Math Teachers’ Pedagogical Practices: An Index to Students Learning Outcomes

Abstract

This study focused on teachers’ pedagogical practices as an index to students learning outcomes. It catered to five key problems, such as assessing the students on their teacher’s knowledge and delivery of the lessons, which was confirmed positively by a majority of the students-respondents. Aligned with this is on teachers’ method and strategies and the ability to convert lessons into productive outcomes evidenced by the responses where the majority were positive responses. There were areas of difficulties confirmed, foremost of which were teachers’ lack of focus on the nature of the problems, which responded in the follow–up interview was overcome by considering the conduct of a rigid interviews and exercises. Further surfaced were caused by difficulties students encountered, which is teachers’ lack of focus on the tenor of problems under study. To cap up the study’s context is an interview focusing on students’ feelings and responses to the subject where the common contention was on students’ demand toward the clear lesson.

Reimagining mathematics education: Identifying training needs and challenges among public elementary school teacher’s post-pandemic

“…Additionally, how math lessons are presented and how students are assessed significantly impact their learning outcomes (Veldhuis & Van den Heuvel-Panhuizen, 2020). According to Capua (2021), creating and delivering mathematics lessons requires more time from teachers than in previous years. In this context, the teachers are in charge of helping children to develop their mathematical abilities and encouraging a positive learning environment.…”