Abstract:

Current study attempted to investigate existing situation of teaching mathematics in comparison to best practices as per Pakistan’s national curriculum at secondary level. For this purpose, 34 secondary school students of public and private institutions were selected to fill up specially designed questionnaire with a return rate of 75%. The questionnaire was constituted of 35 items. The reliability coefficient was found to be 0.90, which was considered quite reliable. Sample was selected randomly, and it was comprised of 234 students (public 110= private = 124). Whereas 10 mathematics teachers of the sample students were interviewed to validate students’ perception and comparing their descriptions with strategies provided in national curriculum. The results show that students were satisfied and agreed upon whatever their teachers are doing for teaching mathematics. Study revealed gender-wise significant difference for mathematic teachers’ lecture preparation and school wise difference for classroom instructions. The study also discovered significant positive relationships among various sub-factors of the scale used. Teachers’ descriptions verified students’ positive perceptions and also indicated that they were following best practices as per national curriculum of mathematics of Pakistan.

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