Integrating neuroeducation principles into mathematics instruction in Tanzanian public and private secondary schools

Abstract

Integration of neuroeducation principles into mathematics instruction can significantly improve learning outcomes in Tanzania. Despite technological advancements, secondary schools face challenges in mathematics, necessitating effective teaching methodologies tailored for a digital landscape to enhance student performance. A qualitative study was conducted involving three mathematics teachers from public and private secondary schools in Iringa Municipality to explore their teaching practices in the integration of neuroeducation principles. This study explored the integration of Neuroeducation Principles in mathematics instruction. Data were collected through semi-structured interviews, lesson observations, and document analysis. The findings highlighted discrepancies between teachers' claimed understanding and actual teaching practices in the integration of predominantly traditional neuroeducation principles. Challenges like large class sizes and inadequate resources limited interactive strategies. Recommended interventions include providing sufficient materials, integrating technology, and improving professional development. The study provides insights for policymakers and educators on integrating Neuroeducation Principles with digital technologies to create an engaging, and inclusive mathematics instruction.