ENGAGING PRIMARY SCHOOL CHILDREN IN MATHEMATICAL DISCOURSE: AN EXPERIENCE OF A PAKISTANI CLASSROOM
Journal Title: Asian Journal Social Sciences & Humanities - Year 2018, Vol 7, Issue 1
Abstract
Mathematics occupies an important position in primary school subjects in Pakistan. The National Education Policies of Pakistan has emphasized the significance of Mathematics not as a subject but also as an important domain of knowledge for further research. Teaching of Mathematics, in the context of Pakistan, is suffering due to many factors. Among these factors, the prominent ones are teachers’ inability to satisfy learners’ mathematical needs, inappropriate assessment techniques and unimpressive teachers’ professional development courses and ineffective teaching strategies. The purpose of this paper is to report experiences of mathematics classroom as a result of engaging children in mathematical discourse and to share challenges teachers face while pursuing mathematical discourse in the classroom. Qualitative approach was used for data collection. Within this paradigm, action research was employed. The findings of the study indicated that mathematical discourse can be used as a powerful teaching approach. Through discourse teachers not only enhance students’ participation level in the classroom but also use it a vehicle to improve students’ subject matter knowledge and critical thinking skills. However, teachers’ poor content knowledge and lack of seriousness and motivation are the big hurdles in promoting mathematical discourse among children. This study has recommended some policy suggestions for improving the teaching of mathematics at elementary level.
Authors and Affiliations
Shahid Hussain Mughal
Keywords
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