Pedagogical Content Knowledge Towards Technological Approach In Mathematics Classroom

Abstract

Knowledge of subject matter to be transferred to the learners is content knowledge, and the knowledge of how that content knowledge has to be transferred for making learners understand is pedagogical content knowledge (PCK). For making learners understand teachers have to take the help of some devices or to apply some strategies which have to generate based on the nature of contents by the concerned teachers and this is the most challenging task for making a highly effective classroom session. In today’s high-tech environment, traditional chalk-board and lecture methods are obsolete in the landscape of teaching and learning. Technologically advanced tools have been playing a pivotal role in transforming entire education system. However, for effective application of content-fit technological tools teachers must be enriched in technological pedagogy.

The study intends to investigate the status on teachers’ pedagogical content knowledge towards technological approach in mathematics classroom of secondary standard within the district of Kamrup Metro, Assam for which the researchers adopted a descriptive survey method for the study. One sample Kolmogorov-Smirnov and Shapiro-Wilk test is used for testing if the data follows normal distribution or not and the Mann Whitney U Test was applied to study the significant difference between two groups; moreover, to study the correlation between teachers’ pedagogical content knowledge and academic achievement of students in mathematics, Spearman’s correlation co-efficient was computed.

 There is no significant difference between the teachers’ pedagogical content knowledge towards use of technology in teaching mathematics in digital and traditional modes from the perception of students both from government and private sectors.