Mathematical Content Knowledge Calon Guru Matematika Berdasarkan Dimensi Pengetahuan Taksonomi Bloom Revisi

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Quantitative analysis reveals the instructional prowess of prospective teachers in mathematics, suggesting the need for content mastery.

The study found that procedural knowledge was the highest among prospective mathematics teachers, with a score of 27.12%.
Results indicated no significant differences in mathematical content knowledge between male and female students.
Data was collected through tests and questionnaires, validated against Revised Bloom’s Taxonomy.
The findings highlight the importance of multidimensional knowledge for effective mathematics instruction.

Yuda Purnama Putra (2025) studied this question.

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