Exploring Student-Centered Approaches in Mathematics Education: A Qualitative Case Study

Abstract

This qualitative case study delves into the implementation and impact of student-centered approaches in mathematics education. Drawing on interviews, classroom observations, and document analysis, the study explores educators' motivations, challenges, strategies, and the impact on students in diverse educational settings. The findings reveal that educators are motivated to implement student-centered approaches to enhance student engagement, foster a deeper understanding of mathematical concepts, and prepare students for real-world problem solving. However, they encounter challenges related to time constraints, teacher preparation, and assessment alignment. To address these challenges, educators employ strategies such as curriculum adaptation, collaborative learning, and scaffolded learning. These strategies align with constructivist and social constructivist theories, promoting active engagement, social interaction, and tailored support. The study demonstrates that student-centered approaches have a positive impact on student engagement, intrinsic motivation, and ownership of learning. Students report increased engagement in mathematics, develop intrinsic motivation, and take responsibility for their mathematical growth. This study highlights the transformative potential of student-centered approaches in mathematics education, emphasizing their role in enhancing student engagement, motivation, and meaningful learning experiences. The findings underscore the importance of ongoing professional development and support for educators to effectively implement these strategies, contributing to the broader discourse on effective mathematics education practices.