Studies The Dynamic Of The Teaching Strategies In English And Mathematic Classrooms
Article Integrity
Article Metrics
201
Article Views
157
PDF Downloads
0
Crossref Citations
Abstract
Teaching strategies play a critical role in shaping classroom interaction and student engagement across subject areas; however, their implementation often varies according to disciplinary contexts. This study aims to explore and compare the dynamics of teaching strategies employed in English and mathematics classrooms within the General Foundation Programme at a public university in Oman. Adopting a qualitative ethnographic design, data were collected through non participant classroom observations conducted in one English class and one mathematics class, supported by structured observation checklists and detailed field notes. The findings reveal a clear divergence in instructional approaches, with the English classroom predominantly employing learner centered strategies that foster active participation, collaboration, and instructional responsiveness, while the mathematics classroom relied largely on teacher centered instruction emphasizing content delivery and procedural accuracy. These contrasting approaches significantly influenced classroom climate, patterns of interaction, and levels of student engagement. The study contributes to the literature by providing classroom based, observational evidence of subject-specific instructional dynamics within a shared institutional context. The findings imply that professional development programs should emphasize adaptive pedagogical strategies that enable teachers, particularly in traditionally teacher centered subjects such as mathematics, to integrate learner centered elements in ways that enhance student engagement without compromising instructional efficiency.
References
1
[1] L. Darling-Hammond, L. Flook, C. Cook-Harvey, B. Barron, and D. Osher, “Implications for educational practice of the science of learning and development,” Applied Developmental Science, vol. 24, no. 2, pp. 97–140, Apr. 2020. https://doi.org/10.1080/10888691.2018.1537791
DOI: https://doi.org/10.1080/10888691.2018.1537791
2
[2] A. Alp Christ, V. Capon-Sieber, U. Grob, and A.-K. Praetorius, “Learning processes and their mediating role between teaching quality and student achievement: A systematic review,” Studies in Educational Evaluation, vol. 75, p. 101209, Dec. 2022. https://doi.org/10.1016/j.stueduc.2022.101209
DOI: https://doi.org/10.1016/j.stueduc.2022.101209
3
[3] O.-L. Ng, Y. Ni, L. Shi, W. W. Y. Tam, and A. C. Cheung, “Linking changes in teacher discourse behaviors to changes in student learning outcomes in Hong Kong mathematics classrooms,” Asian Journal of Mathematics Education, vol. 4, no. 1, pp. 56–83, Mar. 2025. https://doi.org/10.1177/27527263241308028
DOI: https://doi.org/10.1177/27527263241308028
4
[4] K. Matsumoto-Royo and M. S. Ramírez-Montoya, “Core practices in practice-based teacher education: A systematic literature review of its teaching and assessment process,” Studies in Educational Evaluation, vol. 70, p. 101047, Sep. 2021. https://doi.org/10.1016/j.stueduc.2021.101047
DOI: https://doi.org/10.1016/j.stueduc.2021.101047
5
[5] M. Zamiri and A. Esmaeili, “Strategies, methods, and supports for developing skills within learning communities: A systematic review of the literature,” Administrative Sciences, vol. 14, no. 9, p. 231, Sep. 2024. https://doi.org/10.3390/admsci14090231
DOI: https://doi.org/10.3390/admsci14090231
6
[6] Z. Yan et al., “A systematic review on factors influencing teachers’ intentions and implementations regarding formative assessment,” Assessment in Education: Principles, Policy & Practice, vol. 28, no. 3, pp. 228–260, May 2021. https://doi.org/10.1080/0969594X.2021.1884042
DOI: https://doi.org/10.1080/0969594X.2021.1884042
7
[7] H. Y. Anchunda and W. Kaewurai, “An instructional model development based on inquiry-based and problem-based approaches to enhance prospective teachers’ teamwork and collaborative problem-solving competence,” Social Sciences & Humanities Open, vol. 11, p. 101480, 2025. https://doi.org/10.1016/j.ssaho.2025.101480
