Experimental Study of Social Dimensions of Pedagogical Content Knowledge in Mathematics Education

This article aims to identify the impact of contextual and symbolic locations on adolescents' success in mathematics learning as a result of the teaching process. The theoretical approach of this research is the integrated and multidimensional view of "pedagogical content knowledge". In this approach, the role of contextual conditions, especially social variables in all aspects of education and learning is key; and the socio-cultural nature of this process is quite prominent. In fact, educational goals will be achieved in the light of identifying social and cultural conditions, and how they affect the educational process. The research method, according to the facilities and nature of the research, is social measurement; and most of the research report is based on survey results. The research samples, including 398 adolescents, were from six different high schools in Alborz province. The research results, with the ability to explain 57% of the changes in students' math scores, reveal how the research hypotheses have been confirmed. The results of multivariate regression analysis suggest that classroom conditions, as the most important symbolic place in mathematics and physics education, play the most reinforcing role in obtaining a mathematical score. In addition, it is clear that the moral and disciplinary conditions of the respondents are the most important contextual variables that guarantee the .educational and learning conditions of the learners