Structuraf aspects of primary mathematics lessons in Zimbabwe: Prospects for change?

Abstract

While analysing data gathered for a study investigating current primary school mathematics learning environments and instructional practices in Zimbabwe, we made an incidental but interesting observation that Zimbabwean primary school mathematics lessons have a common and seemingly invariant structure. That structure can be summarized schematically as: whole group [recitation/quick review] ---> whole group [illustrative examples] ---> small group [exercise mirrored on illustrative examples] ---> individual [written exercises] ---> whole group [discussion of the exercise and issuing of homework]. This paper elaborates on and discusses this lesson structure with a view to stimulating other primary (elementary) school mathematics teachers to reflect on ways in which they organise delivery of their own lessons.