Papers by Iliya Joseph Bature
International Journal of Learning, Teaching and Educational Research, Jun 1, 2015

OAlib, 2020
This paper sought to investigate students' engagement patterns during mathematics classroom pract... more This paper sought to investigate students' engagement patterns during mathematics classroom practice. Four research objectives were designed to guide the discussion in the paper. The qualitative case study approach was adopted to collect data from twelve Senior Secondary one and two students from two secondary schools in Nigeria for the study. Four mathematics teachers taught mathematics for a period of 15 weeks span across three years. A thematic narrative approach was adopted as a tool to analyse the data collected from the students. The results of the study suggested that, six different engagement patterns were observed by the students as present during their classroom practice. The students identified these patterns as teacher-centred engagement pattern, student-individualised engagement patterns, teacher-student engagement pattern, student-students engagement pattern, group engagement pattern and whole class engagement pattern. However, the findings of the study suggested that, four out of the six engagement patterns should be encouraged during classroom instruction. These engagement patterns are teachers-students, students-students, group-based and whole-class engagement patterns. It was also recommended that teachers who pay more attention to the teacher-centred and student-individualised engagement patterns during classroom practice should seek to create classrooms environment that will promote students' positive engagement during mathematics classroom practice.

International journal of educational methodology, Nov 15, 2016
This paper seeks to investigate the implementation of the Productive Pedagogies Framework in Nige... more This paper seeks to investigate the implementation of the Productive Pedagogies Framework in Nigerian mathematics classroom setting. The researcher adopted a qualitative case study approach to seeking data for the three research questions postulated for the study. Three mathematics teachers taught mathematics in two secondary schools in two Central states of Nigeria using the Productive Pedagogies framework introduced to them by the researcher. Two major instruments (observation and reflective interviews) were employed to seek information from the teachers and the students. While the researcher uses the grounded theory approached to interpret and or analyzed the data collected. The findings of this study suggest that the teachers made attempts to used Productive Pedagogies framework to achieved quality mathematics classroom instructions. This was demonstrated in their effort to used problem-solving to achieve intellectual quality classrooms instructions, making mathematics classroom instruction relevant to the world around their students, developing an atmosphere of friendship during classroom instruction and identifying and recognizing the differences existed among students during classroom instruction. It was observed that the used of the Productive Pedagogies can increase students' engagement, collaborations, interactions, substantive conversations and effective inclusion during mathematics classroom instruction in which the research finally recommended the adoption of the Productive Pedagogies framework in the Nigerian mathematics classroom.

OAlib, 2020
This paper sought to look at the mathematics teachers' effort to shift from the traditional teach... more This paper sought to look at the mathematics teachers' effort to shift from the traditional teacher-centered classroom instruction to a democratic student-centred classroom. Three research questions provided direction for the study. Four mathematics teachers participated in a qualitative case study research in a community of practice approach. They taught mathematics in two secondary schools for a period of 2 years. During this period, Six Senior secondary two students volunteered to participate in three focus group discussions on the effectiveness of the mathematics teacher's effort to shift from the traditional teacher-centred pedagogy to the student-centred approach. Classroom observations focus groups interviews and reflective interview were used as means of collecting data for the study. The findings of the study suggest that, the mathematics teachers had initial challenges shifting their traditional teacher-centred classrooms instruction to a more student-centred pedagogy. The findings also suggested that certain characteristics of the traditional teacher-centered classroom instructions were observed in the mathematics teachers' practice. The study shows the teachers resolved to shift their philosophy, and therefore developed strategies to foster its effectiveness. Some benefits of this strategy were outlined by the teachers and the focus group students. It was therefore recommended that, the need to shift classroom instruction in Nigeria from the traditional teacher-centered pedagogy to a student-centred pedagogy is non-negotiable. There is also an urgent need for mathematics teachers to relax the already tensed mathematics classroom climate, to foster positive teacher-students relationship as suggested in the constructivist philosophy.

The mathematics classroom in Nigeria is a major problem to teachers and to the students. Most cla... more The mathematics classroom in Nigeria is a major problem to teachers and to the students. Most classroom activities look teachers centred as students were mere listeners and recipients of knowledge rather than being active initiators of their knowledge. This paper seeks to investigate the effects of introducing inclusion to the Nigeria mathematics classroom practice. Four mathematics teachers taught a senior secondary two mathematics in one secondary school in Northern Nigeria for a term and they adopted the concept of inclusion in their classroom practice. Six students were also interviewed on the benefits of the new classroom setting to their mathematics classroom learning. There was also a reflection meeting with the teachers on their classroom practice. Data were majorly collected from the Focus group interview with the students and the reflection meetings with the teachers. The results of the study reveal that there was a positive change in studentsā attitude towards mathematics...

