The Efficacy of the Concept-Rich Instruction with University Pre-Service Teachers in a Tanzanian Context Using Vygotskian Perspective

Abstract

This paper presents the findings of a pilot study on concept-rich instruction with university pre-service teachers in a Tanzanian context. The concept-rich instruction is an instructional approach which is used to develop students’ understanding of a mathematical concept (Ben-Hur, 2006). I conducted a pilot study to determine the efficacy of the concept-rich instruction to university pre-service teachers in Tanzania using Vygotskian perspective. I used a reflective journal and pre-test questionnaire to collect data while implementing the CRI in a daylong research meeting. After the pilot study, it was found that the concept-rich instruction helped preservice teachers to develop their understanding of a concept taught at schools in different ways, including defining a concept in multiple ways and relating a concept with local materials available in their daily environment. The findings have implications in the teaching and learning of the mathematical concepts that are taught at schools to the university pre-service teachers.