The teaching and learning of mathematics in sub-Saharan African countries is dominated by teacher-centred pedagogies rather than student-centred ones. Observations of mathematics teachers at two private schools in South Sudan confirmed such practices. This inspired the researchers to design an intervention to help six primary mathematics teachers shift their practices through problem-solving and mathematical discourse. Design-based research methods were implemented, and data were gathered using observations supported by video and audio recordings and field notes. The participants were selected using convenience sampling, and the data were analysed using Stephan’s checklist of student-centred teaching as a framework. The findings revealed that initially, teachers were using tasks from textbooks, and the teachers themselves were engaged in solving the tasks while their students reproduced their actions. Additionally, all the teachers dominated classroom discussions. After the intervention, the teachers began to select tasks that could enhance learning through problem-solving and mathematical discourse among the students, shifting the teacher’s role to facilitation as the students engaged in solving the tasks on their own. However, the shift in practice was highly dependent on the intervention, as the teachers’ tasks were adopted from the workshop.Contribution: This study contributes to the literature on student-centred mathematics teaching in sub-Saharan Africa by providing insights into the factors that enable or hinder teachers’ adoption of student-centred approaches, and by suggesting ways to support teachers’ professional development and learning within their own contexts.

Oduho G.B Soforon

Svein A. Sikko

Solomon A. Tesfamicael

Pythagoras

Pythagoras is a scholarly research journal that provides a forum for the presentation and critical discussion of current research and developments in mathematics education at both national and international level. Pythagoras publishes articles that significantly contribute to our understanding of mathematics teaching, learning and curriculum studies, including reports of research (experiments, case studies, surveys, philosophical and historical studies, etc.), critical analyses of school mathematics curricular and teacher development initiatives, literature reviews, theoretical analyses, exposition of mathematical thinking (mathematical practices) and commentaries on issues relating to the teaching and learning of mathematics at all levels of education.

Pythagoras is a scholarly research journal that serves as a platform for presenting and critically discussing current research and developments in mathematics education at both national and international levels. Pythagoras publishes articles that significantly enhance our understanding of mathematics teaching, learning, and curriculum studies. This includes research reports (experiments, case studies, surveys, philosophical and historical studies, etc.), critical analyses of school mathematics curricula and teacher development initiatives, literature reviews, theoretical analyses, expositions of mathematical thinking (mathematical practices), and commentaries on issues related to the teaching and learning of mathematics at all levels of education.

《Pythagoras》是一本学术研究期刊，旨在提供一个平台，以展示和深入讨论当前在数学教育领域的研究和发展，涵盖国内外的相关内容。《Pythagoras》发表的文章显著推动了我们对数学教学、学习和课程研究的理解，包括研究报告（实验、案例研究、调查、哲学和历史研究等）、对学校数学课程和教师发展计划的批判性分析、文献综述、理论分析、数学思维的阐述（数学实践）以及关于各级教育中数学教学与学习相关问题的评论。

Engaging primary mathematics teachers in two private schools in South Sudan: A case study on student-centred teaching in problem-solving and mathematical discourse

Engaging primary mathematics teachers in two private schools in South Sudan: A case study on student-centred teaching in problem-solving and mathematical discourse

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Journal Info

Category	Quartile
EDUCATION, SCIENTIFIC DISCIPLINES	4