Page 11 - Professorial Lecture - Prof Kasanda

ways of solving mathematical problems that they will bring to the
classroom. Such teachers are likely to make mathematics come alive in
their classrooms. In fact many of us can testify to the fact that a
knowledgeable mathematics teacher made it possible for us to cultivate
interest in studying mathematics or any particular school subject for that
matter during our early school days. In my view, such a teacher or lecturer
makes the whole difference in the learning of mathematics or any school
subject in our schools. It is nonetheless, important to point out that
mathematical or subject content knowledge alone is not enough for one
to become an effective teacher, all three knowledges referred to in this
presentation are necessary (Wu, 2011; Ball et al., 2008; Baurmet, Kunter,
Blum, et al., 2010; Shulman, 1987; Ball, & Bass, 2000). Cases are there of
brilliant mathematics teachers, well versed in the subject matter, but who
are unable to make their students learn the mathematics in their classes.
What are the probable reasons? Most likely they lack the pedagogical
content knowledge (Shulman, 1987) that would enable them present the
content meaningfully so as to bring about student understanding of the
content.

Further, Tomlinson (2003) points out, that teachers should avoid name
calling or labeling the students in their classes to avoid alienating them
from learning our subject. Do we regard our students as “labels” only in
our classes and not as individuals? Do we label them as “slow learners”?
“They can’t do mathematics”? “Mathematically and intellectually
challenged”? If we label our students in any way, that is what they will
turn out to be. It is what is often referred to as “self-fulfilling prophecy”.
As teachers or lecturers we should be asking the following questions;
“what are our students’ strengths?”; “How can we utilize the students’
strengths to the full to enhance their learning of Mathematics?” These are
questions that will enable the lecturer and/or teacher to make the
mathematics they teach understandable and meaningful (Skemp, 2006) to
their learners. Lack of appropriate pedagogical content knowledge for

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