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Exploring the Implementation of Concept-Rich Instruction (CRI) with University Mathematics Pre-Service Teachers (PSTs): A Tanzanian Case
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- Author / Creator
- Deogratias, Emmanuel
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This qualitative case study explored the research questions: How does concept-rich instruction (CRI) reveal the way that Tanzanian university mathematics pre-service teachers (PSTs) express their understanding of a mathematical concept? How do PSTs plan to teach a concept given their participation in CRI?
The population for the study comprised undergraduate pre-service mathematics teachers who were in their third year at the University of Dodoma (UDOM) in Tanzania. I selected a sample by employing convenience sampling (Merriam, 1998). The sample comprised nine volunteers for the pilot study that was used to test the concept-rich instructional process, data collection and analysis techniques. There were ten volunteers in the research meetings, the data from which answered the research questions.
This study revealed that by using CRI in the four one-day meetings, PSTs were able to express their understanding of a mathematical concept by defining, decontextualizing, realizing, and re-contextualizing the concept. PSTs also planned to teach the mathematical concept by developing the lesson plans and performing micro-teaching for teaching pi.
The analysis of the findings revealed that CRI helped PSTs to develop their understanding of the mathematical concept in the following ways. First, the instructional approach helped PSTs realize a variety of ways to define pi. Second, PSTs related the concept with real things available in their local environment. Third, the approach helped PSTs eliminate misconceptions about pi. Fourth, the approach helped PSTs realize how to teach the concept to learners in schools using a participatory approach to learning. Fifth, this instructional approach helped PSTs integrate the concept in the Tanzanian K–University mathematics curricula. This study has implications in the development of the PSTs’ understandings of the mathematical concepts for teaching. -
- Graduation date
- Spring 2020
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- Type of Item
- Thesis
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- Degree
- Doctor of Education
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- License
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