DOI: https://doi.org/10.1016/j.ssaho.2025.101480
8
[8] O.-P. Heinimäki, A. Kajamies, M. Tiilikainen, and M. Vauras, “The role of teachers in guiding student peer interactions: Conceptions of pre-service teachers,” Social Psychology of Education, vol. 28, no. 1, p. 133, Dec. 2025. https://doi.org/10.1007/s11218-025-10088-8
DOI: https://doi.org/10.1007/s11218-025-10088-8
9
[9] P. J. Woods and Y. Copur-Gencturk, “Examining the role of student-centered versus teacher-centered pedagogical approaches to self-directed learning through teaching,” Teaching and Teacher Education, vol. 138, p. 104415, Feb. 2024. https://doi.org/10.1016/j.tate.2023.104415
DOI: https://doi.org/10.1016/j.tate.2023.104415
10
[10] T. Y. Yılmaz and M. Gök, “Understanding pre-service teachers’ perceptions of the ideal learning environment for mathematical activities through drawings,” Behavioral Sciences, vol. 15, no. 4, p. 517, Apr. 2025. https://doi.org/10.3390/bs15040517
DOI: https://doi.org/10.3390/bs15040517
11
[11] B. B. Wiyono et al., “The effect of constructivist learning and project-based learning model on students’ entrepreneurial competence in higher education,” Cogent Education, vol. 12, no. 1, Dec. 2025. https://doi.org/10.1080/2331186X.2025.2557606
DOI: https://doi.org/10.1080/2331186X.2025.2557606
12
[12] J. E. Dahl and A. Mørch, “A theoretical and empirical analysis of tensions between learning objects and constructivism,” Education and Information Technologies, vol. 30, no. 15, pp. 22101–22150, 2025. https://doi.org/10.1007/s10639-025-13636-z
DOI: https://doi.org/10.1007/s10639-025-13636-z
13
[13] E. Mensah, “Exploring constructivist perspectives in the college classroom,” SAGE Open, vol. 5, no. 3, Jul. 2015. https://doi.org/10.1177/2158244015596208
DOI: https://doi.org/10.1177/2158244015596208
14
[14] L. Mebert et al., “Fostering student engagement through a real-world, collaborative project across disciplines and institutions,” Higher Education Pedagogies, vol. 5, no. 1, pp. 30–51, Jan. 2020. https://doi.org/10.1080/23752696.2020.1750306
DOI: https://doi.org/10.1080/23752696.2020.1750306
15
[15] D. Dada, O. T. Laseinde, and L. Tartibu, “Student-centered learning tool for cognitive enhancement in the learning environment,” Procedia Computer Science, vol. 217, pp. 507–512, 2023. https://doi.org/10.1016/j.procs.2022.12.246
DOI: https://doi.org/10.1016/j.procs.2022.12.246
16
[16] J. Li and E. Xue, “Dynamic interaction between student learning behaviour and learning environment: Meta-analysis of student engagement and its influencing factors,” Behavioral Sciences, vol. 13, no. 1, p. 59, Jan. 2023. https://doi.org/10.3390/bs13010059
DOI: https://doi.org/10.3390/bs13010059
17
[17] J. Busa and S.-J. Chung, “The effects of teacher-centered and student-centered approaches in TOEIC reading instruction,” Education Sciences, vol. 14, no. 2, p. 181, Feb. 2024. https://doi.org/10.3390/educsci14020181
DOI: https://doi.org/10.3390/educsci14020181
18
[18] N. Kerimbayev et al., “A student-centered approach using modern technologies in distance learning: A systematic review of the literature,” Smart Learning Environments, vol. 10, no. 1, p. 61, Nov. 2023. https://doi.org/10.1186/s40561-023-00280-8
DOI: https://doi.org/10.1186/s40561-023-00280-8
19
[19] R. A. Shafii and J.-L. Berger, “Teacher assessment literacy, formative assessment practices, and their perceived efficacy in Tanzania: A scoping review,” Studies in Educational Evaluation, vol. 86, p. 101496, Sep. 2025. https://doi.org/10.1016/j.stueduc.2025.101496
DOI: https://doi.org/10.1016/j.stueduc.2025.101496
20
[20] N. Martin-Alguacil et al., “Student-centered learning: Some issues and recommendations for its implementation in a traditional curriculum setting in health sciences,” Education Sciences, vol. 14, no. 11, p. 1179, Oct. 2024. https://doi.org/10.3390/educsci14111179
DOI: https://doi.org/10.3390/educsci14111179
21
[21] J. Sun et al., “Children’s engagement during collaborative learning and direct instruction through the lens of participant structure,” Contemporary Educational Psychology, vol. 69, p. 102061, Apr. 2022. https://doi.org/10.1016/j.cedpsych.2022.102061
