Many schools have started the TOC approach, however it is still arguable that whether this approach is effective in the context of local mathematics education. Many educationalists perceive TOC as learner-centered. Some others are skeptical about the TOC initiative in the area of mathematics. A study was carried out in the summer of 1997. Over 380 primary one mathematics teachers from 122 schools returned the questionnaire. The data reflects that there is no significant difference in the level of enthusiasm claimed towards mathematics teaching between the teachers of TOC and non-TOC schools. However there are significant differences in other aspects: the preparation time for a lesson, participation in subject meetings, knowledge in student's progress, informal discussion among the colleagues and the pressure in setting examination and test papers. This paper reports the findings and provides some possible interpretations on the results.
|Publication status||Published - 1998|