Engaging primary ematical discourse

• Published in: Pythagoras (Pretoria, South Africa) Vol. 45; no. 1; pp. e1 - e17
• Main Authors: Oduho G.B Soforon, Svein A. Sikko, Solomon A. Tesfamicael
• Format: Journal Article
• Language: English
• Published: AOSIS 01.08.2024
• Subjects: mathematical discourse; problem-solving; student-centred teaching; teacher-centred teaching; teaching
• ISSN: 1012-2346; 2223-7895
• DOI: 10.4102/pythagoras.v45i1.775

The teaching and learning of mathematics in sub-Saharan African countries is dominated by teacher-centred pedagogies rather than student-centred ones. Observations of mathematics teachers at two private schools in South Sudan confirmed such practices. This inspired the researchers to design an intervention to help six primary mathematics teachers shift their practices through problem-solving and mathematical discourse. Design-based research methods were implemented, and data were gathered using observations supported by video and audio recordings and field notes. The participants were selected using convenience sampling, and the data were analysed using Stephan’s checklist of student-centred teaching as a framework. The findings revealed that initially, teachers were using tasks from textbooks, and the teachers themselves were engaged in solving the tasks while their students reproduced their actions. Additionally, all the teachers dominated classroom discussions. After the intervention, the teachers began to select tasks that could enhance learning through problem-solving and mathematical discourse among the students, shifting the teacher’s role to facilitation as the students engaged in solving the tasks on their own. However, the shift in practice was highly dependent on the intervention, as the teachers’ tasks were adopted from the workshop. Contribution: This study contributes to the literature on student-centred mathematics teaching in sub-Saharan Africa by providing insights into the factors that enable or hinder teachers’ adoption of student-centred approaches, and by suggesting ways to support teachers’ professional development and learning within their own contexts.