The world today had identified the importance of collaboration in finding solution to individual,... more The world today had identified the importance of collaboration in finding solution to individual, societal and global problems. Also associations and clubs are being forms annually in order to fight common problems. However mathematics classrooms especially in Nigeria are still concentrating on teacher centered learning where mathematics teachers claimed the monopoly of knowledge and their studentsā mere recipients of such knowledge. This paper sought to look at collaboration as an effective tool for mathematics classroom practice. Four inservice mathematics teachers from the Abubakar Tafawa Balewa University, Bauchi participated in a collaborative action research project as part of their final year undergraduate research work. They taught mathematics in one secondary school for a period of nine weeks. Six students willingly submitted themselves to three focus group discussions on the effectiveness of the new mathematics classroom setting created by the mathematics teachers. The mat...

International Journal of Educational Methodology, 2019
This paper sought to look at collaboration as an effective tool for mathematics classroom instruc... more This paper sought to look at collaboration as an effective tool for mathematics classroom instruction. Four preservice teachers in a qualitative case study taught mathematics to three senior secondary school classes in two secondary schools in Northern Nigeria for a period of 15 weeks spread over three years. During this period 12 students volunteered to participate in four focus group discussions on the effectiveness of the pedagogy in their classrooms. Observations, research journals and focus groups were used to collect data for the study. A Narrative approach to data analysis was used to analyses the data collected. The findings of the study suggested that, the preservice teachers had initial challenges introducing the framework into their classrooms, they, however, gradually adopted the pedagogy into their classroom teaching. The study suggested that the preservice teachers used collaborative groupings and higher ordered questions to foster collaboration among their students. Some benefits of this strategy were also highlighted from the study. Prominent among them was the effective teacher-student and student-student relationship, help students see mathematics problems as common problems and reduced the domineering attitude of mathematics teachers who see themselves as possessing the monopoly of knowledge. Other findings observed in the study include the replacement of the teacher-centered approach to teaching with a student-centered approach. Therefore, it is suggested that, if collaboration is introduced into Nigerian mathematics classrooms, the traditional teacher-controlled mathematics classroom instruction that has bedeviled our classrooms will be reduced, and a new student-centered learning approach will be put in place.
International Journal of Education in Mathematics, Science and Technology, 2015
This article may be used for research, teaching, and private study purposes. Any substantial or s... more This article may be used for research, teaching, and private study purposes. Any substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in any form to anyone is expressly forbidden.

I want to thank the TESFON and the administration of the Abubakar Tafawa Balewa University, who s... more I want to thank the TESFON and the administration of the Abubakar Tafawa Balewa University, who set the stage for this Journey. Without them I would not have had this great opportunity of studying overseas. I would like to thank the administration, teachers, and students of all the sample schools that participated in this research. The time they took, and the outstanding assistance given along the path of this endeavour is highly appreciated. Though the informed consent does not allow me to state your names, I would nonetheless like to acknowledge your remarkable effort through which this research journey has been made possible. Similarly, I would not forget to thank the participating teachers, focus group students and other students that were used for this study. Despite the challenges you faced, your enthusiasm, persistence, and the love you demonstrated proved that you all have in mine the desire to reform the deplorable mathematics classrooms in your home country. To the memory of my father Bature Bako, my mother Rhoda Bature, my elder brother Ayuba Bature and most recently, at the tail end of this research, my elder sister Jummai Bature. You did not live to see this day; I will always remember your words, counsel, prayers, rebukes and corrections. You believed in education and spared no penny to inspire and laid the foundation for my education. I will forever remember you. I am grateful to my children, Tinom, Simnom and Shunom. I know that my leaving you behind in Nigeria to another country wasn't an easy situation to bear. I am indebted for the love, support and motivation with which you surrounded me. I acknowledge the great bounty of the birth of my daughter, Shunom, who was born v midway of this journey. May God bless all of you my children and keep you alive to reap the reward of your sacrifice. My gratitude and appreciation goes to my wonderful wife, Felicia. I thank you for sharing with me all the details of this unforgettable journey. I am indebted for your undying love and inspiration. Particularly, when it was certain that this journey is heading to the rock, you stood your grounds, ready to sell your last wrapper to see me through the study. Your coming into my life was not only to be a wife but a mother, a sister and an inspiration to greatness. Meeting you, my dear, is the greatest blessing one could dream of. My love and appreciation goes to my brothers and sisters, for their support and encouragement. Thanks also go to relatives and friends, pastors and members of the Deeper Christian Life Ministry in Nigeria and Australia who overwhelmed me with love, prayers and support. To all of you, thank you for supporting me. Thank you for encouraging me. Thank you, thank you and thank you.

