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Mathematics subject supervisors’ role in ensuring quality teaching in preprimary and primary schools

Artigo2022

Martin C. Ekeh; Sarita Ramsaroop

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Resumo

Background: The need to examine mathematics subject supervisors’ roles in ensuring quality performance in mathematics learning is evident in the declining performance of learners in mathematics. This is attributed to various variables such as inadequate supervision, overcrowded classrooms, inadequate and obsolete resources, disillusioned teachers and poor pedagogical content knowledge. Hence, this study examines mathematics subject supervisors’ roles in ensuring quality teaching in preprimary and primary schools. Aim: This study aimed to enhance subject supervisors’ role in ensuring quality teaching in preprimary and primary school mathematics. Setting: Public preprimary and primary schools in the Owerri Educational Zone of Imo State, Nigeria, served as the research setting. Methods: The research adopted the quantitative research method and a descriptive survey research design. Questionnaires were used as the instruments for data collection and were validated by experts in mathematics education. The instruments’ reliability coefficients of 0.83 and 0.78 were determined using the Cronbach’s alpha reliability method. The generated data were analysed using four-point Likert scales, means and standard deviations. Results: The results showed that mathematics subject supervisors did enhance quality teaching in mathematics, although they were not effective in developing communities of practice among teachers. Furthermore, both mathematics teachers and mathematics subject supervisors faced challenges of inadequate learning resources, low teacher morale, insufficient professional development, low learner motivation for mathematics and poor learning infrastructure. Conclusion: The researchers recommend developing a community of practice among teachers and organising competitions among learners as a panacea to enhance desirable qualities in preprimary and primary mathematics teaching.

Dados da obra

Tipo
Artigo
Periódico
South African Journal of Childhood Education, v. 12, n. 1, p. e1-e9
Editora
AOSIS
Ano
2022 (2022-12)
Idioma
en
Palavras-chave
mathematics subject supervisors; preprimary and primary school mathematics teachers; mathematics teaching and learning; community of practice; developmental supervision
Temas
Formação de Professores de Matemática
DOI
10.4102/sajce.v12i1.1220
ISSN
2223-7674, 2223-7682
Acesso
Acesso aberto
Fontes
DOAJ — Directory of Open Access Journals
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
EKEH, Martin C.; RAMSAROOP, Sarita. Mathematics subject supervisors’ role in ensuring quality teaching in preprimary and primary schools. South African Journal of Childhood Education, v. 12, n. 1, p. e1-e9, 2022. DOI: https://doi.org/10.4102/sajce.v12i1.1220.

APA

Ekeh, M. C., & Ramsaroop, S. (2022). Mathematics subject supervisors’ role in ensuring quality teaching in preprimary and primary schools. South African Journal of Childhood Education, 12(1), e1-e9. https://doi.org/10.4102/sajce.v12i1.1220

BibTeX
@article{ekeh2022,
  author = {Ekeh, Martin C. and Ramsaroop, Sarita},
  title = {Mathematics subject supervisors’ role in ensuring quality teaching in preprimary and primary schools},
  year = {2022},
  journal = {South African Journal of Childhood Education},
  volume = {12},
  number = {1},
  pages = {e1-e9},
  publisher = {AOSIS},
  doi = {10.4102/sajce.v12i1.1220},
  language = {en}
}
RIS
TY  - JOUR
AU  - Ekeh, Martin C.
AU  - Ramsaroop, Sarita
TI  - Mathematics subject supervisors’ role in ensuring quality teaching in preprimary and primary schools
PY  - 2022
JO  - South African Journal of Childhood Education
VL  - 12
IS  - 1
SP  - e1
EP  - e9
DO  - 10.4102/sajce.v12i1.1220
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS

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