1. Teaching a subject requires much more than simply knowledge of that subject. Knowing and deeply understanding the mathematics is crucial, but it is just the beginning.” Critically discuss the above statement giving reasons for your responses. [25]
‘read, interpret and draw simple inferences (conclusions) from tables and statistical diagrams
The above specific objective is stated in the NSSCO syllabi under the topic Statistics and Probability. Discuss how you would you plan to teach this concept, clearly stipulate what happens at every point of the lesson. Also, indicate how you will include and develop local resources in order to enhance learners’ understanding. [50]
This means that new teachers must develop the ability to “understand in a pedagogically reflective way; they must not only know their own way around a discipline, but must know the ‘conceptual barriers’ likely to hinder others” These conceptual barriers differ from discipline to discipline.
An emphasis on interactions between disciplinary knowledge and pedagogical knowledge directly contradicts common misconceptions about what teachers need to know in order to design effective learning environments for their students. The misconceptions are that teaching consists only of a set of general methods, that a good teacher can teach any subject, or that content knowledge alone is sufficient.
Some teachers are able to teach in ways that involve a variety of disciplines. However, their ability to do so requires more than a set of general teaching skills. Consider the case of Barb Johnson, who has been a sixth-grade teacher for 12 years at Monroe Middle School.
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