Problems of teaching and learning mathematics through communication interaction approach constructivism in Tanzania secondary schools: the case of Nyamagana Municipality Mwanza region

Focus of the study was to investigate problems of teaching and learning mathematics through communication interaction approach (CIA), construction method in Tanzania. The study aimed at finding out whether or not teacher in secondary school had been using the suggested method in teaching mathematics and if they faced any problems. Data collection methods for the present study included interview focus group discussion, and observation. Findings showed that (CIA) constructivism method had problems to mathematics teachers in Tanzania. That was because there were no enough resources to encourage teachers develop their initiatives be motivated and becoming active member of teaching mathematics through CIA constructivism. Hence, the method was political and theoretical oriented which reduced capacities to be reflective as well as flexible in the classroom. In addition, the study found out that there many problems if serious measures would not be taken to bring quality of CIA constructivism method in teaching and learning mathematics in secondary schools. Firstly, it was recommended that availability of instructional resources should be brought to schools to ensure well interaction and communication among students in teaching and learning mathematics process through CIA constructivism method. Secondly, mathematics teachers should be discourage to use teacher-centered method in teaching mathematics either by conducting seminars or by introduced CIA constructivism method profession. Thirdly, teachers support at grassroots level to ensure the availability of highly skilled with relevant pedagogical skills of it.