Exploring Mathematics Teaching Approaches in Tanzanian Higher Education Institutions: Lecturers' Perspectives

Autor/inn/en	Mazana, Mzomwe Yahya; Montero, Calkin Suero; Njotto, Lembris Laayuni
Titel	Exploring Mathematics Teaching Approaches in Tanzanian Higher Education Institutions: Lecturers' Perspectives
Quelle	In: International Journal of Research in Undergraduate Mathematics Education, 9 (2023) 2, S.269-294 (26 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mazana, Mzomwe Yahya) ORCID (Montero, Calkin Suero)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2198-9745
DOI	10.1007/s40753-023-00212-4
Schlagwörter	Foreign Countries; Mathematics Instruction; Teaching Methods; Teacher Attitudes; Course Content; Time Factors (Learning); Teacher Motivation; College Faculty; College Mathematics; Tanzania + Suchen Sie Ihr Suchwort? Ausland; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Kursprogramm; Fakultät; Tansania
Abstract	The success of the teaching - learning process in terms of learning outcomes is determined by several factors, primarily the lecturer's teaching approach used. Despite the importance of the teaching approach, little is known concerning the teaching approaches used by mathematics lecturers in Tanzanian higher education institutions. This study explores the lecturers' perspectives regarding the teaching approaches they normally use in teaching mathematics, and what motivates their choices, within an emerging economy context. Data are collected through semi-structured interviews with 15 lecturers. Data are analysed using content analysis and descriptive statistics. The findings reveal that lecturers are more likely to choose teacher-centred approaches and that assurance of the "right content," "content coverage" and "time-saving aspects" are associated with choosing this approach. These findings provide insights into the current state in mathematics classroom regarding teaching approaches, and the motivation behind lecturers' teaching approach choices, complementing current findings in the literature. We categorise the teaching approaches for mathematics teaching -- learning by describing the interactions between the different actors in the classroom (teachers, students, and content) in order to inform and influence successful mathematics teaching practices in emerging economies such as Tanzania. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01