All Title Author
Keywords Abstract

Publish in OALib Journal
ISSN: 2333-9721
APC: Only $99


The Mathematics Teachers Shift from the Traditional Teacher-Centred Classroom to a More Constructivist Student-Centred Epistemology

DOI: 10.4236/oalib.1106389, PP. 1-26

Subject Areas: Education

Keywords: Student-Centered Learning, Teacher-Centered Learning, Mathematic Teaching Pedagogies, Mathematics Teaching Strategies, Traditional Classroom Instruction

Full-Text   Cite this paper   Add to My Lib


This paper sought to look at the mathematics teachers’ effort to shift from the traditional teacher-centered classroom instruction to a democratic student-centred classroom. Three research questions provided direction for the study. Four mathematics teachers participated in a qualitative case study research in a community of practice approach. They taught mathematics in two secondary schools for a period of 2 years. During this period, Six Senior secondary two students volunteered to participate in three focus group discussions on the effectiveness of the mathematics teacher’s effort to shift from the traditional teacher-centred pedagogy to the student-centred approach. Classroom observations focus groups interviews and reflective interview were used as means of collecting data for the study. The findings of the study suggest that, the mathematics teachers had initial challenges shifting their traditional teacher-centred classrooms instruction to a more student-centred pedagogy. The findings also suggested that certain characteristics of the traditional teacher-centered classroom instructions were observed in the mathematics teachers’ practice. The study shows the teachers resolved to shift their philosophy, and therefore developed strategies to foster its effectiveness. Some benefits of this strategy were outlined by the teachers and the focus group students. It was therefore recommended that, the need to shift classroom instruction in Nigeria from the traditional teacher-centered pedagogy to a student-centred pedagogy is non-negotiable. There is also an urgent need for mathematics teachers to relax the already tensed mathematics classroom climate, to foster positive teacher-students relationship as suggested in the constructivist philosophy.

Cite this paper

Bature, I. J. (2020). The Mathematics Teachers Shift from the Traditional Teacher-Centred Classroom to a More Constructivist Student-Centred Epistemology. Open Access Library Journal, 7, e6389. doi:


