Some characteristics of mathematics teaching in Zimbabwean infant and primary school classrooms

The purpose of this paper is to highlight some observations made in a recent study aimed at describing the nature of current practice in the teaching of mathematics in Zimbabwean infant and primary school grades. It has been observed that the teaching is characterized by, among other things, a preponderance of chorus responses, non-questioning pupils, lack of problem solving, teaching more than mathematics, more product and less process orientation, and small group work with group leaders. It is proposed that if teachers wish to improve the quality of their teaching then an appropriate starting point is that of apprehending and understanding what they currently do in their classrooms. Such an understanding can be developed through deliberate and serious observation of and reflection on their own current practice. This paper is intended to stimulate that process. It is also suggested that the observations described here can be turned into research questions for investigations that can provide insights into ways of increasing effectiveness of mathematics teaching and learning in primary schools.