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

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