Some problems encountered in the teaching and learning of mathematics in the secondary schools in Tanzania: a case study of secondary schools in Arusha region
| dc.contributor.author | Kitta, Septimi | |
| dc.date.accessioned | 2019-08-15T17:32:36Z | |
| dc.date.accessioned | 2020-01-08T09:13:45Z | |
| dc.date.available | 2019-08-15T17:32:36Z | |
| dc.date.available | 2020-01-08T09:13:45Z | |
| dc.date.issued | 1994 | |
| dc.description | Available in print form | en_US |
| dc.description.abstract | The focus of this study was to investigate the problems teachers and pupils encountered in the teaching and learning of mathematics in the Tanzanian secondary schools. The study was done in some of the Arusha region secondary schools. Information about the problems was collected from Forms One and Three pupils and their mathematics teachers and the heads of the mathematics departments of these schools, through the use of questionnaires, interviews and personal observations. The purpose of the study was: to identify the specific problems which teachers experienced in the teaching of mathematics in Tanzania secondary schools; to identify specific problems pupils experienced in the learning of mathematics in the Tanzania secondary schools and to collect opinions from teachers and pupils as to how to improve the teaching and learning of mathematics in the country. Through the guide of research tasks and questions, several problems on the teaching of mathematics were uncovered. Some of these problems included: the uninvolvement of mathematics classrooms; teachers in the preparation of the mathematics programmes at the curriculum development level; the large number of pupils in the classrooms; pupils’ dislike of the subject; pupil’s different ability levels and the lack of enough text-and reference books. Other problems included the teachers’ low motivation and pupils poor background in English language and mathematics subject itself. On the part of learning mathematics, the noted problems included the pupils’ background in English language and mathematics subject itself; shortage of mathematics text and reference books; teachers’ behaviour such as the use of corporal punishments when teaching, concentrating on few able pupils rather than the entire class and their preference of “tuitions” rather than normal classroom teaching. In order to minimise the problems in the teaching and learning of mathematics, the following suggestions were put forward; whenever possible classroom teachers should be involved in the preparation of mathematics programmes; teaching of English language should be improved from primary schools or else efforts should be made to make Kiswahili a medium of instruction; teachers living and working conditions should be improved; qualified teachers should be employed to teach mathematics; schools should be provided with enough text and reference books and mathematics teachers should make sure that the entire class like and understand subject and avoid dealing with only few able pupils. As a result of what has been observed in the study with respect to the problems in the teaching and learning of mathematics in the Tanzanian secondary schools, the following recommendations were made: 1. The Ministry of Education should act upon all the common problems which have been revealed in this study and the past ones so as to minimise them. 2.It is thought that the National Form Four Examinations results force pupils to build negative attitude toward the subject due to poor performance. Therefore, there should be a good co-ordination between the Institute of Education, the National Examinations Council of Tanzania and the School so that what is taught in schools is what is what is evaluated. 3. The administrators should value the work of teachers by providing them with good living and working conditions. This could, in turn, raise teachers’ morale in their work and hence increase the standard of achievement in the subject. 4.Parents and/or guardians should make sure that they are behind the success of their children in learning mathematics by giving them encouragement and providing them with necessary facilities. All the work should not be left in the hands of teachers only. 5.Whenever possible, teachers and pupils should be involved in suggesting what and how mathematics should be taught in Tanzania secondary schools. 6. Considerations should be made so that the candidates who wish to join teachers’ education programme to have as good qualifications as those who are selected for higher studies. | en_US |
| dc.identifier.citation | Kitta, S (1994)Some problems encountered in the teaching and learning of mathematics in the secondary schools in Tanzania: a case study of secondary schools in Arusha region, Masters dissertation, University of Dar es Salaam. Available at (http://41.86.178.3/internetserver3.1.2/detail.aspx?parentpriref=) | en_US |
| dc.identifier.uri | http://localhost:8080/xmlui/handle/123456789/4194 | |
| dc.language.iso | en | en_US |
| dc.publisher | University of Dar es Salaam | en_US |
| dc.subject | Study and teaching mathematics | en_US |
| dc.subject | Tanzania | en_US |
| dc.subject | Mathematics | en_US |
| dc.subject | Study and teaching (Secondary) | en_US |
| dc.subject | Mathematics | en_US |
| dc.title | Some problems encountered in the teaching and learning of mathematics in the secondary schools in Tanzania: a case study of secondary schools in Arusha region | en_US |
| dc.type | Thesis | en_US |