59 International Journal of Scientific Research and Innovative Technology Vol. 7 No. 4; May 2020 Primary School Teachers’ Pedagogical Content Knowledge of stem-leaf plots Borniface Kashoka 1 Patricia Phiri Nalube 2 The University of Zambia 1 kashokaborniface@rocketmail.com , 2 pphirinalube@yahoo.co.uk Abstract This study interrogated Primary School Teachers’ Pedagogical Content Knowledge (PCK) of stem-and-leaf plots (stem-leaf plots). The topic under study was introduced in grade 5 of the Zambian primary school mathematics curriculum, as well as in Primary Teachers’ Colleges of Education. It had never existed in the Zambian school curriculum from early education to Primary teacher diploma education levels. Bruner’s constructivist theoretical perspective guided the study. Data was collected from 37 primary school teachers through a written questionnaire task on stem-leaf plots. Further data was gathered from a Grade 5 teacher through lesson observations and for triangulation purposes, post-lesson interviews were conducted. The teacher was purposefully selected to teach his class on the topic in question. Video- and audio-recording techniques were employed respectively to capture reality. Overall results indicated that the respondents had scant ideas about stem-leaf plots with regard to both content and pedagogy. During the teaching process, the teacher missed opportunities in the application of enactive, iconic and symbolic modes. The teacher displayed gaps in using learners’ experiences and prior knowledge. He could not collect real data or use manipulatives to enhance active learning. Concepts were not extrapolated beyond the data given, thus a clear implication of stem-leaf plots was not drawn. In view of these findings, the authors recommended the need for further studies to address the link between stem-leaf plots and numeracy, and the amplification role of stem-leaf plots in data organisation, representation and analysis. They also proposed studies involving attitudes of teachers toward statistics (stem-leaf plots) to be conducted. It is also necessary for teacher educators to include strategies to examine how student teachers handle real data in classrooms including stem-leaf plots as tools for organising and analysing data. Key words: Mode, statistics, stem-leaf plots, primary school teacher, PCK