Abstract
This article describes research on the design of student-centred instruction in Mozambique. The starting point was the use of real-life resources, such as traditional art craft objects and authentic newspaper clippings. The research was based on an instructional design model, which attempts to align theory with practice and which is geared towards improving practice. In two parallel studies, one on geometry and one on statistics, student-centred instruction was facilitated through the use of worksheets with open-ended questions tailored for group work. In a cyclic process, the prototype materials and the associated instructional method were formatively evaluated. The evaluations showed that the designs were useful even in classrooms packed with more than sixty students.
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