Exploring the intricate relationship between educators' Pedagogical Content Knowledge (PCK) and Student Achievement: A Case Study of a Rural Primary School in Western Fiji

This research unravels the intricate relationship between educators' Pedagogical Content Knowledge (PCK) and student achievement in mathematics. Understanding the nuanced impact of teachers' specialized knowledge in effectively imparting mathematical concepts becomes crucial as education evolves. This study aims to shed light on the significance of educators' PCK in influencing students' academic success in mathematics, exploring the various dimensions and implications of this pivotal aspect in the teaching-learning process. Through a comprehensive analysis of pedagogical practices and their correlation with student outcomes, this research seeks to contribute valuable insights to educational theory and practice, fostering a deeper understanding of the critical factors that shape success in mathematics education. This small study describes how one teacher in Fiji demonstrated pedagogical content knowledge in teaching mathematics. The participants were a Year 7 mathematics teacher and her class of 40 students. A peer observation tool and interviews were used to collect data. The findings revealed that elements of pedagogical content knowledge, including teacher preparedness, student engagement, and teacher-student relationship, were used in her lesson study. The lesson study has implications for teachers who want to use elements of pedagogical content knowledge for student learning gains. This study is essential as it provides information on pedagogical content knowledge that teachers can use to improve student achievement.Keywords: pedagogical content knowledge, lesson study, student achievement