Mismatches between the intended and implemented learner centered methodologies in mathematics at secondary school level.

Author

Shonhiwa, Tellmore H

Title

Mismatches between the intended and implemented learner centered methodologies in mathematics at secondary school level.

Abstract

Despite the growing emphasis on learner-centered education, secondary school mathematics teachers often face challenges in implementing these approaches effectively. This qualitative study explores the mismatches between intended and implemented learner-centered methodologies in secondary school mathematics education. Through a combination of teacher interviews, lesson observations, and document analysis, this research identifies the factors that contribute to these mismatches, including external pressures, insufficient resources, and teacher mathematical pedagogical content knowledge. The study also examines the implications of these mismatches for student learning outcomes, teacher professional development, and educational equity in mathematics education. The findings of this study provide insights into the complexities of implementing learner-centered methodologies in secondary school mathematics education and highlight the need for sustained support and professional development for mathematics teachers. Ultimately, this research aims to inform the development of more effective learner-centered mathematics education policies and practices.

Date

November 2024

Publisher

BUSE

Keywords

Mismatches

Learner centered methodologies

Mathematics

Secondary school level

Supervisor

Z. Ndemo