A framework for the development and implementation of effective instructional teaching practices of mathematics : a case of a school in Limpopo province

Abstract

Through the study, the researcher developed and implemented a framework for effective mathematics instructional practices. The main purpose of the study was to analyse current mathematics instructional practices and then evaluate the process of the development and implementation of the framework of effective mathematics instructional practices in the classroom. The study was carried out in a school in Malokela Circuit of Sekhukhune District in the Limpopo Province involving two mathematics teachers and their respective classes Grade 10 and Grade 11. A qualitative case study design was employed in the process of teaching and learning. Sampled participants were observed, video-recorded, audio-recorded and interviewed. In order to identify current mathematics teachers’ practices, teachers were observed based on the lesson plans, teaching and reflective interviews before training on the framework took place. Further, the two teachers were trained on the framework for effective mathematics instructional practices and allowed to implement it for 12 days in their respective classes during normal teaching time. The study revealed that before training, teachers’ practices were ineffective, traditional and didactic. It emerged that both the teachers thought that effective teaching was when the teacher was telling, explaining and demonstrating. After training and implementation of the framework for effective mathematics instructional teaching practices, it emerged that both teachers made significant changes in their instructional practices towards effective mathematics instructional practices. Teachers were able to ask productive questions, and these questions led learners to discover solutions without being taught algorithms. The study also established that teachers changed their role of being the transmitter of information and took on the role of a facilitator. Further, the study provided evidence that working on professional development through the effective mathematics instructional practice (EMIP) framework led to learning gains amongst Grade 10 and 11 mathematics learners. Although the gains were small, the study revealed that teachers were able to plan lessons which were consistent with the framework. In addition, the purpose of the planned lessons was to guide teaching not for purposes of compliance to subject advisers. A remarkable observation was that the teachers were able to create a relationship in which both the teacher and the learners understood and respected each other in the classroom. Learners were able to use relevant resources without being told besides the textbook. The study further established that the use of professional development through this framework could be pursued by other teachers and curriculum advisers. The confidence is boosted by the changes that were seen on both teachers and learners. When given persistent assistance and monitoring which is not for fault-finding for consequences, teachers seemed to cooperate and move towards change. It is therefore encouraging to have found some changes within the short space of time (three weeks) after the teachers’ participation. It is recommended that teachers should use this framework for their own development and improvement over a longer period. It is also recommended that further studies about this framework could be used for a longer duration.