MATHEMATICS STUDENT TEACHING IN NIGERIA: A MULTI-CASE STUDY

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MATHEMATICS STUDENT TEACHING IN NIGERIA: A MULTI-CASE STUDY

Abstract

Nearly all research that seeks to assist in reforming mathematics student teaching in the United States has been limited in that it (1) does not consider student teaching models in non-Western cultures, and (2) has not sufficiently studied the unique context of mathematics in student teacher-cooperating teacher interactions. This multi-case study addresses these issues by analyzing the interactions between three cooperating teachers and two student teachers in the mathematics student teaching setting in Nigeria. Four conclusions are presented to generate a coherent picture of the principles of teaching and learning to teach that are emphasized during this Nigerian student teaching experience.

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