n Education as Change - Structural aspects of primary mathematics lessons in Zimbabwe : prospects for change?

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While analysing data gathered for a study investigating current primary school mathematics learning environments and instructional practices in Zimbabwe, we made an incidental but interesting observation that Zimbabwean primary school mathematics lessons have a common and seemingly invariant structure. That structure can be summarized schematically as: whole group [recitation/quick review] --> whole group [illustrative examples] --> small group [exercise mirrored on illustrative examples] --> individual [written exercises] --> whole group [discussion of the exercise and issuing of homework]. This paper elaborates on and discusses this lesson structure with a view to stimulating other primary (elementary) school mathematics teachers to reflect on ways in which they organise delivery of their own lessons.


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