International Journal of Learning, Teaching and Educational Research, 2015
In this paper a group of four mathematics student-teachers came together to improved their teachi... more In this paper a group of four mathematics student-teachers came together to improved their teaching through a community of practice. They adopted one dimension each of the four dimensions that makes up the Productive Pedagogies framework to setup their classroom teaching practice in a community of practice for one term in a secondary school in the north eastern Nigeria. The findings of the study suggest that the four teachers achieved a great deal of success in their effort to improve their classroom teaching. And that Productive Pedagogy could be an important tool in improving the deplorable mathematics classroom in Nigeria particularly at the secondary school level. In conclusion the findings of this study suggest that, for effective mathematics classroom teaching, teachers are advised to adopt the Productive Pedagogies framework as a tool for achieving quality classroom instruction. It is also suggested that collaboration among teachers should be encouraged. This will help the te...
Students' Engagements Patterns during Mathematics Classroom Practice
OALib
Investigating the Perception of Senior Secondary School Students on the Role of Classroom Engagement in Mathematics Problem Solving
Journal of Research in Science Mathematics and Technology Education
The Mathematics Teachers Shift from the Traditional Teacher-Centred Classroom to a More Constructivist Student-Centred Epistemology
OALib

International Journal of Educational Methodology, Nov 15, 2016
This paper seeks to investigate the implementation of the Productive Pedagogies Framework in Nige... more This paper seeks to investigate the implementation of the Productive Pedagogies Framework in Nigerian mathematics classroom setting. The researcher adopted a qualitative case study approach to seeking data for the three research questions postulated for the study. Three mathematics teachers taught mathematics in two secondary schools in two Central states of Nigeria using the Productive Pedagogies framework introduced to them by the researcher. Two major instruments (observation and reflective interviews) were employed to seek information from the teachers and the students. While the researcher uses the grounded theory approached to interpret and or analyzed the data collected. The findings of this study suggest that the teachers made attempts to used Productive Pedagogies framework to achieved quality mathematics classroom instructions. This was demonstrated in their effort to used problem-solving to achieve intellectual quality classrooms instructions, making mathematics classroom instruction relevant to the world around their students, developing an atmosphere of friendship during classroom instruction and identifying and recognizing the differences existed among students during classroom instruction. It was observed that the used of the Productive Pedagogies can increase students' engagement, collaborations, interactions, substantive conversations and effective inclusion during mathematics classroom instruction in which the research finally recommended the adoption of the Productive Pedagogies framework in the Nigerian mathematics classroom.

International Journal of Educational Methodology
This paper sought to investigate the mathematics teachers' reflection on the role of Productive P... more This paper sought to investigate the mathematics teachers' reflection on the role of Productive Pedagogies' framework in festering effective classroom instruction. Two research objectives were used to discuss the reflection of the four mathematic teachers. A qualitative case study was adopted as the design of the study. Classroom observations, Research Journal and Reflective Interviews were organised to collect data for the study, while the narratives approach to data analysis was used to analyse the data collected. From the study, the mathematics teachers were able to gradually adjust to the new framework through effective reflective meetings with their colleagues and with the support of the researcher. They (mathematics teachers) reflected that, the framework helps them developed confidence, positive attitude and interest to their teaching practice. It helped fostered effective collaboration and created an atmosphere of trust between the mathematics teachers and their students. The study also suggested that the pedagogy influence the mathematics teachers to provide and received feedback from their colleagues and from their students. They were also of the view that there was a gradual shift from the traditional teacher centred instruction they are more conversant with to a more student-centred pedagogy. The implication of the study suggests the need to adopt the Productive Pedagogies framework into the Nigerian mathematics classroom to improve mathematics teacher's classroom instruction.

