Using student centred approaches in mathematics : a case study

Abstract

The aim of this study is to try out and evaluate pedagogical approaches intended to support a student centred approach in mathematics. The main objective of this qualitative action research is an attempt to improve my skills towards working with student centred pedagogy in the mathematics classroom. Data was collected by delivering four lessons on algebra to five girls who had just completed Form 4 and were placed in high achieving classes. Prior to the commencement of the lessons, a test on algebra was given to the participants to assess the students’ knowledge in algebra. Feedback from the participants was gathered after each lesson and a reflective diary was kept throughout the research. The participants were accustomed to a teacher transmission approach to mathematics lessons. Thus, one of the difficulties encountered was to engage students in discussion. In particular I learnt that it is very important to give students the time to think and explain their ideas and solutions. In spite of the difficulties the girls gave positive feedback on the lessons. The application of graphs was perceived as positive since they were applied to real life situations. The participants appreciated the fact that they were expected to come out with the reasoning themselves throughout all of the tasks.