An Appeal in the Case involving Conventional Teaching: Emphasizing the Transformation to Enhanced Conventional Teaching in Mathematics Education

Abstract

The conventional teaching methodology has severally been condemned as inefficient, rigid and outdated by scholars and researchers who are intent on furthering the course of new instructional approaches. Often, educationists evade the simple confrontation of what the supposed duty of a good teacher is. This discourse took on the issues surrounding conventional mathematics teaching with a focus on the adaptability of the instructional approach to encompass present-day technology and cultural augmentation. The conventional job of the teacher was considered in detail as a task of society building, a mission of re-invention, and a position of accountability. The submission of this appeal was that the current global best practice in the field of mathematics education should dictate what amounts to conventional teaching.

Keywords: Conventional teaching, Mathematics education, Quality teaching, Cultural augmentation, Technology augmentation