The pontential of interactive teaching method in promoting meaningful mathematics learning in primary schools: A case of Tarime Township
| dc.contributor.author | Samwel, Lucas | |
| dc.date.accessioned | 2021-08-05T13:22:02Z | |
| dc.date.available | 2021-08-05T13:22:02Z | |
| dc.date.issued | 2009 | |
| dc.description | Available in print form, East Africana Collection, Dr.Wilbert Chagula Library, (THS EAF QA16.T34S25) | en_US |
| dc.description.abstract | This study investigated the potential of interactive teaching method in promoting meaningful mathematics learning in primary schools. The study was guided by three research objectives namely, to assess the implementation of interactive teaching method in primary schools, to examine the challenges facing mathematics teachers in using interactive teaching method and to try out diagnostic teaching techniques as a strategy to promote meaningful mathematics learning in primary schools. The study employed mainly qualitative approach where by a case study design was used. This study was conducted in Tarime District, in Mara region. Fifteen (15) pupils were interviewed, 469 pupils appeared for classroom observation and 80 pupils participated in try out of diagnostic teaching techniques. Furthermore, one District education officer, one District inspector of schools, five head teachers appeared for interview. The respondents were selected purposively because they had enough knowledge about interactive teaching method in primary schools. The findings of the study revealed that implementation of interactive teaching method was not effective. Mathematics teachers were facing many challenges which included lack of teaching and learning materials, teachers’ incompetence in using interactive strategies, double sessions which reduced the time for pupils to stay in school, large classes, teachers’ beliefs, lack of teachers’ motivation and shortage of time. The study also unfolded that the use of diagnostic teaching techniques in teaching mathematics could expose pupils’ misconceptions and thus leading to teachers to prepare the lessons that match with pupils’ level of understanding. On the basis of the findings, the study recommends that for proper utilization of interactive teaching method the Tanzania institute of Education should emphasis the use of diagnostic teaching techniques to equip and promote understanding of mathematics literacy components among pupils. Furthermore, the Ministry of Education and Vocational Training should train Primary school teachers on how to use interactive teaching method in classroom through furnishing them with sound knowledge and methodology. | en_US |
| dc.identifier.citation | Samwel, L (2009) This study investigated the potential of interactive teaching method in promoting meaningful mathematics learning in primary schools. The study was guided by three research objectives namely, to assess the implementation of interactive teaching method in primary schools, to examine the challenges facing mathematics teachers in using interactive teaching method and to try out diagnostic teaching techniques as a strategy to promote meaningful mathematics learning in primary schools. The study employed mainly qualitative approach where by a case study design was used. This study was conducted in Tarime District, in Mara region. Fifteen (15) pupils were interviewed, 469 pupils appeared for classroom observation and 80 pupils participated in try out of diagnostic teaching techniques. Furthermore, one District education officer, one District inspector of schools, five head teachers appeared for interview. The respondents were selected purposively because they had enough knowledge about interactive teaching method in primary schools. The findings of the study revealed that implementation of interactive teaching method was not effective. Mathematics teachers were facing many challenges which included lack of teaching and learning materials, teachers’ incompetence in using interactive strategies, double sessions which reduced the time for pupils to stay in school, large classes, teachers’ beliefs, lack of teachers’ motivation and shortage of time. The study also unfolded that the use of diagnostic teaching techniques in teaching mathematics could expose pupils’ misconceptions and thus leading to teachers to prepare the lessons that match with pupils’ level of understanding. On the basis of the findings, the study recommends that for proper utilization of interactive teaching method the Tanzania institute of Education should emphasis the use of diagnostic teaching techniques to equip and promote understanding of mathematics literacy components among pupils. Furthermore, the Ministry of Education and Vocational Training should train Primary school teachers on how to use interactive teaching method in classroom through furnishing them with sound knowledge and methodology, Masters dissertation, University of Dar es Salaam, Dar es Salaam. | en_US |
| dc.identifier.uri | http://41.86.178.5:8080/xmlui/handle/123456789/15333 | |
| dc.language.iso | en | en_US |
| dc.publisher | University of Dar es Salaam | en_US |
| dc.subject | Mathematics | en_US |
| dc.subject | Study and teaching | en_US |
| dc.subject | Primary schools | en_US |
| dc.title | The pontential of interactive teaching method in promoting meaningful mathematics learning in primary schools: A case of Tarime Township | en_US |
| dc.type | Thesis | en_US |