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General Information
    • ISSN: 2010-3689
    • Frequency: Bimonthly (2011-2014); Monthly (Since 2015)
    • DOI: 10.18178/IJIET
    • Editor-in-Chief: Prof. Dr. Steve Thatcher
    • Executive Editor: Ms. Nancy Y. Liu
    • Abstracting/ Indexing: EI (INSPEC, IET), Electronic Journals Library, Google Scholar, Crossref and ProQuest
    • E-mail: ijiet@ejournal.net
Prof. Dr. Steve Thatcher
QUniversity, Australia
It is my honor to be the editor-in-chief of IJIET. The journal publishes good-quality papers which focous on the advanced researches in the field of information and education technology. Hopefully, IJIET will become a recognized journal among the scholars in the related fields.

IJIET 2015 Vol.5(10): 789-793 ISSN: 2010-3689
DOI: 10.7763/IJIET.2015.V5.612

Pedagogical Knowledge in Mathematics: A Challenge of Mathematics Teachers in Secondary Schools

Gunendra Chandra Das
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.

Index Terms—Content knowledge, mathematics teaching, pedagogy.

Gunendra Chandra Das is with the Assam down town University, Guwahati, India (e-mail: gicidas@gmail.com).


Cite: Gunendra Chandra Das, "Pedagogical Knowledge in Mathematics: A Challenge of Mathematics Teachers in Secondary Schools," International Journal of Information and Education Technology vol. 5, no. 10, pp. 789-793, 2015.

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