[1]  Pearson, C.L. and Moomaw, W. (2005) The Relationship between Teacher Autonomy and Stress, Work Satisfaction, Empowerment, and Professionalism. Educational Research Quarterly, 29, 38-54.
[2]  Davidson, E. (2007) The Pivotal Role of Teacher Motivation in Tanzanian education. The Educational Forum, 71, 157-166.
[3]  Ofoegbu, F. (2004) Teacher Motivation: A Factor for Classroom Effectiveness and School Improvement in Nigeria. College Student Journal, 38, 81-88.
[4]  Ezekute, O.G. (2000) The Use of Calculators and Computers in Nigerian Schools in the 3rd Millennium: The Journal of the Mathematical Association of Nigeria, 24, 40-50.
[5]  Eso, O.T. (1998) Assessment Procedure and Student Locus of Control as Determinants of Achievement in Integrated Science. Unpublished Doctoral Dissertation, University of Ibadan, Ibadan.
[6]  Abimbade, A. (1999) Principle and Practice of Educational Technology. International Publishers Ltd., Ibadan.
[7]  Feldman, K.A. (1976) The Superior College Teacher from the Students’ View. Research in Higher Education, 5, 243-288.
[8]  Bajah, S.I. (1999) The Challenges of Science Technology and Teacher Education in Nigeria; Beyond the Year 2000. African Journal of Education, 1, 43-49.
[9]  Federal Republic of Nigeria (2008) National Policy on Education. 5th Edition, Nigerian Educational Research and Development Council Press, Lagos.
[10]  Bature, I.J. and Atweh, B. (2019) Collaboration: A Collective Bargain for Achieving Quality Mathematics Classroom Practice. International Journal of Educational Methodology, 5, 347-361.
[11]  Durosaro, I. (1995) Relative Contribution of the Home and the School in Promoting Mental Health of Adolescents. Institute Journal of Studies in Education, University of Ilorin, 1, 118-123.
[12]  Sule, O.A. (1995) Improving the Mathematics Teacher’s Academics and Professional Inputs in Colleges of Education. Institute Journal of Studies in Education. University of Ilorin, 1.
[13]  Abanihe, I., Ifeoma, M., John, L. and Tandi, I. (2010) Evaluation of the Methodology Aspect of the Science Teacher Education Curriculum in Nigeria. Pakistan Journal of Social Sciences, 7, 170-176.
[14]  Bature, I.J. and Atweh, B. (2016) Achieving Quality Mathematics Classroom Instruction through Productive Pedagogies. International Journal of Educational Methodology, 2, 1-18.
[15]  Bature, I.J. and Jibrin, A.G. (2015) The Perception of Preservice Mathematics Teachers on the Role of Scaffolding in Achieving Quality Mathematics Classroom Instruction. International Journal of Education in Mathematics, Science and Technology, 3, 275-287.
[16]  Adewuyi, J.O. and Ogunwuyi, A.O. (2002) Basic Text on Teacher Education. Odumatt Press and Publishers, Oyo.
[17]  Bature, I.J. and Bundot, G.B. (2009) Setting the Classroom Climate for Effective Teaching and Learning Process: Implications for Classroom Environment and Learning. International Journal for Contemporary Issues in Education (Special Edition), 198-201.
[18]  Bature, I.J. and Bature, F.S. (2009) Students Perception of Environmental Factors Affecting Performance in Mathematics. FCT Educational Secretariat Journal of Curriculum Studies and Instruction: Educational; Resource Centre, Abuja, 3, 41-48.
[19]  Bature, I.J. and Zuya, E. (2008) The Mathematics Teachers’ Classroom Environment: A Case of Concerned to Secondary School Mathematics Teaching and Learning. Journal of Technology Education, 1, 104-116.
[20]  Bristow, S.F. and Patrick, S. (2014) An International Study in Competency Education: Postcards from Abroad. International Association for K-12. Online Learning, Competency Works Issue Brief.
[21]  UNESCO (2015) Transversal Competencies in Education Policy and Practice. Phase 1 Regional Synthesis Report, Paris, France.
[22]  Adiku, M.U. (2008) Curriculum Development in Science, Technology and Mathematics (STM) Education. Proceedings of the 49th Annual Conference of Science Teachers Association of Nigeria, Nigeria.
[23]  Oyedeji, S.O. (2016) Comparison of Senior Secondary Mathematics in Nigeria and China. Journal of Educational Policy and Entrepreneurial Research, 3, 80-99.
[24]  NERDC (2013) Lesson Planning Based on Modern Teaching Approaches (For Mathematics). Nigerian Educational Research and Development Council, Sheda.
[25]  Igbokwe, D.I. (2000) Dominant Factors and Error Types Inhibiting the Understanding of Mathematics. Proceedings of the 41st Annual Conference of Science Teachers Association of Nigeria, 242-249.
[26]  Ogunbiyi, O. (2004) New Challenges in the Methodologies of Teaching: A Case for in-Service Program for Schoolteachers; Teachers Mandate on Education and Social Development in Nigeria. Stirling-Horden Publishers, Ibadan, Western Nigeria, 152-157.
[27]  Brophy, J. (1987) Educating Teachers about Managing Classrooms and Students. Paper Presented at the Annual Meeting of the American Educational Research Association, Washington DC.
[28]  Adamu, A.U. (1992) Operation, Efficiency and Desirability of Special Science Schools at the Secondary Education Level: The Nigerian Experience. Paris International Institute of Educational Planning, UNESCO, Paris.
[29]  Slavin, R.E. (1990) Cooperative Learning: Theory, Research and Practice. Prentice-Hall, Englewood Cliffs, NJ.
[30]  Bature, I.J. and Atweh, B. (2020) Mathematics Teacher’s Reflection on the Role of Productive Pedagogies in Improving Their Classroom Instruction. International Journal of Educational Methodology, 6, 319-335.
[31]  Bature, I.J., Atweh, B. and Treagust, D. (2016) Inclusivity: An Effective Tool for Achieving Quality Mathematics Classroom Instruction in Nigerian Secondary Schools. Universal Journal of Educational Research, 4, 173-180.
