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Enhancing middle school Mathematics through a professional learning Mathematics community
Inam, Nadia Rashid
Inam, Nadia Rashid
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Date
2024
Educational Level
ISCED Level 2 Lower secondary education
ISCED Level 3 Upper secondary education
ISCED Level 3 Upper secondary education
Curriculum Area
Geographical Setting
Pakistan
Abstract
Context: This study investigates the efficacy of a Professional Learning Mathematics Community (PLMC) at Beaconhouse Jauhar Campus, a middle school in Karachi, Pakistan. The institution faces challenges such as new Mathematics teachers and students' declining performance in the subject, prompting the need for improved instructional strategies and a cohesive teaching environment.
Aims: The primary objective of the study is to enhance Mathematics teaching practices and student outcomes through the implementation of a PLMC. The research aims to explore the potential benefits of this community, identify effective teaching strategies, and address specific learning challenges faced by students.
Methods: A mixed-methods approach was employed, combining qualitative and quantitative data. Participants included novice and veteran teachers, whose experiences and perceptions were documented through reflective journals, surveys, focus group discussions, and interviews. Additionally, students' Mathematics performance data were collected to assess the programme's impact.
Findings: The findings reveal that the PLMC successfully fostered collaboration among teachers, leading to enhanced pedagogy and improved learning outcomes. After eight weeks of mentoring, mentees achieved their set goals, and students' performance increased significantly from 49% to 73.88% in standardized tests. Qualitative insights highlight elevated teacher morale and improved classroom dynamics, with students reporting a greater interest in Mathematics.
Implications: The study underscores the value of PLMCs in nurturing supportive learning environments that can enhance teacher professional development and student engagement in Mathematics. Educators may find that structured mentorship and collaborative efforts can effectively address instructional disparities and encourage a positive shift in teaching practices. While some challenges like time constraints persist, the overall success of the PLMC presents a viable model for educational improvement.
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Keywords (free text)
professional learning community, Mathematics teaching, teacher mentoring, student outcomes, educational improvement