Exploring the Nature of Grade-8 Classroom Environments Created by Mathematics Teachers when Teaching Mensuration: A Case of Curriculum Implementation in Lesotho

Abstract

This study explores the types of classroom environments created by mathematics teachers as they implement the integrated curriculum in Grade 8 classrooms in Lesotho, thus calling for Learner-Autonomous Environments (LAE) with particular focus on Mensuration. This is a qualitative study and data was collected from four Grade 8 mathematics teachers from four high schools in Maseru district. The teachers were purposively selected from the four schools to participate in the study based on characteristics such as their teaching experience, qualifications and whether they were teaching mathematics at Grade 8. Groups of four learners were selected in each teacher’s class through the help and preference of each teacher, making a total of sixteen learners targeted for group discussions data. Data was collected through classroom observations (whole class and focus groups observations) and teachers’ interviews. Before the data collection commenced for the main study, two mathematics teachers were purposely selected from two other schools for the Pilot study. Using a LAMLE conceptual framework, formulated from the theories, Commognitive theory (Sfard, 2008) and Pedagogical link-making (Mortimer & Scott, 2003) and Communicative approach (Scott et al., 2011), literature and curricular expectations, the study analysed both the Pilot and main study data to come up with the findings. Presented in three main themes, the findings indicate that though all the teachers were operating differently at the deeper performance level, they all dominantly used direct instructional approach, performed ritual teaching routines and dominated the link-making discussions through the use of interactive/authoritative communicative approach. Learners were also found to be lacking in terms of conceptual understanding, problem solving, and computational accuracy. They were also observed to be performing ritual routines mostly in their learning process. It is concluded that teachers seem to know what is expected of them but fail to implement it as expected in terms of the Lesotho curriculum. It is further concluded that learners have been denied the opportunity to be autonomous in their mathematics learning. The study proposes a LAMLE+ Plus model, formulated based on findings on the teachers and in terms of the established themes, for studying the promotion and presence of LAE in mathematics teaching. The model also advances as a tool to direct the practices and focus of teachers and education administration when implementing the reformed curriculum which focuses on learners’ active conceptual development and progressive autonomy as highlighted by Lesotho’s CAP iv It is recommended that teachers take time to understand the expectations of the curriculum and execute their classroom practice accordingly, especially the proposed instructional approaches and learner engagement. It is also recommended that the Ministry of Education and Training (MoET) provide teachers with capacitation workshops towards the implementation of the curriculum and closely monitor their progress as facilitation of change from traditionally- oriented practices to reform-oriented practices.