DOI: https://doi.org/10.1016/j.cedpsych.2022.102061
22
[22] M. Zamiri and A. Esmaeili, “Methods and technologies for supporting knowledge sharing within learning communities: A systematic literature review,” Administrative Sciences, vol. 14, no. 1, p. 17, Jan. 2024. https://doi.org/10.3390/admsci14010017
DOI: https://doi.org/10.3390/admsci14010017
23
[23] P. Mercan Kucukakın et al., “Embracing diversity in the classroom: Teachers’ perceptions on culturally responsive classroom practices in Türkiye,” Education and Urban Society, vol. 57, no. 7, pp. 699–730, Sep. 2025. https://doi.org/10.1177/00131245251334358
DOI: https://doi.org/10.1177/00131245251334358
24
[24] N. Goyibova et al., “Differentiation approach in education: Tailoring instruction for diverse learner needs,” MethodsX, vol. 14, p. 103163, Jun. 2025. https://doi.org/10.1016/j.mex.2025.103163
DOI: https://doi.org/10.1016/j.mex.2025.103163
25
[25] E. Talkhan et al., “The effect of cooperative learning toward mathematics achievement of primary students: A systematic review using meta-analysis,” Social Sciences & Humanities Open, vol. 12, p. 102247, 2025. https://doi.org/10.1016/j.ssaho.2025.102247
DOI: https://doi.org/10.1016/j.ssaho.2025.102247
26
[26] H. Kang, “Revisiting classroom practices: A longitudinal case study of early career teacher noticing transformation through school-based mathematics lesson study,” Asian Journal of Mathematics Education, vol. 4, no. 4, pp. 488–527, Dec. 2025. https://doi.org/10.1177/27527263251375116
DOI: https://doi.org/10.1177/27527263251375116
27
[27] M. Weingarden, “Exploring pre-service mathematics teachers’ perspectives on balancing student struggle and concept attention,” Teaching and Teacher Education, vol. 165, p. 105143, Oct. 2025. https://doi.org/10.1016/j.tate.2025.105143
DOI: https://doi.org/10.1016/j.tate.2025.105143
28
[28] B. Bognar, S. Mužar Horvat, and L. Jukić Matić, “Characteristics of effective elementary mathematics instruction: A scoping review of experimental studies,” Education Sciences, vol. 15, no. 1, p. 76, Jan. 2025. https://doi.org/10.3390/educsci15010076
DOI: https://doi.org/10.3390/educsci15010076
29
[29] E. Bufasi et al., “Investigating the STEM teacher professional development and learning path towards changes in student spatial ability,” Education Sciences, vol. 15, no. 10, p. 1277, Sep. 2025. https://doi.org/10.3390/educsci15101277
DOI: https://doi.org/10.3390/educsci15101277
30
[30] C. V. Wood et al., “Using longitudinal qualitative research to understand the experiences of minoritized people,” Methods in Psychology, vol. 10, p. 100130, Nov. 2024. https://doi.org/10.1016/j.metip.2023.100130
DOI: https://doi.org/10.1016/j.metip.2023.100130
31
[31] I. Possaghi et al., “Integrating multi-modal learning analytics dashboard in K–12 education: Insights for enhancing orchestration and teacher decision-making,” Smart Learning Environments, vol. 12, no. 1, p. 53, Aug. 2025. https://doi.org/10.1186/s40561-025-00410-4
DOI: https://doi.org/10.1186/s40561-025-00410-4
32
[32] I. E. W. M. Bogaers et al., “Different voices of silence: A Q methodology study of teachers’ perceptions on silence in the classroom,” Teaching and Teacher Education, vol. 165, p. 105136, Oct. 2025. https://doi.org/10.1016/j.tate.2025.105136
DOI: https://doi.org/10.1016/j.tate.2025.105136
33
[33] I. A. Nilsson and S. Moström, “Seeing differently in inclusive education: Ethnographic pathways and reflexive practices,” Ethnography and Education, pp. 1–16, Aug. 2025. https://doi.org/10.1080/17457823.2025.2527082
DOI: https://doi.org/10.1080/17457823.2025.2527082
34
[34] J. Zhou, C. Li, and Y. Cheng, “Transforming pedagogical practices and teacher identity through multimodal (inter)action analysis: A case study of novice EFL teachers in China,” Behavioral Sciences, vol. 15, no. 8, p. 1050, Aug. 2025. https://doi.org/10.3390/bs15081050
DOI: https://doi.org/10.3390/bs15081050
35
[35] J. Han, A. Ovens, and R. Philpot, “The nature of professional learning for secondary school health and physical education teachers: An ethnographic study,” Sport, Education and Society, pp. 1–16, Apr. 2025. https://doi.org/10.1080/13573322.2025.2495052
