Teaching Science and Mathematics for Conceptual Understanding? A Rising Issue
Harcharan Pardhan 1 * , Razia Fakir Mohammad 1
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1 Aga Khan University* Corresponding Author


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.


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

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


Publication date: 11 Oct 2005

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