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Developing in-service mathematics teachers’ pedagogical content knowledge and skills to teach trigonometry: Using cooperative teaching and learning approach

Artigo2022

Richard Kyere Asomah ORCID; Douglas Darko Agyei ORCID; Forster Danso Ntow ORCID

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Resumo

The study is aimed at enhancing pedagogical content knowledge (PCK) and skills of in-service mathematics teachers (IMTs) using cooperative teaching and learning approach (CTLA). A sequential multiple case study was employed to develop eight IMTs knowledge and skills to design, develop, and enact lessons in trigonometry. The lessons were anchored on CTLA in two phases of a professional development arrangement (PDA) initiated in the study. The analysis of classroom observation, interview, CTLA lessons and the independent sample t-test is suggestive of significant improvement in the IMTs PCK. Further, although, the IMTs were rooted in teacher-centered pedagogies and encountered challenges, they effectively incorporated CTLA as a pedagogical tool in the teaching and learning of trigonometry. As a result of which, IMTs exhibited an enhanced content knowledge. Implications and recommendations for effective PDA in incorporating CTLA as an innovative pedagogical strategy for the teaching of mathematics at high school are discussed.

Dados da obra

Tipo
Artigo
Periódico
Contemporary Mathematics and Science Education, v. 4, n. 1, p. ep23001
Ano
2022 (2022-10-15)
Idioma
en
Palavras-chave
pedagogical content knowledge; in-service mathematics teachers; trigonometry teaching; teacher professional development; lesson design; teacher-centered instruction; high school mathematics
Temas
Formação de Professores de Matemática
DOI
10.30935/conmaths/12540
ISSN
2634-4076
Licença
cc-by
Acesso
Download disponível
Fontes
OpenAlex
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
ASOMAH, Richard Kyere; AGYEI, Douglas Darko; NTOW, Forster Danso. Developing in-service mathematics teachers’ pedagogical content knowledge and skills to teach trigonometry: Using cooperative teaching and learning approach. Contemporary Mathematics and Science Education, v. 4, n. 1, p. ep23001, 2022. DOI: https://doi.org/10.30935/conmaths/12540.

APA

Asomah, R. K., Agyei, D. D., & Ntow, F. D. (2022). Developing in-service mathematics teachers’ pedagogical content knowledge and skills to teach trigonometry: Using cooperative teaching and learning approach. Contemporary Mathematics and Science Education, 4(1), ep23001. https://doi.org/10.30935/conmaths/12540

BibTeX
@article{asomah2022,
  author = {Asomah, Richard Kyere and Agyei, Douglas Darko and Ntow, Forster Danso},
  title = {Developing in-service mathematics teachers’ pedagogical content knowledge and skills to teach trigonometry: Using cooperative teaching and learning approach},
  year = {2022},
  journal = {Contemporary Mathematics and Science Education},
  volume = {4},
  number = {1},
  pages = {ep23001},
  doi = {10.30935/conmaths/12540},
  language = {en}
}
RIS
TY  - JOUR
AU  - Asomah, Richard Kyere
AU  - Agyei, Douglas Darko
AU  - Ntow, Forster Danso
TI  - Developing in-service mathematics teachers’ pedagogical content knowledge and skills to teach trigonometry: Using cooperative teaching and learning approach
PY  - 2022
JO  - Contemporary Mathematics and Science Education
VL  - 4
IS  - 1
SP  - ep23001
DO  - 10.30935/conmaths/12540
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS

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