INVESTIGATING PRIMARY SCHOOL TEACHERS’ EXPERIENCES IN TEACHING MATHEMATICS USING LEARNER CENTRED APPROACHES IN MALAWI

Abstract

In order to improve the achievement of primary school learners, especially in areas of literacy and numeracy, the government of Malawi embarked on a shift from teacher centred to learner centred teaching. But although primary schools are required to use learner centred approaches, learner achievement in mathematics is still a problem. This study investigated primary school teachers‘ experiences in teaching mathematics using learner centred approaches in Zomba district. It specifically sought to understand what learner centred approaches mathematics teachers use and how they use them in order to help learners construct their own knowledge. Using constructivism, the study was guided by the following questions: What are the learner centred approaches that teachers use when teaching mathematics? How do mathematics teachers use learner centred approaches in teaching mathematics? How do learners respond to the use of learner centred approaches in mathematics? What are the teachers‘ perceptions of learner centred approaches in the teaching of mathematics? The study used mixed methods approach in which survey questionnaire, observations, document analysis and interviews were the methods of data collection. Findings suggest that mathematics teachers have good theoretical knowledge about learner centred approaches, but they have challenges implementing them effectively in their lessons. Most of what they said about learner centred approaches was not reflected in their teaching. They have limited ability to fully engage learners in the construction of knowledge. Lack of supplementary reference materials, and the type of training received on learner centred teaching seem to contribute to ineffective implementation of learner centred approaches in teaching mathematics.