Effective Classroom Practices for Unlocking Students’ Potentials in Mathematics

Abstract

Despite several measures that have been employed by different stakeholders to improve the teaching and learning of mathematics subjects in Tanzania, the students’ pass rate in form four national examinations has been less than 25% for more than ten (10) consecutive years now. This persistent massive failure in mathematics can be highly associated with teaching strategies that are used by teachers when delivering their lessons, students’ attitudes toward the subject and the general school/learning environments that surround the students. This paper analyzes the most effective strategies that can be employed by teachers and other stakeholders to make mathematics lessons more meaningful and help students develop strong positive attitudes toward the subject, hence unlocking their potential in mathematics. These strategies were first compiled from a scoping review of previous scholarly works and then shared with mathematics teachers and students in selected secondary schools in the Kilimanjaro region of Tanzania to assess the practicability and relevance of the proposed strategies in daily teaching and learning processes. Additionally, the suggested strategies were used by Mwenge Catholic University students who participated in the volunteering programme of teaching mathematics subject in the selected schools during the Teaching Support Programme. Teachers’ feedback, students’ feedback and the lessons learned from the math Teaching Support Programme helped the researchers confirm the effectiveness of the proposed strategies and suggest promising interventions that can help to unlock students’ potentials in mathematics.