Exploring the Extent at Which Mathematics Teachers Use Real-Life Examples/Aids/Situations in Their Daily Mathematics Teaching and Learning Environment
Real-Life Examples/Aids/Situations in Daily Mathematics for Teaching and Learning Environment
Abstract
This study explored the extent at which mathematics teachers in ordinary level secondary schools use real-life examples/aids/situations in their daily mathematics teaching and learning environment. During inquiries 10 mathematics teachers from different schools were purposively selected and involved as key informers in FGD. In searching data, classroom observation, document review and Focus group discussion was smeared. The collected data was analysed by content analysis through coding major themes, quoting different narrations as fetched from informers as well as indenting key points testified by research defendants. The discoveries indicated that in most cases mathematics teachers in ordinary level secondary schools in Tanzania do not use real life examples/aids/situations in their daily mathematics teaching and learning environment rather they are just using simple tools for drawing and writing such as graph papers, coloured chalks and plain papers. These tools do not signify the authentic content learned in mathematics in their complexity as it relate to students actual living experiences. The study recommended that, mathematics teachers in ordinary level secondary schools are eagerly encouraged to extemporize their teaching approach by using real life examples/aids which will enable students to see the connection/utility of what they learn in the class to their real life experiences and finally upsurge their interest and performance in mathematics
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