Achieving Quality Mathematics Classroom Instruction through Productive Pedagogies

Abstract

This paper seeks to investigate the implementation of the Productive Pedagogies Framework in Nigerian mathematics classroom setting. The researcher adopted a qualitative case study approach to seeking data for the three research questions postulated for the study. Three mathematics teachers taught mathematics in two secondary schools in two Central states of Nigeria using the Productive Pedagogies framework introduced to them by the researcher. Two major instruments (observation and reflective interviews) were employed to seek information from the teachers and the students. While the researcher uses the grounded theory approached to interpret and or analyzed the data collected. The findings of this study suggest that the teachers made attempts to used Productive Pedagogies framework to achieved quality mathematics classroom instructions. This was demonstrated in their effort to used problem-solving to achieve intellectual quality classrooms instructions, making mathematics classroom instruction relevant to the world around their students, developing an atmosphere of friendship during classroom instruction and identifying and recognizing the differences existed among students during classroom instruction. It was observed that the used of the Productive Pedagogies can increase students' engagement, collaborations, interactions, substantive conversations and effective inclusion during mathematics classroom instruction in which the research finally recommended the adoption of the Productive Pedagogies framework in the Nigerian mathematics classroom.