Implementation and interpretation of a learner-centre approach: the case of some mathematics teachers in Maseru

Abstract

This is a qualitative research project that attempts to describe and explain how selected mathematics teachers in Lesotho interpret and implement a learner-centred approach to teaching and learning mathematics. The study was carried out with nine secondary mathematics teachers who were participants in the Secondary Education Support Project programme and who were working under different contextual conditions. Data were collected through the use of classroom observations and interviews.

The findings of this study indicate that while secondary mathematics teachers espouse some form of commitment to learnercentred practice, this practice is not reflected in most classrooms. However, some teachers managed to display some elements of learner-centred practice in their lessons. The study also established that contextual conditions did not emerge as a main factor for or against the implementation of a learnercentred approach.

The study argues that an explanation for the gap between teachers' espoused and enacted theories is that teachers in Lesotho are encouraged to change their practices, but, the wider curriculum remains unchanged. This may force teachers to continue using old practices. Therefore, the study suggests that if a change in teachers' practices is to be achieved, there should be a change in syllabus, textbooks, and modes of assessment.