Towards Making Primary Mathematics Lessons Child-Centred and Relevance: The ‘Why’ and ‘How’ of Four-Step ExperiencedBased Strategy (FES4)
Journal Title: IOSR Journal of Humanities and Social Science - Year 2018, Vol 23, Issue 6
Abstract
The significance of Mathematics to the development of human reasoning and the entire society has been informing several research studies and interventions aimed at demystifying the poor academic attainment in the subject at the primary education level. The major focus of research studies and interventions at primary education level is the understanding of the instructional methods and/or strategies that teachers adopt when teaching Mathematics. This has brought about many notable changes in how young children are exposed to the teaching and learning of the subject. Child-centred strategies such as those pivoted on both cognitive and social constructivism are products of these interventions. However, it has been observed that the current child-centred strategies fail to take into consideration, the experience of the learners. This appears to make the newly learnt mathematical activities strange ones to the learners while limiting the extent to which the learners perform the activities. This has made imperative the need to link the child-centred strategies to the familiar experiences of the learners. Hence, the Four-step Experience-based Strategy (FES4). This paper discusses the features of FES4 and presents the format for a lesson plan congruent with the FES4. The strengths of the FES4 in demystifying Mathematics learning while making mathematical skills functional to the everyday lives of the learners have been highlighted. The paper concludes that FES4 is a viable alternative for effective teaching and learning of Mathematics as a primary school subject.
Authors and Affiliations
Salami Ishola Akindele
Keywords
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- EP ID EP419196
- DOI 10.9790/0837-2306015461.
- Views 71
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