The teacher's perspective on effective of mathematic teaching at primary school in Cambodia

Abstract

The research paper examines mathematics teaching and learning outcomes in primary schools in Cambodia. It highlights the importance of quality education in fostering student development and addresses challenges such as academic performance disparities and learning loss. The study emphasizes the need for effective teaching strategies, formative assessment, and differentiated instruction to enhance mathematical proficiency and overall educational achievement. The fieldwork occurred from June to July 2023 in four districts of Kampong Chhnang province. A sample size of 278 teachers from 4 study districts were selected, and individual face-to-face interviews were conducted using a structured questionnaire. The research employed a mixed-methods approach, combining quantitative methods such as the Weighted Average Index (WAI), t-tests, and chi-squared tests with qualitative methods like desk reviews and interviews with stakeholders in the education sector. The WAI assessed teachers' perceptions of mathematics education and students' learning outcomes. T-tests were used to explore gender differences in perceptions, and chi-squared tests were used to examine associations between respondent gender and teaching practices. The study highlights that primary school teachers' evolving perceptions towards teaching mathematics emphasizes the need for support to enhance teaching and learning outcomes. Teachers employed alternative strategies, prioritized conceptual understanding, and tailored lessons to individual proficiency levels. They promoted active student participation through collaborative activities and provided avenues for student choice despite curriculum constraints. By integrating abstract and concrete ideas in teaching, teachers facilitated connections between mathematics and real-life scenarios. Moreover, significant differences were observed in how male and female teachers engaged with student involvement. Encouraging the use of manipulatives was recommended to aid in concept comprehension. Policymakers should implement professional development for teachers and allocate resources to the school level to enhance mathematics education. Promoting active student participation involves student-centered learning to engage the students' voice and participation in mathematics learning. Achieving gender equality in math education requires providing professional development opportunities for teachers focused on gender equity in mathematics education.