The Existing Conditions and Challenges of “Learner-Centred” in Mathematics at Basic Education Level in Zambia
2013 Volume 19 Issue 2 Pages 45-52
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2013 Volume 19 Issue 2 Pages 45-52
Zambian Ministry of Education has emphasized learners as the centre of the entire education in their educational policy enacted in 1996. However, there is a gap between the ideal lesson, which is “LearnearCentred” and the real Zambian lesson, which is “Teacher-Centred”. In this context, “Learner-Centred” is obscure for both the Ministry of Education and the teachers. Therefore, the objective of this study is to find out the existing conditions and their challenges of the “Learner-Centred” lesson in mathematics at basic education level in Zambia.
Three challenges which are to expect pupils’ reactions in every lesson, to give pupils the necessity of learning mathematics and to introduce the opportunity for considering the meaning of the mathematical contents have been mentioned for teachers. Moreover, the educational policy has two challenges which are to give teachers concrete advises for the “Learner-Centred” lesson implementations and to discuss the principle in the background of “Learner-Centred” in order to clarify the intention of components about “Learner-Centred”.
