Teachers' Understanding of the Conceptual Strategy for Primary Mathematics Teaching in Tanzania and Japan
Education for Specialised Subject Matter and Field Science Education (Mathematics)
Makoye Japhet Nyembe Wangeleja
This study is an investigation of teachers' use of conceptual based strategy to teaching and learning of primary school mathematics in Tanzania and Japan.
The study aimed at deeper analysis of how teachers emphasized the conceptual understanding of mathematics in their teac~ing and learning process through various strategies including strategic
questioning and mathematical activities.
An exemplary lesson in Japan was used to compare the level of practices of conceptual strategy to teaching of mathematics.
The model for conceptualising the conceptual-based teaching strategy was developed based on the process of DO-UNDO that emphasizes the systematic teaching of mathematical concepts using real object, images and abstracts to connect mathematics with realities. Based on this idea, children who are trained in conceptual-based approach are
Supervisor: Prof. Katsunori Hattori
able to think forward and backwards during computation processes.
Classroom interaction was at the heart of this study. The two classes were studied using the videos shot lessons and, the analysis tool was developed. The data analysis process also involved the interaction protocol analysis and transcriptions of the videos. The lesson evaluation tool included various criteria on interactions, promotion of thinking and reflective assessment during the teaching and learning process. It also involved items that examined the use of procedural-based strategy as the two (Procedural and conceptual-based strategy) complime~t to one another in the teaching and learning of mathematics.
The study revealed that the two teachers differed in approach and strategy of teaching and learning of mathematics. Ms Tanaka (nickname for the Japanese teacher) indicated high ability in
328-promotion of learners thinking, reflective . assessment as she applied probing and questioning techniques in different ways.
In contrast, Mr. Maganga (nickname for the Tanzanian teacher) showed limited ability in applying the conceptual strategy and in the whole approach to the teaching of mathematics. He only focused on solving mathematical problems and could not give opportunity for learners to express their ideas during the computation processes. His teaching approach was based on teaching of procedural knowledge of mathematics alone and not the concepts and the lesson seemed to be disconnected from the life context.
The limited knowledge of both subject matter content and pedagogy might be responsible for his instrumental teaching approach.
The study revealed that Mr Maganga lacked the necessary pedagogical as well as subject matter content knowledge and skills, which lead to his inability to involve learners in critical reasoning during the teaching and learning process. The teaching of the lesson was entirely based on computational skills. The conceptual learning as observed in the
Tanaka's class did not happen at all in Maganga's class.
A lot needs to be done if conceptual learning in mathematics education classes in the Tanzania context has to be realised. Teachers need to be professionally supported in order to achieve the necessary pedagogical competences as well as subject mater content knowledge and skills.
Equipping teachers with strategies to handle large size classes was recommended for effective classroom interactions. The study also suggested a long-term professional support for teachers to enable them master the conceptual-based strategy and improve the learning outcomes. This could be achieved through a school-based lesson study as the formal of teachers' collaborative planning and peer learning. The role of inspectors needs to be reversed to teachers' professional supporters. This has to go on hand with shift to authentic assessment practices. The current mode of assessment and examinations do not enable effective practices of conceptual teaching strategy in the classroom context, hence the need for the use of authentic assessments to enhance the learning of mathematics.
