The challenges of implementing student-centered instruction in the teaching and learning of secondary school mathematics in a selected district in Zimbabwe

The aim of the study was to find out the factors that hinder the implementation of the student-centered methods in the teaching and learning of mathematics at secondary school level. The study was a descriptive survey, involving questionnaires and interviews with fifteen in service mathematics teachers. Descriptive data were mainly presented in form of tables, graphs and direct quotations from teacher. From the findings the constraints included examination assessment requirement, time factor, resources especially textbooks, language barrier, teachers’ subject matter content, and other minor ones such as the size of classes and the heavy planning involved. Teachers regarded the student-centered methods as useful and rewarding teaching and learning strategies. Teachers also showed that they are fully aware that their pupils get highly motivated by being involved in student-centered activities. It was therefore concluded that the implementation of student-centered methods in the teaching and learning of secondary school mathematics was far from being realized in the district under study.