[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-179402-105":3,"doc-detail-179402-en":85,"detail-sidebar-cat-0-en-105":102},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":78,"head_meta":80,"extra_data":82,"updated_unix":84},105,"en","mathematical-knowledge-for-teaching-mkt-in-elementary-teacher-education-systematic-review-with-limited-meta-analytic-synthesis","Mathematical Knowledge for Teaching (MKT) in Elementary Teacher Education - Systematic Review with Limited Meta-Analytic Synthesis","","This study synthesizes empirical research on Mathematical Knowledge for Teaching (MKT) in elementary teacher education using a systematic review and a limited meta-analytic synthesis. Following PRISMA 2020 procedures, studies published from 2015–2025 were identified across ERIC, Scopus, Google Scholar, Garuda Kemdikbud, and DOAJ. Fourteen quantitative and mixed-methods studies met inclusion criteria, but only five reported sufficient statistics for effect-size estimation. Results show generally uneven MKT across domains, stronger common content knowledge but persistent weaknesses in specialized and horizon content knowledge, especially fractions and geometry. The pooled random-effects effect (d = 0.62, 95% CI [0.38, 0.86], k = 5) supports structured pedagogical interventions, while evidence remains limited and heterogeneous. Cross-study patterns relate variation to teaching experience, content domain, and initial pedagogical knowledge, informing improvements for teacher education curricula and future MKT research design and reporting.",{"@graph":14,"@context":77},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/mathematical-knowledge-for-teaching-mkt-in-elementary-teacher-education-systematic-review-with-limited-meta-analytic-synthesis/179402/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/mathematical-knowledge-for-teaching-mkt-in-elementary-teacher-education-systematic-review-with-limited-meta-analytic-synthesis/179402.png","ImageObject",300,407,{"name":42,"@type":43},"Oliver","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-07","2026-09-02",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",22,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69,73],{"name":60,"@type":61,"acceptedAnswer":62},"How were studies selected for the MKT systematic review?","Question",{"text":63,"@type":64},"The review followed PRISMA 2020 procedures and searched ERIC, Scopus, Google Scholar, Garuda Kemdikbud, and DOAJ for studies published between 2015 and 2025.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"Which MKT domains showed the weakest results?",{"text":68,"@type":64},"MKT was generally uneven across domains, with persistent weaknesses in specialized content knowledge and horizon content knowledge, particularly in fractions and geometry.",{"name":70,"@type":61,"acceptedAnswer":71},"What does the pooled meta-analytic effect indicate?",{"text":72,"@type":64},"Using a random-effects model, the pooled effect was d = 0.62 with a 95% CI [0.38, 0.86] (k = 5), suggesting that structured pedagogical interventions can improve MKT, though the evidence base is limited and heterogeneous.",{"name":74,"@type":61,"acceptedAnswer":75},"What factors were associated with differences in MKT outcomes across studies?",{"text":76,"@type":64},"Cross-study patterns indicated that teaching experience, mathematical content domain, and initial pedagogical knowledge were associated with variation in MKT outcomes.","https://schema.org",{"og:url":32,"og:type":79,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":81,"canonical":32},"index,follow",{"doc_id":83,"site_id":7},179402,1788336704,{"code":4,"msg":86,"data":87},"success",{"doc_id":83,"user_id":88,"nickname":42,"user_avatar":89,"doc_module":4,"category_id":90,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":91,"file_id":92,"file_url":93,"file_type":94,"file_size":95,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":96,"language":97,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":98,"faqs":99,"seo_title":100,"seo_description":12,"update_tm":84,"read_time":101,"preview_page_count":4},8796095461610,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c",8,"| Article history\u003Cbr>Received 21 March 2026 Revised 11 May 2026 Accepted 16 May 2026 | This study synthesizes empirical research on Mathematical Knowledge for Teaching (MKT) in elementary teacher education through a systematic review combined with a limited meta-analytic synthesis. Following PRISMA 2020 procedures, studies published between 2015 and 2025 were identified from ERIC, Scopus, Google Scholar, Garuda Kemdikbud, and DOAJ. Fourteen quantitative and mixedmethods studies met the inclusion criteria, although only five provided sufficient statistical data for effect size estimation. Effect sizes were calculated using Cohen’s d and Hedges’ g, and pooled under a random-effects model in CMA version 3 and the R-package metafor. The findings indicate that MKT among elementary teachers, both prospective and earlycareer, is generally uneven across domains, with stronger performance in common content knowledge and persistent weaknesses in specialized content knowledge and horizon content knowledge, especially in fractions and geometry. The pooled effect (d = 0.62, 95% CI [0.38, 0.86], k = 5) suggests that structured pedagogical interventions can improve MKT, although the evidence base remains limited and heterogeneous. Cross-study patterns, rather than formal subgroup meta-analytic tests, suggest that teaching experience, mathematical content domain, and initial pedagogical knowledge are associated with variation in MKT outcomes. The study highlights implications for strengthening elementary teacher education curricula, particularly within the Kurikulum Merdeka framework in Indonesia, and for improving future MKT research design and reporting. |\n| --- | --- |\n\n\n| Keywords\u003Cbr>Content Knowledge Mathematical Knowledge for Teaching\u003Cbr>Meta-Analysis Pedagogical Content Knowledge Prospective Elementary Teachers | This is an open-access article under the CC–BY-SA license.