Teachersʼ content knowledge and pedagogical content knowledge defined by Ball et al. (2008) and Shulman (1986) have been used as a conceptual framework to investigate teachersʼ mathematical knowledge for teaching at grade 1-3 based on new developed teaching materials of Nepal. Online based questionnaire survey was applied for gathering the data and analyzed by using 3-scale rubrics. This study focused on teachersʼ content knowledge (CK) and pedagogical content knowledge (PCK) on number sense and basic operation. From overall analysis of data, researcher argues that teacherʼs CK and PCK are not sufficient to use new materials appropriately. So, it is suggested that professional development support for teachers is seems to be necessary in order to improve teachersʼ CK and PCK.
Reetu Shrestha (Tue,) studied this question.