Science and Tech. Education
At the Science And Tech. Education department office
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Topic: Information And Communication Technology (ICT) Use In The Teaching Of Mathematics: Skills Requirement, Teachers’ Readiness And Impact On Learners' Achievement
The whole world is fast becoming a global village. Everything is fast becoming digitized and electronic communication becoming the order of the day in all facets of life. The COVID-19 pandemic has even exacerbated the situation. Most (if not all) business now operates online as much as possible. Even if teachers decide to stay with the old order, their students, and inded, the world, are moving with the world. It is very common to find students who use the internet and other social media more and even better than their teachers. Students, even when they do not have a phone or a computer, find some ways to learn and become good users of the internet and interact on numerous social media platforms. This area of my research focusses on what ICT and digital/electronic resources could be deployed for use in Nigerian classroom? What skills do the teachers need not only to support such deployment but to also afford and sustain it in their classrooms? What are the challenges that such deployment might be faced with? How will the deployment of such resources in Nigerian school affect students’ learning?
|# ||Certificate ||School||Year |
||Ph.D (Mathematics Education)
||School of Education, University of the Witwatersrand, Johannesburg. South Africa.
Teachers’ moves and students’ contributions as they affect students’ learning achievement in mathematics
Introduction: Interactions in the classroom are produced by both the teacher and the students. Therefore, in theorizing classroom interactions and, indeed, its relationship with other factors or variables within the school setting, there is the need to focus on what both categories of people are saying and doing in class. We cannot effectively discuss classroom interaction that mathematics instruction comes with without focusing on what teachers are saying or doing and what the utterances and deeds of the students are.
Aim/Objectives: The study is aimed at establishing what categories of teachers’ moves afford what amount and quality of students’ learning achievements in mathematics. It will also focus on determining what categories of students’ contributions afford improved students’ learning achievements in mathematics; and how both sets of categories can be improved in Nigerian classrooms.
Methodology: The research design will be quasi experimentation. Classroom data will be collected via video recording, which will be transcribed while achievement data will be collected through a series of classwork and termly examinations. Teachers' utterances and students’ contributions will then be analyzed using the Brodie (2004) analytical framework and its categories. The analysis will further explore the relationship between each category of teachers’ utterances and students’ achievements.
Expected results: The results will show how different teachers' moves (utterance category) is related to students’ achievement. For example, the result might reveal that students in classes with many follow-up moves by the teacher tend to have better performance than those in classes where teachers have fewer follow-up moves. It will also show which of the students' moves contribute mostly to their improved performance.
Contribution to knowledge/society: Provision of knowledge of teachers’ moves and students' contributions that are mostly implicated in students’ achievements.
SANNI RASHEED is a Professor at the Department of Science and Tech. Education
SANNI has a Ph.D in Mathematics Education from School of Education, University of the Witwatersrand, Johannesburg. South Africa.