: Please register, then proceed to purchase the article.