[32]  Kaka, M.O. (2007) Games Assisted Instructional Materials; A Strategy for Enhancing Students’ Achievement in Integrated Sciences. Journal of Research in Curriculum and Teaching, 2, 120-128.
[33]  Garrett, T. (2008) Student-Centered and Teacher-Centered Classroom Management: A Case Study of Three Elementary Teachers. Journal of Classroom Interaction, 43, 34-47.
[34]  Manouchehri, A. and St John, D. (2006) From Classroom Discussions to Group Discourse. Mathematics Teacher, 99, 544-552.
[35]  Martin, S.D. (2004) Finding Balance: Impact of Classroom Management Conceptions on Developing Teacher Practice. Teaching and Teacher Education, 20, 405-422.
[36]  Stodolsky, S.S. (1988) The Subject Matters: Classroom Activity in Math and Social Studies. University of Chicago Press, Chicago, IL.
[37]  Good, T. and Brophy, J. (1987) Looking in Classrooms. 4th Edition, Harper and Row, New York.
[38]  Schoenfeld, A.H. (1988) When Good Teaching Leads to Bad Results: The Disasters of “Well-Taught” Mathematics Courses. Educational Psychologist, 23, 145-166.
[39]  Abimbade, A. and Afolabi, S.S. (2012) A Study of Pedagogical Approaches of Mathematics Teaching in South-Western States of Nigeria. International Journal of Asian Social Science, 2, 1182-1192.
[40]  McNeil, L.M. (1986) Contradictions of Control. Routledge, New York.
[41]  Afolabi, O.A. (2004) Influence of Five-Factor Personality Attributes Need for Achievement and Emotional Intelligence on Work Team Interaction Processes. Unpublished Doctoral Thesis, University of Ibadan, Ibadan, Nigeria.
[42]  Wilson, M. and Lloyd, G.M. (2000) The Challenge to Share Mathematical Authority with Students: High School Teachers Reforming Classroom Roles. Journal of Curriculum and Supervision, 15, 146-169.
[43]  Nesher, P. and Kilpatrick, J. (1990) Mathematics and Cognition: A Research Synthesis by the International Group for the Psychology of Mathematics Education. Cambridge University Press, Cambridge, UK, 1-13.
[44]  Nelson, R.F. (1997) Teaching Student Teachers How to Promote Cultural Awareness in Urban and Suburban Schools. Paper Presented at the Annual Meeting of the American Association of Colleges for Teacher Education, Phoenix, AZ.
[45]  Davis, R.B., Maher, C.A. and Noddings, N. (1990) Constructivist Views on the Teaching and Learning of Mathematics. National Council of Teachers of Mathematics, Reston, VA.
[46]  Di Biase, R. (2019) Moving beyond the Teacher-Centered/Learner-Centred Dichotomy: Implementing a Structured Model of Active Learning in the Maldives. Compare: A Journal of Comparative and International Education, 49, 565-583.
[47]  Simon, M.A. (2006) Key Developmental Understandings in Mathematics: A Direction for Investigating and Establishing Learning Goals. Mathematical Thinking and Learning, 8, 359-371.
[48]  Bruner, J. (1990) Acts of Meaning. Harvard University Press, London.
[49]  Lave, J. and Wenger, E. (1991) Situated Learning: Legitimate Peripheral Participation. Cambridge University Press, Cambridge.
[50]  Wallace, D.P. (2007) Knowledge Management: Historical and Cross-Disciplinary Themes. Libraries Unlimited, Westport, CT.
[51]  Clandinin, D.J. and Connelly, F.M. (2000) Narrative Inquiry: Experience and Story in Qualitative Research. Jossey-Bass, San Francisco, CA.
[52]  Braun, V. and Clarke, V. (2006) Using Thematic Analysis in Psychology. Qualitative Research in Psychology, 3, 77-101.
[53]  Creswell, J.W. (2014) Research Design: Qualitative, Quantitative and Mixed Methods Approaches. 4th Edition, Sage, Thousand Oaks, CA.
[54]  Caulfield, J. (2019) How to Do Thematic Analysis.
[55]  Carter, M.J. and Fuller, C. (2016) Symbols, Meaning, and Action: The Past, Present, and Future of Symbolic Interactionism. Current Sociology, 64, 931-961.
[56]  Evers, J.C. (2016) Elaborating on Thick Analysis: About Thoroughness and Creativity in Qualitative Analysis. Qualitative Social Research, 17, Article No. 6.
[57]  Nelson, E. (2017) Re-Thinking Power in Student Voice as Games of Truth: Dealing/Playing Your Hand. Pedagogy, Culture and Society, 25, 181-194.
[58]  Nicole, M. (2018) Addressing Power Struggles in Classrooms and Staff Rooms. Leadership Insight.
[59]  Claire, D., Kit, T., Joy, J. and Roger, L. (2018) Changing Practice in Malaysian Primary Schools: Learning from Student Teachers’ Reports of Using Action, Reflection and Modelling (ARM). Journal of Education for Teaching, 44, 194-211.
[60]  Martins, S.A. (1995) Reconstructing Mathematics Pedagogies from a Constructivist Perspectives. Journal for Research in Mathematics Education, 26, 114-145.
[61]  Emaikwu, S.O. (2012) Assessing the Effect of Prompt Feedback as a Motivational Strategy on Students’ Achievement in Secondary School Mathematics. Journal of Educational Research, 3, 371-379.
[62]  Atweh, B. (2007) The Social Turn in Understanding Learning and Its Implications for Facilitating Learning: Ripples for Change. A Journey of Preservice Teacher Education Reforms in the Philippines Commission for Higher Education. Print House, Quezon City.
[63]  Sawyer, R.K. (2006) Educating for Innovation. The International Journal of Thinking Skills and Creativity, 1, 41-48.
[64]  Vitto, J.M. (2003) Relationship-Driven Classroom Management: Strategies that Promote Student Motivation. Corwin Press, Thousand Oaks, CA.
[65]  Shulman, L. (2009) Assessment of Teaching or Assessment for Teaching? In: Gitomer, D.H., Ed., Measurement Issues and Assessment for Teaching Quality, Sage Publications, Washington DC.


comments powered by Disqus

Contact Us


微信:OALib Journal