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This paper examines the significance and contribution of teaching practice (TP) to the development of pre-service teachers knowledge of teaching mathematics in Zimbabwe. Education researchers, across the globe, concur that teaching practice is an important component of learning to teach. However, underachievement in mathematics the world over has been consistently high, and regardless of the long TP period in Zimbabwe, the failure rate in mathematics in Zimbabwe has always been dismal. This...
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Geometry and culture are interrelated, making school geometry closely connected to the environment as well as culture in which it is taught. With regard to this connectedness, the Zimbabwean mathematics syllabus indicates that geometry should be connected to the learners' environment and culture. This article explores teacher-related challenges to the integration of ethnomathematics approaches into the teaching of geometry. Findings are based on feedback received from questionnaires and...
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This paper reports on some aspects of an investigation on the impact of an instructional approach aimed at generating and maintaining students interest in mathematics for secondary school students in displaced and re-settled communities in South Sudan. Two groups of Grade 11 students, an experimental group (E-group) and a control group (C-group), participated in the study. The E-group (n = 31) was taught using a Humour-supported Instructional Approach (H-SIA) and the C-group (n = 20) was...
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The study was premised on the influence of perceptions on the participation of Ordinary Level rural African Zimbabwean female students in mathematics. Qualitative research design grounded in the interpretive paradigm was employed. Eighteen Ordinary Level female students and six teachers purposively selected from three rural co-educational secondary schools participated in the study. Data were generated through lesson observations and semi-structured question type interview guide. Findings...
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The study seeks to investigate when and why primary school teachers (Grades 1 to 7) and their pupils code-switch between English and chiShona during mathematics lessons. It also focuses on the effects of such code-switching on learning outcomes. Ten primary school teachers in Masvingo city former group B schools were videotaped while teaching mathematics. The 10 teachers and 40 of their pupils were later interviewed. It was found that the teachers switch to the mother tongue to clarify...
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This article describes phases of post-lessn reflective dialogues that were enacted by secondary school mathematics student teachers with their peers. Five pairs of student teachers on 12 weeks of teaching practice provided data through lesson assessments, post-lesson reflective dialogues, and end-of-teaching-practice reflective interviews. A cognitive theory of collaborative reflection with a peer that encapsulates phase characteristics of a post-lesson reflective dialogue is proposed....