ENHANCING MATHEMATICS TEACHERS LESSON PLANNING AND INSTRUCTION THROUGH REFLECTION OF THEIR CLASSROOM PRACTICES AND PEERS EVALUATION

Teachers are responsible for creating an intellectual environment in the classroom where pupils’ are significantly engage in mathematics learning. There is a need for more mathematics educators to pay attention to lesson planning and analysis. Planning the lesson to be delivered is necessary so as to ensure the effective deliverance of mathematics lessons and ensuring meaningful learning among primary school pupils. Engaging teachers in reflexive practice is important (Sullivan & Leder, 1992). The use of reflective writing provides teachers to engage in critical thinking, problem solving and improvement of their teaching practices. This paper report the initial findings within a broader qualitative study that looks into an approach in School Base Teachers Continuous Professional Development Program for trained primary school mathematics teachers and involving the roles of senior and experienced mathematics teachers and series of reflective writing in enhancing mathematics lessons planning and instruction of mathematics in primary schools. Two research participants’ responses to the interviews regarding their views on their involvement in the project and the effectiveness of the approach were transcribed and analyzed. Additionally, a content analysis on their series of reflective writing and lesson plans were also carried out. Emerging themes, focus, categories as well as levels of reflective writing were investigated. The participants reported gaining valuable experiences that not only supported but also improved their writing of mathematics lesson plans. The feedback given by their experienced peers contributed to their confidence in teaching the subject. Lesson plans samples collected from these two teachers illustrated the potential of reflective writing tasks for personal growth in mathematics instruction as well as for professional growth.