Investigating the pedagogical content knowledge of beginning mathematics teachers in teaching Euclidean geometry: A task-based interview approach

Lunga Phaliso; Benjamin Tatira

doi:10.29333/ejmste/19425

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Lunga Phaliso ¹ ^* , Benjamin Tatira ¹

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¹ Walter Sisulu University, Mthatha, SOUTH AFRICA^* Corresponding Author

Abstract

Euclidean geometry remains a cognitively demanding component of the South African further education and training curriculum, and persistent learner underperformance raises concerns about the pedagogical readiness of beginning teachers. Pedagogical content knowledge (PCK) is essential for connecting formal geometric knowledge with learners’ reasoning, particularly in anticipating misconceptions and supporting proof construction. This qualitative, interpretive study examined the PCK of grade 11 beginning mathematics teachers in two Eastern Cape districts. A geometry test administered to fifteen teachers was used to purposively select six participants across performance levels. Task-based interviews served as the primary data source, focusing on diagnostic reasoning and instructional decision-making. Findings revealed marked variation in conceptual understanding and pedagogical responsiveness. High-performing teachers demonstrated integrated conceptual and diagnostic competence, whereas low-performing teachers relied mainly on procedural instruction. The study proposes Phaliso’s classroom knowledge model and underscores the need for targeted professional development in Euclidean geometry instruction.

Keywords

pedagogical content knowledge
beginning teachers
Euclidean geometry
diagnostic competence
task-based interview
Phaliso’s classroom knowledge model

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 22, Issue 10, October 2026, Article No: em2935

https://doi.org/10.29333/ejmste/19425

Publication date: 26 Sep 2026

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Article Downloads: 6

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How to cite this article

APA

Phaliso, L., & Tatira, B. (2026). Investigating the pedagogical content knowledge of beginning mathematics teachers in teaching Euclidean geometry: A task-based interview approach. Eurasia Journal of Mathematics, Science and Technology Education, 22(10), em2935. https://doi.org/10.29333/ejmste/19425

Vancouver

Phaliso L, Tatira B. Investigating the pedagogical content knowledge of beginning mathematics teachers in teaching Euclidean geometry: A task-based interview approach. EURASIA J Math Sci Tech Ed. 2026;22(10):em2935. https://doi.org/10.29333/ejmste/19425

AMA

Phaliso L, Tatira B. Investigating the pedagogical content knowledge of beginning mathematics teachers in teaching Euclidean geometry: A task-based interview approach. EURASIA J Math Sci Tech Ed. 2026;22(10), em2935. https://doi.org/10.29333/ejmste/19425

Chicago

Phaliso, Lunga, and Benjamin Tatira. "Investigating the pedagogical content knowledge of beginning mathematics teachers in teaching Euclidean geometry: A task-based interview approach". Eurasia Journal of Mathematics, Science and Technology Education 2026 22 no. 10 (2026): em2935. https://doi.org/10.29333/ejmste/19425

Harvard

Phaliso, L., and Tatira, B. (2026). Investigating the pedagogical content knowledge of beginning mathematics teachers in teaching Euclidean geometry: A task-based interview approach. Eurasia Journal of Mathematics, Science and Technology Education, 22(10), em2935. https://doi.org/10.29333/ejmste/19425

MLA

Phaliso, Lunga et al. "Investigating the pedagogical content knowledge of beginning mathematics teachers in teaching Euclidean geometry: A task-based interview approach". Eurasia Journal of Mathematics, Science and Technology Education, vol. 22, no. 10, 2026, em2935. https://doi.org/10.29333/ejmste/19425