\u003Cbr>|\n| --- | --- |\n\n| No | \u003Cbr>Author | \u003Cbr>Year |  Country | \u003Cbr>N | \u003Cbr>MKT Domain |  Design | \u003Cbr>Ref. No. |\n| --- | --- | --- | --- | --- | --- | --- | --- |\n| 1 | Pincheira & Alsina | 2025 | Spain | 60 | Early Algebra (CCK, SCK, HCK, KCS, KCT, KCC) | Descriptive\u003Cbr>exploratory | [6] |\n| 2 | Alshehri & Youssef | 2022 | Saudi Arabia | 86 | General MKT (5 domains) | Correlationalpredictive | [46] |\n| 3 | Sitabkhan et al. | 2024 | Kyrgyzstan | N. R. | Numbers, Operations, Measurement, Geometry | Pre-post (pilot) | [28] |\n| 4 | Copur\u003Cbr>Gencturk et al. | 2019 | USA | 397 | CCK, SCK, PCK | Secondary analysis (EFA/CFA) | [45] |\n| 5 | Raiula et al. | 2023 | Fiji | 363 | KCS, KCT, CCK, SCK | Descriptive survey ANOVA | [47] |\n| 6 | Walter et al. | 2025 | Germany | 695 | Diagnostic Skills (Numbers) | Quasi-exp. prepost | [19] |\n| 7 | Chandia et al. |  | Chile | N. R. | Numbers & Operations (6\u003Cbr>sub-domains) | Instrument\u003Cbr>validation + Cluster | [8] |\n| 8 | DePiper et al. | 2021 | USA | 101 | PCK English Learner support | Cluster RCT; HLM | [35] |\n| 9 | Charalambouset al. | 2020 | USA | 200 | CK + PCK (MKT General) | Replication + EFA/CFA + VAM | [10] |\n| 10 | Bas-Ader et al. |  | Türkiye | 16 | Professional Noticing (KCS/PCK) | Quasi-exp. prepost | [34] |\n| 11 | CopurGencturk | 2021 | USA | 303 | Fraction Operations\u003Cbr>(CCK/SCK) | Descriptive\u003Cbr>analytical; coding | [32] |\n| 12 | Blanco et al. | 2022 | Spain | 30 | DMK (CCK + Didactic Knowledge) | Mixed methods; DMK questionnaire | [36] |\n| 13 | Tarusu | 2018 | Indonesia | N. R. | Pedagogical Ability (4 aspects) | Descriptive analytical exploratory | [14] |\n| 14 | Arwadi et al. | 2023 | Indonesia | 45 | Geometry PCK\u003Cbr>(CK, PK, KoL) | Mixed methods; test + interview | [7] |","cbCaiskPIqaqGwJi","https://ap.wps.com/l/cbCaiskPIqaqGwJi","pdf",989403,24,"English","# Article Overview\n## Methods and Study Selection\n## Effect-Size Estimation and Findings\n## Implications for Teacher Education and Future Research","[{\"question\":\"How were studies selected for the MKT systematic review?\",\"answer\":\"The review followed PRISMA 2020 procedures and searched ERIC, Scopus, Google Scholar, Garuda Kemdikbud, and DOAJ for studies published between 2015 and 2025.\"},{\"question\":\"Which MKT domains showed the weakest results?\",\"answer\":\"MKT was generally uneven across domains, with persistent weaknesses in specialized content knowledge and horizon content knowledge, particularly in fractions and geometry.\"},{\"question\":\"What does the pooled meta-analytic effect indicate?\",\"answer\":\"Using a random-effects model, the pooled effect was d = 0.62 with a 95% CI [0.38, 0.86] (k = 5), suggesting that structured pedagogical interventions can improve MKT, though the evidence base is limited and heterogeneous.\"},{\"question\":\"What factors were associated with differences in MKT outcomes across studies?\",\"answer\":\"Cross-study patterns indicated that teaching experience, mathematical content domain, and initial pedagogical knowledge were associated with variation in MKT outcomes.\"}]","Mathematical Knowledge for Teaching (MKT) in Elementary Teacher Education - Systematic Review with Limited Meta-Analytic Synthesis | PDF",60,{"code":4,"msg":86,"data":103},[104,108,112,116,120,125,130,133,138,141,145],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":105,"show_sort_weight":106,"slug":107},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":109,"show_sort_weight":110,"slug":111},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":113,"show_sort_weight":114,"slug":115},"Exam",70,"exam",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":118,"show_sort_weight":101,"slug":119},5,"Comic","comic",{"id":121,"doc_module":4,"doc_module_name":25,"category_name":122,"show_sort_weight":123,"slug":124},6,"Technology",50,"technology",{"id":126,"doc_module":4,"doc_module_name":25,"category_name":127,"show_sort_weight":128,"slug":129},7,"Healthcare",40,"healthcare",{"id":90,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":131,"slug":132},30,"research-report",{"id":134,"doc_module":4,"doc_module_name":25,"category_name":135,"show_sort_weight":136,"slug":137},9,"Religion & Spirituality",20,"religion-spirituality",{"id":136,"doc_module":4,"doc_module_name":25,"category_name":139,"show_sort_weight":136,"slug":140},"World Cup","world-cup",{"id":142,"doc_module":4,"doc_module_name":25,"category_name":143,"show_sort_weight":142,"slug":144},10,"Lifestyle","lifestyle",{"id":146,"doc_module":4,"doc_module_name":25,"category_name":147,"show_sort_weight":117,"slug":148},19,"General","general"]