Could greater use of active learning improve the teaching and learning of mathematics in secondary schools? Is there support from teachers for more emphasis on this teaching method? A study by the University of York examines the move towards active learning in Botswana and the impact it has on secondary mathematics education.

Active learning engages pupils in activities that give them a marked degree of control over the learning process such as small group work and projects. It is usually contrasted with didactic teaching where teachers describe, demonstrate or explain to pupils what they need to know. The main argument for active learning is that by working independently and in groups, pupils acquire skills in directing their own learning.

Although teaching is still mainly didactic, there has been a trend towards greater use of active learning in many countries over the last twenty years. In 1997 the government of Botswana introduced curriculum reforms which will result in a wider use of active learning. The researchers found the country’s mathematics teachers are generally positive about these reforms but have reservations about the way they have been implemented.

Teachers were asked to evaluate the new curriculum developments and assess the benefits of active learning using the example of teaching simultaneous equations. They felt that active learning would help pupils make links between simultaneous equations and real-life situations and foster greater understanding of possible applications. They were also supportive of the new syllabus because it addresses a wider ability range than the out-going one, but some teachers were uneasy about the Ministry of Education’s implementation strategies.

The study also revealed the following concerns:

• The introduction of the syllabus did not take into account the new teaching methods that teachers would need to use. In-service courses and workshops are needed to prepare teachers sufficiently.
• New subject concepts were included for which resources were not yet available.
• The syllabus was introduced before new assessment were developed to account of and reward active learning.

The teaching and learning of subjects such as simultaneous equations still rely on teacher exposition and pupil practice. However, many teachers believe active learning can be used if assessment procedures are modified accordingly.

Other policy considerations include:

• There is backing among teachers in Botswana for greater use of active learning in secondary school mathematics.
• Teachers need more help and support if this reform is to be carried through successfully.
• Assessment procedures need to reward teachers and pupils engaged in active learning. This could involve incorporating project work into final assessment grades and including more questions based on applications to real life situations in examination papers.

Source(s):
‘Active learning of secondary school mathematics in Botswana’, Curriculum, 20 (2): 125-130, by C. Kyriacou, B. Manowe and G. Newson, 1999

id21 Research Highlight: 20 June 2002

Further Information:
Chris Kyriacou
Department of Educational Studies
University of York
Heslington
York YO10 5DD
UK

Tel: +44 (0)1904 433460 x3464
Contact the contributor: ck1@york.ac.uk

Department of Educational Studies, University of York, UK

Other related links:
'Those who can’t, teach maths? Motivating maths teachers'

'Complex systems -- child's play. How primary school children figure environmental problems'

Global Education Reform focuses on worldwide experiences with education reform

Learning Channel reports news and research on international education for all

Reflect is an approach to adult learning focusing on participatory rural appraisal

World Learning is dedicated to Global Effectiveness

FAO features a section on secondary school education