Examining TPACKC Levels for Effective Mathematical Communication among in-Service Teachers

Innovation in pedagogical studies have necessitate a paradigm shift from Technological Pedagogical Content Knowledge (TPACK) to Technological Pedagogical Content Knowledge and Communication skills (TPACKC). Communication is vital for effective teaching and learning of Mathematics. Students learn better when they can decipher the mathematical ideas and content delivered by their teacher. It is on this premise that this study was carried out to examine the levels of Technological Pedagogical Content Knowledge and Communication skills (TPACKC) among in-service teachers in Lagos State, Nigeria. The study adopted a descriptive survey research type. The sample size for this study comprised 95 in-service teachers from 64 junior secondary schools in two educational districts in Lagos State, Nigeria. This study was guided by four research questions. Data was collected in this study by the use of four research instruments that were duly validated. They are Mathematics Teachers Technological Knowledge (MATETEK; r = 0.75) 7-item questionnaire; Mathematics Teachers Pedagogical Knowledge (MATEPEK; r = 0.80) 11-item questionnaire; Mathematics Teachers Content Knowledge (MATECOK; r = 0.77) 8-item questionnaire and Mathematics Teachers Communication Skills (MATECOS; r = 0.76) 13-item questionnaire. Their reliability coefficients were calculated using Cronbach Alpha. The data collected were analyzed using the mean and standard deviation. The results revealed that integration of the levels of Mathematics Teachers’ TPACKC promote effective Mathematical Communication between in-service teachers. It was recommended that in-service teachers should popularize the use of TPACKC in their teaching-learning scenarios.