Proceedings of the Australian Conference on Science and Mathematics Education, Sep 23, 2013
The world today had identified the importance of collaboration in finding solutions to individual... more The world today had identified the importance of collaboration in finding solutions to individual, societal and global problems. Also associations and clubs are being formed annually in order to tackle common problems. However mathematics classrooms especially in Nigeria are still concentrating on teacher centered learning where mathematics teachers claim the monopoly of knowledge and their students' the recipients of such knowledge. This paper sought to look at collaboration as an effective tool for mathematics classroom practice. Four inservice mathematics teachers from the Abubakar Tafawa Balewa University, Bauchi participated in a collaborative action research project as part of their final year undergraduate research work. They taught mathematics in one secondary school for a period of nine weeks. Six students willingly submitted themselves to three focus group discussions on the effectiveness of the new mathematics classroom setting created by the mathematics teachers. The mathematics teachers also held three reflection meetings after each of the three cycles to review the progress of their project. This research reports on the collaborative aspect of the study, focusing on the perception of the students. The result reveals a positive influence in students' participation in the mathematics classroom, as they were able to collaborate and shared ideas with one another through problems solving exercises. The findings of the study also reveal that replacement of teacher-focused practice with a student-centered approach facilitated collaborative mathematics classroom practice with students leading the class and hence taking charge of their learning.

Proceedings of the Australian Conference on Science and Mathematics Education, Sep 23, 2013
The mathematics classroom in Nigeria is a major problem to teachers and to the students. Most cla... more The mathematics classroom in Nigeria is a major problem to teachers and to the students. Most classroom activities are teacher-centred with students as mere listeners and recipients of knowledge rather than being active initiators of their knowledge. This paper seeks to investigate the effects of introducing inclusion to Nigerian mathematics classroom practice. Four mathematics teachers taught senior secondary mathematics in one secondary school in Northern Nigeria for one term, adopting the concept of inclusion in their classroom practice. Six students were also interviewed on the benefits of the new classroom setting to their mathematics classroom learning. There was also a reflection meeting with the teachers on their classroom practice. Data was collected from focus group interviews with the students and reflection meetings with the teachers. The results of the study reveal that there was a positive change in students' attitude towards mathematics classroom practice that facilitated learning and they felt included in the mathematics classroom practice. The teachers felt the adoption of an inclusive mathematics classroom enabled student learning and reduced the teachers domineering attitude to mathematics classroom practice.
Inclusivity: An Effective Tool for Achieving Quality Mathematics Classroom Instruction in Nigerian Secondary Schools
Universal Journal of Educational Research, 2016

In this paper a group of four mathematics student-teachers came together to improved their teachi... more In this paper a group of four mathematics student-teachers came together to improved their teaching through a community of practice. They adopted one dimension each of the four dimensions that makes up the Productive Pedagogies framework to setup their classroom teaching practice. The findings of the study suggest that the four teachers achieved a great deal of success in their effort to improve their classroom teaching. Also Productive Pedagogies could be an important tool in improving the deplorable mathematics classroom in Nigeria particularly at the secondary school level. From the findings of this study the researcher conclusion suggested that, for effective mathematics classroom teaching, teachers are advised to adopt the Productive Pedagogies framework as an instrument for achieving quality classroom instruction. It is also suggested that collaboration among teachers should be encouraged. This will help the teachers work in groups and provide opportunity for teachers to talk about their teaching practices, criticise and model one another's thoughts and perceptions about classroom teaching.

In this paper a group of four mathematics student-teachers came together to improved their teachi... more In this paper a group of four mathematics student-teachers came together to improved their teaching through a community of practice. They adopted one dimension each of the four dimensions that makes up the Productive Pedagogies framework to setup their classroom teaching practice. The findings of the study suggest that the four teachers achieved a great deal of success in their effort to improve their classroom teaching. Also Productive Pedagogies could be an important tool in improving the deplorable mathematics classroom in Nigeria particularly at the secondary school level. From the findings of this study the researcher conclusion suggested that, for effective mathematics classroom teaching, teachers are advised to adopt the Productive Pedagogies framework as an instrument for achieving quality classroom instruction. It is also suggested that collaboration among teachers should be encouraged. This will help the teachers work in groups and provide opportunity for teachers to talk about their teaching practices, criticise and model one another's thoughts and perceptions about classroom teaching.
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Papers by Iliya Joseph Bature