• An Appeal in the Case involving Conventional Teaching: Emphasizing the Transformation to Enhanced Conventional Teaching in Mathematics Education

    Author(s):
    Joshua Abah ABAH (see profile)
    Date:
    2020
    Subject(s):
    Teaching, Learning, Mathematics, Educational technology, Cultural property
    Item Type:
    Article
    Tag(s):
    Conventional teaching, Mathematics education, Quality teaching, Cultural augmentation, Technology augmentation, Teaching and learning, Didactics, Instructional technology, Cultural heritage
    Permanent URL:
    http://dx.doi.org/10.17613/we9e-qm38
    Abstract:
    The conventional teaching methodology has severally been condemned as inefficient, rigid and outdated by scholars and researchers who are intent on furthering the course of new instructional approaches. Often, educationists evade the simple confrontation of what the supposed duty of a good teacher is. This discourse took on the issues surrounding conventional mathematics teaching with a focus on the adaptability of the instructional approach to encompass present-day technology and cultural augmentation. The conventional job of the teacher was considered in detail as a task of society building, a mission of re-invention, and a position of accountability. The submission of this appeal was that the current global best practice in the field of mathematics education should dictate what amounts to conventional teaching.
    Notes:
    VillageMath Educational Review (VER), A publication of the Network for Grassroots Science and Mathematics Education (NGSME), Department of Mathematics Education, Federal University of Agriculture, Makurdi, Nigeria.
    Metadata:
    Published as:
    Journal article    
    Status:
    Published
    Last Updated:
    3 years ago
    License:
    All-Rights-Granted
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