Teaching Science and Mathematics for Conceptual Understanding? A Rising Issue
Full Text (PDF)
Harcharan Pardhan 1 * , Razia Fakir Mohammad 1
More Detail
1 Aga Khan University
* Corresponding Author

Abstract

Working with in service science/mathematics teachers at the Aga Khan University Institute of Educational Development, Karachi, Pakistan we find that even though the teachers take aboard innovative ideas, they find it challenging to implement the newly acquired ideas primarily because of their inadequate subject matter knowledge. In this paper we will describe and discuss select case studies from Pakistan to provide evidence regarding this issue and support it with literature from other parts of the world. We will finally share some implications and possible alternatives to address this issue.

Keywords

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

https://doi.org/10.12973/ejmste/74658

EURASIA J Math Sci Tech Ed, 2005 - Volume 1 Issue 1, pp. 1-20

Publication date: 11 Oct 2005

Article Views: 668

Article Downloads: 322

Open Access References How to cite this article