Identification of Mathematics Best Teaching Practices in Pakistan

Abstract

The purpose of this research was to examine current methods of mathematics education in Pakistan. With this goal in mind, researchers randomly selected 100 educators and 1,000 pupils from the Sahiwal area to participate. Beginning with semi-structured interviews, the study moved on to a survey of opinions, and finally included video recorded observations, all within a mixed-method approach. Researchers drew up a conceptual framework before developing questionnaires and collecting quantitative data in terms of collecting impressions based on patterns observed in interviews and compared to previously published literature and studies. Researchers coded and analyzed the qualitative data using content analysis techniques, and then used descriptive statistics to find out how many people agreed or disagreed with the practices and how often they were utilized in regular classroom instruction. Teachers and students alike filled out several survey forms to compile numerical data. In order to gather qualitative data, we first interviewed educators and then compared their actual pedagogical methods with those of their pupils. Serious discrepancies between perception and reality were shown by the study's results. The study's findings about mathematics education in Pakistan are deeply concerning. One of the best practices or standards for learning is meeting the needs of the kid in terms of their learning instruments, which include reading, writing, arithmetic, problem solving, and oral expression, as well as their learning contents, which include information, abilities, values, and attitude. It was recommended to improve mathematics education in Pakistan, it is crucial to evaluate the implementation of the National Curriculum Mathematics of 2006 and single national curriculum across diverse school settings, identifying gaps and barriers. Investigating the impact of sustained professional development on teachers' instructional practices will enhance their ability to engage students effectively. Additionally, comparing urban and rural teaching practices, emphasizing student-centered learning, and utilizing formative assessment techniques can provide insights to elevate overall educational outcomes in mathematics.