Normative Evaluation Scale of Pedagogical Content Knowledge with Emphasis on Proving knowledge of Secondary School Mathematics Teachers

Examining the quality of content knowledge of math teachers' pedagogy can be a way to evaluate the quality of their teaching in different areas of mathematics. Since the purpose of this research was mathematical topics and the field defined in the field of proof and its knowledge, it seems necessary to check the quality of pedagogical content knowledge and proof knowledge among mathematics teachers. Mathematics teachers in secondary school encounter some topics in mathematics textbooks that require sufficient knowledge in the field of proof. Knowledge of proof at an appropriate level can solve the challenges of students in the field of mathematical reasoning. The current research was carried out based on the survey method, relying on standardization. In this research, relying on relevant backgrounds in the field of pedagogical content knowledge and knowledge of proof, components were considered. The statistical population consisted of 420 male and female mathematics teachers working in the first and second year of high school in government and non-government schools in the south, southeast and west cities of Tehran province, including the cities of Pishva, Pakdasht, Qarchak, and Kahrizak, Varamin and Rey from Tehran province in the academic year 2022-2023 has been considered. Two haundred people were selected by quasi-cluster sampling and sampling based on Krejcie & Morgan table. A questionnaire was designed and built based on the research of Kadarisma et al. (2019) & Lesseig (2016). After checking the content validity with the CVR method and its reliability, an exploratory factor analysis was performed on the items and the separation of the components of the questionnaire. Finally, based on exploratory factor analysis, 30 items with five components were designed and standardized to evaluate the pedagogical content knowledge with an emphasis on proof knowledge of secondary school mathematics teachers.