Dealing with pedagogy and mathematical content
This paper was presented at the Distance Education and Teacher's Training in Africa (DETA) 2007 Conference, Makerere University, Kampala, Uganda. In this paper I draw on a research in describing and discussing the pedagogy, mathematical content and the reality of teachers’ instructional situation- a case study. New styles of teaching have emerged over decades. The recitation still dominates the field of mathematics instruction, as it does for most subjects. More varied pedagogical repertoires are regularly advocated and are beginning to take root; however, these can be characterized as a broad and low trend toward the teacher increasingly assuming the role of facilitator of student learning. No one can learn for someone else, so the teacher creates an environment in which students are able to advance their own knowledge. The methodology involved in this study was largely qualitative for which an exploratory approach was used. The respondents (fifteen learners, five tutors and guardians respectively) were selected according to a purposive non- probability sample method; semi-structured interview with a schedule for each of the respondents (guardians) was used. An inductive form of reasoning was used and concepts, insights and understanding developed from patterns in the data. Responses (likert format questions) that were quantified were transformed into tables where percentages were computed to determine the degree of emphasis. It is hoped that this study will make a worthwhile contribution to the field of Mathematics teaching.