Paving the Way for a New Approach in Mathematics Education
In the realm of Mathematics education, the Task-Based Conceptual (TCA) approach has emerged as a potent tool that takes teaching and learning beyond the realm of rote memorization. It encourages students to engage with mathematical concepts in a more meaningful and practical manner. In line with this, the STEM Teacher/student Education for Primary Schools (STEPS) initiative in Cameroon, (focusing on Mathematics material) has been working tirelessly to integrate this approach into their curriculum and further improve educational outcomes in STEM.
Embarking on the TCA Journey
In March and August 2022, STEPS conducted several Teacher Professional Development (TPD) sessions in Cameroon. The goal was to introduce teachers to the TCA approach adopted in the STEPS Mathematics materials. These sessions aimed to equip teachers with a conceptual understanding of multiplication, division, and fractions. The TCA approach served a dual purpose – it ensured that teachers grasped these topics conceptually and simultaneously provided them with first-hand experience of task-based learning.
The response from teachers was overwhelmingly positive and productive during these TPD sessions. The enthusiasm was palpable, as teachers eagerly anticipated integrating the TCA approach into their own classrooms.
Encountering Challenges: The Gap Between Learning and Application
Despite the enthusiastic reception of the TCA approach during the TPD sessions, the implementation phase revealed some challenges. When teachers had the opportunity to apply the TCA approach during trial implementations of STEPS materials in their classrooms, they generally reverted to their familiar practice of direct, prescriptive teaching.
The gap between the TPD sessions and actual classroom implementation illuminated a vital insight – a different kind of TPD was required to ensure the effective adoption of the STEPS materials and the TCA approach.
Reflective Engagement: The Key to Effective TPD
The challenge underscored the necessity for teachers to engage reflectively with new learning materials before implementing them in their classrooms. Reflective engagement allows teachers to anticipate potential student responses and understand what students may learn by engaging with the tasks.
In response to this, the brief TPD session in April 2023 was refocused to encourage teachers to reflectively engage with the STEPS student materials. This reflective approach will form the core of the more extensive TPD planned for August 2023.
The Road Ahead: Diversifying the TPD Delivery Modes
The future TPD sessions will not be a one-size-fits-all approach. Recognizing the diversity of teachers’ needs and circumstances, the TPD will be delivered through a blend of in-person training, online sessions, and printed teacher guides supplemented with training videos. This multi-modal approach is aimed at ensuring that every teacher, regardless of their situation, has access to these transformative learning resources.
Conclusion
The journey of STEPS in Cameroon is a vivid testament to the fact that change, while challenging, can facilitate an enlightening and transformative process. As we continue to support teachers in their journey to adopt the TCA approach, we remain steadfast in our belief that this shift will ultimately lead to a more enriching and engaging learning experience for students.
Through initiatives such as these, STEPS continues to remove barriers to quality primary school education for those marginalized by poverty, geography, language, and gender around the world.
Miriam Chickering, and Glenda Niles
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