Abstract:
This article explores junior high school students’ views regarding what it takes to be successful in mathematics. Qualitative and quantitative methods were employed to collect and analyse data, describe and interpret junior high school students (12-14 years) perceptions about what it takes to be successful in mathematics. 22 students from four (two urban and two rural) selected junior high schools were interviewed and the individual responses were transcribed, summarised, quantified and presented graphically. The results revealed that students acknowledge the importance of student-centred approaches to learning, the importance of group work in the understanding and acquisition of mathematical skills and concepts. However, despite the wide spread recognition of the importance of student-centred teaching and learning approaches, most students consider following the teacher’s approach as the key to effective learning. The results also suggested that the teacher is an active participant in the teaching and learning process, as his/her actions are considered to be triggers for students’ learning. It is therefore proposed that a new approach of teaching and learning where the teacher and the student are considered as partners in the teaching-learning process is desirable in bridging the gap between theory and practice in mathematics classrooms.