Up-Side-Down (Dyakodo) Teaching and Learning Method of Mathematics

Abstract

The paper presents results of a research on one method of teaching and learning mathematics based on observations on and experiences of 35 Form One learners and 6 teachers at a Zengeza school in Chitungwiza, about 21 kilometers south of Harare. The pass rate rose from 7% to an astonishing 61% in a space of a 20 school days. Cipra (1988), Steen (1988), and White & Mitchelmore (1996)  have raised much concern in the failure by teachers to develop a conceptual understanding of mathematics topics because of the rote, manipulative learning that takes place in classrooms at introductory secondary school   levels. Lithner (2003, 2004) also remarks that most exercises in mathematics textbooks may be solved by mathematically superficial strategies, often without essentially considering the core mathematics of the book section in question. It is along these lines that the up-side-down (dyakodo) teaching and learning method in mathematics has been found to be an effective method of teaching mathematics for understanding. The up-side-down (dyakodo) teaching and learning method allows learners to do lessons at home and then home-work in class in order to integrate important ‘real-world’ everyday life activities into the school activities.