FACILITATING TEACHERS IN USING CONSTRUCTIVIST APPROACH IN TEACHING MATHEMATICS AT SECONDARY SCHOOL LEVEL

Abstract

The purpose of this paper is to report the findings of a study which aims to analyze mathematics teachers teaching approaches at secondary level in rural Sindh and to facilitate teachers in using constructivist approaches while teaching geometrical concepts. The research was designed in a qualitative paradigm. Primary source of data included interviews with teachers, classroom observations, and together with secondary school sources such as document analyzes and informal conversations with teachers. The study was conducted in schools situated in the rural areas of District Noushahro Feroze Sindh.  Findings suggests that the term “constructivists approach” was a novice for majority of teachers. However, when teachers were told to use this approach while teaching mathematics, they found this new approach useful for learners and students were inclined towards learning mathematics; It did away with their fear about mathematics. Students were found to be interested and motivated during delivery of the lesson. It is therefore recommended that constructivist approach may be used in teaching mathematics. For that purpose, sufficient material may be provided to schools for teaching mathematics concepts. In order to improve repertoire of teachers about constructivist approaches in teaching mathematics, secondary school teachers should be given opportunity for professional development.