Collaboration: A Collective Bargain for Achieving Quality Mathematics Classroom Practice

Autor/inn/en	Bature, Iliya Joseph; Atweh, Bill
Titel	Collaboration: A Collective Bargain for Achieving Quality Mathematics Classroom Practice
Quelle	In: International Journal of Educational Methodology, 5 (2019) 3, S.347-361 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2469-9632
Schlagwörter	Educational Quality; Mathematics Instruction; Case Studies; Secondary School Students; Instructional Effectiveness; Teaching Methods; Foreign Countries; Preservice Teachers; Student Attitudes; Cooperative Learning; Teacher Student Relationship; Student Centered Learning; Nigeria + Suchen Sie Ihr Suchwort? Quality of education; Bildungsqualität; Mathematics lessons; Mathematikunterricht; Case study; Fallstudie; Case Study; Sekundarschüler; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Schülerverhalten; Kooperatives Lernen; Teacher student relationships; Lehrer-Schüler-Beziehung; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit
Abstract	This paper sought to look at collaboration as an effective tool for mathematics classroom instruction. Four preservice teachers in a qualitative case study taught mathematics to three senior secondary school classes in two secondary schools in Northern Nigeria for a period of 15 weeks spread over three years. During this period 12 students volunteered to participate in four focus group discussions on the effectiveness of the pedagogy in their classrooms. Observations, research journals and focus groups were used to collect data for the study. A Narrative approach to data analysis was used to analyses the data collected. The findings of the study suggested that, the preservice teachers had initial challenges introducing the framework into their classrooms, they, however, gradually adopted the pedagogy into their classroom teaching. The study suggested that the preservice teachers used collaborative groupings and higher ordered questions to foster collaboration among their students. Some benefits of this strategy were also highlighted from the study. Prominent among them was the effective teacher-student and student-student relationship, help students see mathematics problems as common problems and reduced the domineering attitude of mathematics teachers who see themselves as possessing the monopoly of knowledge. Other findings observed in the study include the replacement of the teacher-centered approach to teaching with a student-centered approach. Therefore, it is suggested that, if collaboration is introduced into Nigerian mathematics classrooms, the traditional teacher-controlled mathematics classroom instruction that has bedeviled our classrooms will be reduced, and a new student-centered learning approach will be put in place. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01