Abstract:
 
This study investigated epistemological knowledge of Grade 8 Jordanian mathematics teachers in terms of mathematical knowledge, assessment knowledge, and pedagogical knowledge. It also explored differences in performance among teachers in the three domains of epistemological knowledge due to gender and qualification. The study sample consisted of 146 teachers distributed on three degrees: bachelor, diploma and master. A 30-item test was developed by the researcher to assess teachers' mathematical knowledge, assessment knowledge and pedagogical knowledge. Results revealed that teachers’ performance on mathematical knowledge was medium, while their performance on assessment knowledge was low. Their performance on pedagogical knowledge was the lowest. T-test analysis revealed statistically significant gender differences in the three domains of epistemological knowledge in favor of females. Conversely, there were statistically significant differences the three domains of epistemological knowledge due to qualification in favor of teachers' with diploma. Based on findings, it was recommended that in-service teachers be trained periodically on three domains of epistemological knowledge, namely mathematical knowledge, assessment knowledge, and pedagogical knowledge.