In-service mathematics teacher's effective reflective actions during enactment of social constructivist strategies in their teaching

Abstract

This study documents two case studies of in-service teachers whose reflective actions during teaching belonged to the effective category. Stratified sampling was used to select the in-service teachers whose reflective actions during teaching achieved effective reflection category in the first round of assessments. The sampled in-service teachers were jointly observed by two researchers whilst teaching high school mathematics classes in the second and third rounds of assessment visits to determine their teaching actions whilst enacting effective reflective actions. Classroom observations were followed by post lesson reflective interviews. The in-service teachers' effective reflective actions during teaching were noted as aligning learners' prior knowledge with activities to develop new concepts, sensitivity to learners' needs, using multiple pedagogical methods, and causing cognitive conflicts that facilitated learners' reflections on the solutions that they produced. These findings provide insight into theorising in-service teachers' reflective actions that informs reform on appropriate enactment of social constructivist strategies in mathematics classrooms.