DIALOGIC APPROACHES IN MINIMIZATION OF LEARNER ERRORS IN MATHEMATICS CLASSES: A CASE OF PUBLIC PRIMARY TEACHER TRAINING COLLEGES IN NORTH RIFT REGION, KENYA

Abstract

Studies indicate that the majority of the learners do not perform well in Mathematics because they make different types of errors. The purpose of this study was to establish the use of dialogic approaches in minimizing learner errors in Mathematics classes in Public Primary Teacher Training colleges in Kenya. Specifically, it sought to determine how learner-learner, tutor-learner, whole class-group dialogue minimize learner errors in Mathematics classes and challenges faced in using the approach in Public Primary Teachers Training Colleges in the North rift region of Kenya. This study adopted a descriptive survey research design and was guided by social constructivist theory. Stratified and simple random sampling was used to select teacher trainees while purposive sampling was used to identify Heads of Mathematics department and Deans of Curriculum. Data was collected using structured interviews, structured observation schedules, document analysis and questionnaire. Data was analyzed using frequencies, percentages and the hypotheses were tested using chi-square at 0.05 level of significance. The study established that dialogic approach promotes talking and thinking together and help learners understand Mathematics better. Majority of teacher- trainees stated that it was necessary for more than one person to help solve challenging questions and that there was a great deal to be learned from listening to how others think. The study also established that majority of the teachers trainees did not feel left behind all the time during Mathematics lessons and that their Mathematics tutors were competent in teaching. Further, majority of the teacher-trainees operates together to improve knowledge. The teacher trainees showed understanding of how group process promote their learning and that assessment tasks are community products which demonstrate increased complexity of a rich web of Mathematical concepts. The study established that tutors allowed learners to talk freely during the lesson and they appreciated each learner’s contribution in the lesson. The study also established that large class sizes affected the use of the dialogical approach in minimization of learners’ errors in Mathematics classes. This approach requires more time in teaching during the initiative response feedback. Considering the scope of the content to be covered within the allocated time, it becomes difficult for the tutors to apply the approach. Personal characteristics of the teacher trainees like gender, personality and interpersonal relationships also affect the use of this approach. The study concludes that there is a significant relationship between learner-learner dialogue and minimization of learner errors (a chi-square of 18.272, d.f. =8 and p-value of 0.019). The findings also revealed that there is a significant relationship between teacher-learner dialogue and minimization of learner errors (a chi-square of 22.594, d.f. =8 and p-value of 0.004). Further, it was found that there is a significant relationship between whole class group dialogue and minimization of learner errors in Mathematics classes (a chi-square of 23.187, d.f. =8 and p-value of 0.003). This study will help understanding on problems regarding the development of Mathematical concepts and therefore help in pointing out the source of errors in Mathematics. The study will also increase awareness of the need for tutor educators to prepare a safe, friendly, motivating and productive classroom interaction. Further, the data generated will constitute part of the knowledge pool from which future research can borrow and form a basis for further related research.