Alemayehu Bishaw Tamiru

2 Publications in AERD

Author Publications

Describing and Interpreting the Space of Classroom Learning in Problem-Solving-Based Mathematics Instruction: Variation as an Analytical Lens

By Berie Getie Kassa

The field of mathematics education research has been promoting problem-solving-based mathematics instruction (PS-based MI) to afford opportunities to develop students’ conceptual understanding and problem-solving abilities in mathematics. Given its usefulness, there is still little knowledge in the field about how it can afford such opportunities in real classrooms. In this study, an attempt was made to make in-depth observations of such classrooms from the perspective of variation. We examined the differences in the space of learning provided by two lessons of the same teacher in two Ethiopian primary school classrooms. Based on the literature, we identified three key aspects for analysis: mathematical tasks, lesson structure and classroom interaction patterns. Our analysis showed that, even though both lessons focused on the same topic of solving linear inequalities, they were enacted differently. The lesson that employed a PS-based MI approach constituted a wider space of learning than the lesson employing a conventional approach. This study demonstrates the usefulness of our analytical approach for describing and documenting PS-based MI practice, and for qualitatively interpreting the differences in what is mathematically made available to learn. We suggest that it can provide guidelines for mathematics teachers to reflect upon and to enhance learning spaces in their own classrooms. © 2023 by the authors.

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Educational practices of indigenous qene bet schools and its implications to the modern educational practices

By Molla Bekalu Mulualem

This study explored indigenous educational practices of the Ethiopian Orthodox Church Qene Bet education and its implications to the modern educational practices. The study employed a qualitative approach with an ethnographic design. Three Qene Gubae Bets, one in Bahir Dar City administration and the other two in West Gojjam administrative Zone, were selected using purposive sampling for this study. Data was gathered through field observations, semi-structured interviews and focused group discussion from Yenetas(Qene Teachers) and students. Twenty-four participants have participated in the study. Data is analyzed and results are presented based on thematic approach. The findings indicate that Qene Bet church schools have their own indigenous pedagogical practices such as Qene Qotera (self-study), Qene Negera (oral presentation and defense) and Qene Zerefa (creating and presenting original Qene poems) that demands student centered and deep learning approaches. The findings also indicate that the practices of cooperative learning, peer learning, reflective learning, pace learning, critical interpretation, argumentative oral defense, differentiated instruction, self and peer assessment and scaffolding are central to the Qene education system. The study concluded that Qene Gubae Bet schools pedagogical practices have valuable insights for the current pedagogical practices of contemporary schools in Ethiopia.

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