Revitalization of Mathematical Education Through Applying Productive Pedagogies Framework

Abstract

Abstract--Mathematics is often perceived as a difficult subject with many students failing to understand why they need to learn the subject. The teaching and learning of mathematics mostly has relied on the transfer of information from the teachers to their students. Therefore, teaching and learning of mathematics should be reformed in order to be more meaningful for students.This study examined the usefulness of implementing Connectedness dimension of the Productive Pedagogies framework, as a means of improving the quality of teaching and learning of mathematics. In all cases, using the elements of Connectedness dimension of the Productive Pedagogies framework helped teachers to make mathematics more relevant to students, by including students' prior knowledge, connecting the lessons with other topics, integrating other subjects into the lessons and providing sufficient relevant illustrations. As one of the impacts, the students became more enthusiastic to attend their mathematics classes and displayed more on-task and engaged behaviours during the learning activities. The success of the participant-teachers, by applying the Connectedness dimension of the Productive Pedagogies framework has demonstrated its overall usefulness and provided lessons from which further use of the framework might build upon.

"Connectedness" in Business Studies pedagogy: Is a transition year alluring?

“…There are twenty-one elements across the four dimensions (see Linguard et al, 2003), but the PPF model does not suggest that each of the elements should be present in every assigned activity. The PPF can be used to provide a comprehensive conceptual plan for the construction and acquisition of knowledge and in developing effective teaching (Education Queensland, 2001;Hayes et al, 2006;Lingard, , 2007Suhendra & Nurlaela, 2018). For the purposes of this article, our reflection was specifically based on the "Connectedness" dimension of the PPF, which was designed to ensure that learners engage with real, practical or hypothetical problems that connect to the world beyond the classroom (Education Queensland, 2001;Hayes et al, 2006).…”

The Implementation of Supportive Classroom Environment in VII-Grade Mathematics Learning

“…The Productive Pedagogies Framework (PPF) is a learning framework with the goal of making valuable learning experiences for learners, regardless of their limitations and background, which will produce in notable improvements in the effectiveness and quality of mathematics learning (Bature, 2016;Bowes & Tinning, 2015;Suhendra, 2015;Zohir & Shaari, 2012). PPF also can make progressive change from the traditional teacher-centered teaching to a more studentcentered pedagogy and the study recommends they need to take on the PPF into the mathematics classroom (Bature, 2020;Suhendra & Nurlaela, 2018). One dimension of this framework that supports creating a conducive learning environment is supportive classroom environment.…”