International Journal of
Information and Education Technology

Abstract

The research reported in this article is a study that examines teachers’ limitations in expanding their expertise in facilitating mathematical problem solving through effective pedagogy. For the study twelve mathematics teachers having teaching experience from different secondary schools of Kamrup district were approached and five of them consented to join the programunder the study. They were interviewed, asked to teacha topic of geometry in ninth standard. Traditional pedagogies of teachers’explanation followed by student practice have been found among them with poor or no formal lesson plan. Interview episode reflects their confidence in teaching, albeit agreed to have deficiency of pedagogical knowledgeof mathematics in general and particularly in geometry.