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productive pedagogies improving classroom teaching teachers reflection to their teaching practice student centred learning teacher centred learning

Mathematics Teachers Reflection on the Role of Productive Pedagogies in Improving their Classroom Instruction

Iliya Joseph Bature , Bill Atweh

This paper sought to investigate the mathematics teachers’ reflection on the role of Productive Pedagogies’ framework in festering effecti.

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This paper sought to investigate the mathematics teachers’ reflection on the role of Productive Pedagogies’ framework in festering effective classroom instruction. Two research objectives were used to discuss the reflection of the four mathematic teachers. A qualitative case study was adopted as the design of the study. Classroom observations, Research Journal and Reflective Interviews were organised to collect data for the study, while the narratives approach to data analysis was used to analyse the data collected. From the study, the mathematics teachers were able to gradually adjust to the new framework through effective reflective meetings with their colleagues and with the support of the researcher. They (mathematics teachers) reflected that, the framework helps them developed confidence, positive attitude and interest to their teaching practice. It helped fostered effective collaboration and created an atmosphere of trust between the mathematics teachers and their students. The study also suggested that the pedagogy influence the mathematics teachers to provide and received feedback from their colleagues and from their students. They were also of the view that there was a gradual shift from the traditional teacher centred instruction they are more conversant with to a more student-centred pedagogy. The implication of the study suggests the need to adopt the Productive Pedagogies framework into the Nigerian mathematics classroom to improve mathematics teacher’s classroom instruction.

Keywords: Productive pedagogies, improving classroom teaching, teachers’ reflection to their teaching practice, student centred learning, teacher centred learning.

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