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: firstname.lastname@example.org).
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.