Abstract:
This paper addresses the ways that Tanzanian university pre-service mathematics teachers
(PSTs) practised teaching the concept of pi in a daylong research meeting. The research
meeting focused on enhancing the PSTs’ understanding of a mathematical concept through
practises. In particular, the activities were designed and implemented based on practise as one
of the five components of the concept-rich instruction (CRI). The intention in using the
activities based on practise was to enhance PSTs’ pedagogical knowledge and skills through
participating in designing and performing micro-teaching for teaching the concept while
using local circular objects as teaching and learning resources. Nine PSTs volunteered to
participate in this study. The PSTs worked in small groups while designing the lesson plans
and performing micro-teaching. Audio-video recordings and group learning notes were used
to collect qualitative data in the research meeting. The collected data were analysed using
thematic analysis while focused on the ways that PSTs practised related to the concept.
NVIVO software was used in the coding process (QSR international Pty Ltd. Version 11.4,
2017). It was found that the activities helped PSTs to enhance their understanding on how to
teach pi as a concept, including designing the lesson plans for teaching the concept using
local circular objects, performing micro-teaching and demonstrating measuring the diameter
and circumference of a circular object using a set of vernier callipers, a string and a ruler.
These findings have implications in the teaching and learning of mathematics in university
mathematics classes, including PSTs can gain pedagogical knowledge and skills on how to
engage learners in a participatory way of learning as well as learning by doing.
Keywords: A mathematical concept; pi, practises, pre-service mathematics teachers,
instructional activities
