Productive Pedagogies : For Reforming Secondary School Mathematics Classroom Practice

This book discussed the process and the effect of introducing Productive Pedagogies into the Nigerian mathematics classroom. The authors discussed the scaffolding, the implementation process, the reflection and perceptions of both teachers and students and the challenges encountered during classroom instruction using Productive Pedagogies. A qualitative case study approach was adopted to investigate 4 teachers' classroom instruction for a period of 15 weeks. Data was collected through planning and reflection meetings, casual interviews, and focus groups. Grounded theory approach was adopted to analyze the data collected. The findings suggested that the teachers adapted their teaching according to the principles of Productive Pedagogies. This was demonstrated by a clear shift from traditional classroom instruction to a much more student-centered instruction. The teachers were able to create a supportive classrooms atmosphere to allow students to construct their knowledge through the resulting Pedagogies. The participants reflected that Productive Pedagogies could be an effective tool for improving teacher-student relationship that had bedeviled the Nigerian mathematics classroom.