Introducing Productive Pedagogies to Nigerian Mathematics Classroom through Collaborative Action Research Using a Community of Practice Approach
Abstract
In this paper a group of four mathematics student-teachers came together to improved their teaching through a community of practice. They adopted one dimension each of the four dimensions that makes up the Productive Pedagogies framework to setup their classroom teaching practice in a community of practice for one term in a secondary school in the north eastern Nigeria. The findings of the study suggest that the four teachers achieved a great deal of success in their effort to improve their classroom teaching. And that Productive Pedagogy could be an important tool in improving the deplorable mathematics classroom in Nigeria particularly at the secondary school level. In conclusion the findings of this study suggest that, for effective mathematics classroom teaching, teachers are advised to adopt the Productive Pedagogies framework as a tool for achieving quality classroom instruction. It is also suggested that collaboration among teachers should be encouraged. This will help the teachers work in groups and provide opportunity for teachers to talk about their teaching practices, criticise and model one another‘s thoughts and perceptions about classroom teaching.
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