A review of primary school teachers' insight into traditional instruction and activity-based learning in mathematics education

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This review paper explores primary school teachers' perceptions of two distinct instructional approaches in mathematics education: traditional instruction and activity-based learning (ABL). While traditional instruction is valued for its structured and efficient approach to foundational skill-building, it can sometimes result in student disengagement due to its emphasis on memorization and repetitive tasks. In contrast, teachers perceive ABL as fostering deeper understanding, engagement, and critical thinking by providing hands-on, interactive learning experiences. However, ABL requires more planning, classroom management, and alternative assessment methods, presenting unique challenges for teachers. This review highlights teachers' insights into the strengths and limitations of each approach and emphasizes the need for a blended instructional model that balances traditional structure with the exploratory benefits of ABL. Recommendations are provided for improving instructional practices through professional development, enhanced classroom resources, and assessment strategies that reflect both procedural fluency and conceptual understanding. The findings underscore the importance of equipping teachers with the tools to implement a hybrid teaching model that meets diverse student needs, thereby promoting a more engaging and effective mathematics education. Keywords: Traditional Instruction, Activity-Based Learning, Mathematics Education, Teacher Perceptions, Primary School, Blended Instruction.