Inclusivity: An Effective Tool for Achieving Quality Mathematics Classroom Instruction in Nigerian Secondary Schools

Autor/inn/en	Bature, Iliya Joseph; Atweh, Bill; Treagust, David
Titel	Inclusivity: An Effective Tool for Achieving Quality Mathematics Classroom Instruction in Nigerian Secondary Schools
Quelle	In: Universal Journal of Educational Research, 4 (2016) 1, S.173-180 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2332-3205
Schlagwörter	Foreign Countries; Mathematics Instruction; Secondary School Students; Teaching Methods; Qualitative Research; Case Studies; Class Activities; Interviews; Focus Groups; Student Attitudes; Inclusion; Mathematics Teachers; Secondary School Teachers; Educational Strategies; Learner Engagement; Cooperative Learning; Teacher Attitudes; Positive Attitudes; Educational Quality; Nigeria + Suchen Sie Ihr Suchwort? Ausland; Mathematics lessons; Mathematikunterricht; Sekundarschüler; Teaching method; Lehrmethode; Unterrichtsmethode; Qualitative Forschung; Case study; Fallstudie; Case Study; Interviewing; Interviewtechnik; Schülerverhalten; Inklusion; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Lehrstrategie; Kooperatives Lernen; Lehrerverhalten; Quality of education; Bildungsqualität
Abstract	Mathematics classrooms instruction in Nigeria secondary schools has been termed a major problem to both teachers and their students. Most classroom activities are teacher-centred with students as mere listeners and recipients of knowledge rather than being active initiators of their knowledge. This paper seeks to investigate the effects of introducing inclusion to Nigerian mathematics classroom in combating these problems. Four mathematics teachers taught senior secondary mathematics in three secondary schools in Northern Nigeria for fifteen weeks, adopting the concept of inclusion in their classroom teaching. Using the qualitative case study approach, the researcher used students' interviews and focus group discussions to determine the perceptions, strategies and benefits of using inclusive strategy to mathematics classroom instruction to collect data for this paper. Data collected from focus group interviews were analyzed using grounded theory approach. The results of the study revealed positive changes in students' attitude towards mathematics classroom instructions. This also helped to facilitate students' engagement, collaboration and interest in mathematics during the research as the students felt included in the mathematics classroom instruction. The researchers therefore suggested that adoption of an inclusive mathematics classroom in Nigeria will enable student learning and reduced the teachers domineering attitude during mathematics classroom instruction. (As Provided).
Anmerkungen	Horizon Research Publishing. 506 North Garfield Avenue #210, Alhambra, CA 91801. e-mail: editor@hrpub.org; Web site: http://www.hrpub.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01