An examination of the use of pragmatic learner-centred pedagogy (LCP) in the teaching of mathematics in primary schools in Nhlangano-Swaziland.

Abstract

The purpose of this study was to investigate the use of pragmatic learner-centred pedagogy in the teaching of Mathematics in primary schools in Nhlangano, Swaziland. The aims of the study were to examine the teachers’ understanding of the use of pragmatic learner-centred pedagogy (LCP) and to investigate how this understanding influences their classroom practice in the teaching of Mathematics. The study used the qualitative methodology. It was carried out in schools in the Nhlangano area and three schools were used in April/May 2016. The participants of this study were teachers who were purposely selected from three schools. Data were collected through the use of a questionnaire, semi-structured interviews and an analysis of the teachers’ official books. The questionnaire and the analysis of the teachers’ official books was to examine the teachers’ classroom practice in the teaching of Mathematics while the semi-structured interviews sought to find the teachers’ understanding and experiences in the use of LCP. The data showed that although the teachers had a good understanding of LCP, they did not use it in their teaching. The study further revealed that the teachers faced a number of challenges against the implementation of LCP. These challenges include lack of pedagogical content knowledge on Mathematics, overcrowding in classrooms, lack of professional support, and the language barrier. The study therefore recommends that there is a need to address these challenges to enable the implementation of LCP. There is a need to conduct in-service training for the professional development of the teachers to improve their conceptual and theoretical understanding of LCP. There is also need to address the issue of class size and the language barrier for a complete implementation of LCP in the teaching of Mathematics.