TEACHERS’ CONTINUOUS PROFESSIONAL DEVELOPMENT (CPD) IN SOUTHERN AFRICAN DEVELOPMENT COMMUNITY (SADC): A REVIEW OF POLICIES, APPROACHES AND IMPLEMENTATION STRATEGIES IN ENHANCING TEACHER COMPETENCES

Abstract

This study explored mathematics pedagogical characteristics of traditional games for primary school mathematics instruction. It was motivated by observing that, play is every child’s serious business and traditional games were unpopular for mathematics instruction. The study was guided by the pragmatism philosophy which aims to establish what works under the prevailing social circumstances. Pragmatism enhanced field data collection by mixing qualitative and quantitative approaches. Data was collected from purposive samples of 56 teachers and 126 pupils from 8 primary schools in Makonde district of Mashonaland West Province in Zimbabwe. Questionnaires followed by focus group discussions gathered teachers’ individual and group perceptions on the use of games for primary school mathematics instruction. Data collection on the types of games children played was done by observing them play during lunch hour. Interviews with both children and teachers enhanced deduction of pedagogical insights and activity interpretation. A hypothesis test revealed an association between games and gender. This study settled for tsoro variation of holes and stones which is most popular in Chitomborwizi cluster. The study found that, traditional games free children from language restrictions and are good children socialization activities, hence appropriate for lower primary school whose main purpose is the development of socialization and literacy. Observations showed that, games develop children’s psychomotor skills, communication, concentration and hand to eye coordination. During games, children are active, make choices and practice numeracy computational skill to mastery level. Mathematical concepts embedded in tsoro include sets, counting, addition and subtraction of whole numbers. Its use of concrete objects improves pupil`s understanding of whole number concepts. Teachers’ have limited knowledge of traditional game-based pedagogical instruction. Consequently, the study recommends teachers’ staff development workshops for awareness, creative skills application of traditional tsoro for primary school mathematics instruction and traditional games book authoring.