CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
Teaching is a complicated system in which interactions among components such as teachers, students, curriculum, local location, and others influence what happens in classes (Hilbert, 1998). Rubenstein (2004) defended education as a difficult task. The knowledge basis that underpins mathematics instruction comprises knowledge of mathematics, mathematical linkages, student learning, and school culture.Creating a learning community, challenging students to make sense of mathematical ideas, and supporting students’ evolving knowledge are all part of the teaching process. According to Rubenstein (2004), instructors are one of the most essential elements influencing students’ achievement and the teaching process. Effective mathematics learning occurs when students and teachers engage in such a manner that pupils have the chance to learn as much as possible. In a learning environment, students and teachers engage in a number of ways (Stigler, 2000). Some exchanges result in student learning in the classroom, as well as queries from professors and students. Cooperative group work, peer tutoring, and a variety of other feedback systems such as assignments, examinations, and electronic responses systems such as the personal responses system (PRS) and the personal data assistant (PDA) are examples of instructional strategies that provide a measure of two-way communication in which information about what is taught and learned is exchanged between two people. On the other hand, some teaching styles require pupils to study while sitting passively. On the campuses of several colleges and universities. The professor, for example, serves as the traditional “sage on the stage,” and the didactic lecture is the standard method of instruction (Leo, 2002). And, while the lecture is an effective way for a teacher to convey information to a large group of students, simply telling information to someone does not imply that learning is taking place. To determine whether learning is taking place—infant to ensure that learning is taking place—there must be teacher-student assessment interactions in addition to instructional interactions. Teachers acquire information on students’ learning and utilize that information to assist students better comprehend ideas and principles, as well as apply knowledge, via assessment exchanges between students and teachers (Angelo, 2005). Formative assessment is characterized as the following sort of assessment interaction: Formative assessment is a feedback-gathering procedure used by teachers and students during instruction to help them change their teaching and learning so that students obtain the desired instructional results (council of chief school states officers, 2008). Formative assessment is defined as a process that uses interactive instructional tactics such as classroom discussion, assignment, homework, quizzes, project, investigations, electronic response system, or oral inquiry to guide and enhance students’ learning (Cross 1993, Fennell, 2006) It might be difficult to create an engaging learning environment in the mathematics classroom where pupils are actively engaged in mathematic study. Students may feel self-conscious about their lack of mathematics topic knowledge and may be hesitant to participate fully in class discussions or reply to professors’ spoken questions. Furthermore, staying on track while juggling the conversations of professors, students, and the classroom dynamic necessitates particular abilities and knowledge. These classroom dynamics are considered as a social endeavor in certain models of “best practices” in mathematics teaching and learning, in which the classroom functions as a learning community where thinking, criticising, arguing, and agreeing are encouraged (Bauersfield, 1995). When this dynamic is in place, it can lead to the formation of a learning environment in which students’ critical thinking and quantitative reasoning skills improve, their learning thrives, and they take greater responsibility for their own learning. A effective learning environment, according to Garg (2002), is one in which students and teachers communicate effortlessly, continuously, and without restraint. Pupils’ learning is not left to chance in this sort of learning environment; rather, teachers know whether or not their students comprehend the desired notion (Motan, 2005). The installation and utilization of an immediate feedback system are critical to its accomplishment. Instantaneous feedback allows teachers to act as soon as a student misunderstands a concept or principle that is critical to achieving the learning objectives. A teacher may need to change his or her teaching method, use a new example, or offer alternate explanations. Teachers demonstrate that they acknowledge and accept that past attempts to teach the topic or principle were ineffective by making these improvements. According to Guskey (2003), making immediate modifications in teaching with the goal of reaching all students, including less successful students, leads to increased learning for all students. Teachers of mathematics can use a variety of ways to gather and provide feedback on how well pupils are understanding the content. According to Garg (2002), there are both electronic and non-electronic mechanisms for receiving feedback. Class discussions, cooperative group work, board-work, seatwork, and answering questions asked verbally are examples of non-electronic mechanisms. While these interactive tactics are effective, one major flaw is that only a small percentage of students in the class are actively submitting information to the teachers about their learning and getting feedback from the professors at any one moment. To encourage more students to participate in interactive activities. Even when teachers use interactive assessment tactics like assignments or exams to identify what and how much students have learned, caution must be exercised to ensure that these strategies are helpful in promoting student learning (Henry, 2004). One explanation for this is because feedback to pupils does not occur throughout the course of education. Students may have gone on to “learning” new subject after responding to questions on an assignment or assessment. If students don’t grasp the previous information or if there are misunderstandings about the old content that aren’t addressed right away when it’s provided, the cumulative impact of comprehension combined with no correlative feedback might lead to underperformance or even failure (Perry, 2002). Another explanation is that students’ primary concentration is on doing whatever it takes to gain the best mark possible on assessment methodologies utilized by students in this area, which may result in minimal learning. Furthermore, the authors would agree with Tyler (2000), who stated that mathematic learning should take place through students’ active participation and the teacher’s stunning instruction. Finally, Tyler (2000) asserted that learning occurs not as a result of what the instructor does, but rather as a result of what the pupils do. Mathematics, in general, has played an essential part in the evolution of society, both locally and globally. However, the focus of this study will be on instructors’ perceptions of teaching mathematics in schools where 50 percent to 100 percent of students are math learners, as well as their perspectives of learning mathematics. One can see that out of the hundreds of students that graduate from secondary school each year, only approximately 0.52 percent chose mathematics as a major. Even those that select the topic as a vocation do so because they have no other options (Zinne, 200). Because there are a scarcity of trained mathematics instructors in some schools, students who have studied Economics, Geography, Biology, and P.H.E., among other subjects, are assigned to teach mathematics. This sort of setup has a negative impact on student performance in mathematics and related subjects such as science and applied science, which are critical to the nation’s social, economic, and technical well-being (Brian, 2000). Furthermore, the study will motivate mathematics instructors to stay up with educational reform and progress in order to be skilled enough to fulfill their roles. Teachers must recognize this in order for students’ learning levels to be realized. Finally, the study will aid in the improvement and resolution of some of the issues that secondary school teachers have when teaching mathematics, which will likely enhance students’ math performance.
