Achieving Quality Mathematics Classroom Instruction through Productive Pedagogies

Iliya Joseph,Bill Atweh

doi:10.12973/ijem.2.1.1

Abstract

<p style="text-align:justify">This paper seeks to investigate the implementation of the Productive Pedagogies Framework in Nigerian mathematics classroom setting. The researcher adopted a qualitative case study approach to seeking data for the three research questions postulated for the study. Three mathematics teachers taught mathematics in two secondary schools in two Central states of Nigeria using the Productive Pedagogies framework introduced to them by the researcher. Two major instruments (observation and reflective interviews) were employed to seek information from the teachers and the students. While the researcher uses the grounded theory approached to interpret and or analyzed the data collected. The findings of this study suggest that the teachers made attempts to used Productive Pedagogies framework to achieved quality mathematics classroom instructions. This was demonstrated in their effort to used problem-solving to achieve intellectual quality classrooms instructions, making mathematics classroom instruction relevant to the world around their students, developing an atmosphere of friendship during classroom instruction and identifying and recognizing the differences existed among students during classroom instruction. It was observed that the used of the Productive Pedagogies can increase students’ engagement, collaborations, interactions, substantive conversations and effective inclusion during mathematics classroom instruction in which the research finally recommended the adoption of the Productive Pedagogies framework in the Nigerian mathematics classroom.</p>

Highlights

There is presently a global concern toward quality classroom instruction with particular emphasis on achieving quality mathematics classroom instruction (Pianta and Hamre, 2009; Matsumura, 2002; Meyer et al 1993; Pianta et al 2008)
In research question 2 the researcher identified some comments raised by both teachers and their students on the benefits of the Productive Pedagogies framework introduced to the teachers
To respond to this research question, the researcher was interested in investigating the changes observed in the mathematics classroom teaching of the mathematics teachers as a result of their implementation of the Productive Pedagogies framework

Summary

Introduction

There is presently a global concern toward quality classroom instruction with particular emphasis on achieving quality mathematics classroom instruction (Pianta and Hamre, 2009; Matsumura, 2002; Meyer et al 1993; Pianta et al 2008). Simon (1995) was of the view that the incorporation of the constructivist strategies into our classroom instruction has provided useful guidelines for helping teachers and teacher educators think about mathematics teaching and learning as the main activity in a classroom where students use inquiry methods to ask questions, investigate topical issues, and use a variety of resources to find solutions and answers to their classroom problems (Driscoll, 2005) One of such constructivist approaches to classroom instruction is the reforms carried out by the Queensland School Reform Longitudinal Study (QSRLS) research team of the University of Queensland in the early nineties. Knowledge as problematic Are students critiquing and second-guessing texts, ideas and knowledge?

Background knowledge

Methodology

Results