Abstract: A pessimistic disposition is taken by many students towards the subject of Mathematics, resulting in unfavorable passes in examinations. The Government of Jamaica, having recognized this academic drawback, sought to train and employ specialist Mathematics teachers, especially in the secondary school system, as it is envisaged that this could possibly garner fruition at the Caribbean Secondary Examination Council (CSEC) level. The objectives of this study were to conduct an action research to effect positive change; build students’ capacity in critical thinking in the subject of Mathematics; and obtain favourable passes in the Mathematics CSEC examination among students in Grade 11 at the Donald Quarrie High School. A qualitative approach, with the use of a Tokenism-type community intervention was chosen in carrying out this research. This was because Tokenism allows for democratic-type of participation. Purposive sampling method was used to target a population of 28 individuals: one principal, five teachers and 22 students. In building capacity, a student-centred approach was used. This was reflective of democratic-type pedagogy, Freirian’s problem-posing techniques, motivation, Constructivism, and Experiential Learning. The findings from the study which was conducted over the period September to December, 2014, revealed that the intervention programme did not only stimulate students’ performance, but their level of mathematical reasoning, critical thinking and problem-solving skills were significantly advanced.
Keywords: Mathematics, Critical Thinking, Donald Quarrie High School, Caribbean Secondary Examination Council.
Title: An Intervention into a Secondary School Mathematics Programme
Author: Allen, Gladstone A., Crawford, Tazhmoye V.
International Journal of Social Science and Humanities Research
ISSN 2348-3156 (Print), ISSN 2348-3164 (online)
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