Mathematics pedagogical knowledge for slow learners teaching

Mathematics has an abstract study concept. Teachers must have the ability to teach abstract concepts for students, especially for slow learners. This study aims to describe the mathematics pedagogical knowledge of pre-service teachers. This research is a survey research using quantitative methods. The subjects of this research were 340 students of the primary school teacher education department taking inclusive education courses at Universitas Ahmad Dahlan. Sampling technique based on Isaac & Michael table with a significance level of 5% as many as 172 respondents. Data were collected using a valid and reliable pedagogical knowledge test instrument. The results showed that mathematics pedagogical knowledge for slow learners teachers was in the High category. It shows that the pre-service teacher has a good understanding of teaching mathematics to slow learner students. Students obtained their ability from the theory in classes and observations in primary schools.