DOI: https://doi.org/10.1080/13573322.2025.2495052
36
[36] E. H. Hofmeister, “Nonparticipant student observation of faculty classroom teaching,” Journal of Veterinary Medical Education, vol. 48, no. 1, pp. 48–53, Feb. 2021. https://doi.org/10.3138/jvme.2019-0025
DOI: https://doi.org/10.3138/jvme.2019-0025
37
[37] M. Christensen et al., “How do we capture and analyse student engineering processes using video ethnography?” International Journal of Science and Mathematics Education, vol. 23, no. 7, pp. 3021–3045, Oct. 2025. https://doi.org/10.1007/s10763-025-10566-7
DOI: https://doi.org/10.1007/s10763-025-10566-7
38
[38] F. Pardo, Ó. Cánovas, and F. J. G. Clemente, “Audio features in education: A systematic review of computational applications and research gaps,” Applied Sciences, vol. 15, no. 12, p. 6911, Jun. 2025. https://doi.org/10.3390/app15126911
DOI: https://doi.org/10.3390/app15126911
39
[39] X. Zhu, H. Shui, and B. Chen, “Beyond reading together: Facilitating knowledge construction through participation roles and social annotation in college classrooms,” The Internet and Higher Education, vol. 59, p. 100919, Oct. 2023. https://doi.org/10.1016/j.iheduc.2023.100919
DOI: https://doi.org/10.1016/j.iheduc.2023.100919
40
[40] M. Hajhosseini et al., “Critical thinking and social interaction in active learning: A conceptual analysis of class discussion from Iranian students’ perspective,” Cogent Education, vol. 3, no. 1, p. 1175051, Dec. 2016. https://doi.org/10.1080/2331186X.2016.1175051
DOI: https://doi.org/10.1080/2331186X.2016.1175051
41
[41] J. Lenkauskaitė, J. Colomer, and R. Bubnys, “Students’ social construction of knowledge through cooperative learning,” Sustainability, vol. 12, no. 22, p. 9606, Nov. 2020. https://doi.org/10.3390/su12229606
DOI: https://doi.org/10.3390/su12229606
42
[42] A. Lehtinen, E. Kostiainen, and P. Näykki, “Co-construction of knowledge and socioemotional interaction in pre-service teachers’ video-based online collaborative learning,” Teaching and Teacher Education, vol. 133, p. 104299, Oct. 2023. https://doi.org/10.1016/j.tate.2023.104299
DOI: https://doi.org/10.1016/j.tate.2023.104299
43
[43] M. P. Arthi and S. N. S. Gandhimathi, “Research trends and network approach of critical thinking skills in English language teaching: A bibliometric analysis implementing R studio,” Heliyon, vol. 11, no. 2, p. e42080, Jan. 2025. https://doi.org/10.1016/j.heliyon.2025.e42080
DOI: https://doi.org/10.1016/j.heliyon.2025.e42080
44
[44] M. Li, “Exploring the digital divide in primary education: A comparative study of urban and rural mathematics teachers’ TPACK and attitudes towards technology integration in post-pandemic China,” Education and Information Technologies, vol. 30, no. 2, pp. 1913–1945, Feb. 2025. https://doi.org/10.1007/s10639-024-12890-x
DOI: https://doi.org/10.1007/s10639-024-12890-x
45
[45] B. Davis et al., “Learning metaphors and classroom enactments: Understanding webs of association and their entailments for school mathematics,” Asian Journal of Mathematics Education, vol. 2, no. 4, pp. 469–491, Dec. 2023. https://doi.org/10.1177/27527263231210587
DOI: https://doi.org/10.1177/27527263231210587
46
[46] Á. Pereda Loriente et al., “Enhancing mathematics performance in primary education: The impact of personalized learning on fractions and decimal numbers,” Education and Information Technologies, vol. 30, no. 11, pp. 15961–15991, Jul. 2025. https://doi.org/10.1007/s10639-025-13428-5
DOI: https://doi.org/10.1007/s10639-025-13428-5
47
[47] R. H. Mohamed, I. A. Khalil, and B. M. Awaji, “Mathematics teachers’ awareness of effective teaching practices: A comparative study,” Eurasia Journal of Mathematics, Science and Technology Education, vol. 19, no. 2, p. em2230, Feb. 2023. https://doi.org/10.29333/ejmste/12962
DOI: https://doi.org/10.29333/ejmste/12962
48
[48] R. B. Stovner and K. Klette, “Teacher feedback on procedural skills, conceptual understanding, and mathematical practices: A video study in lower secondary mathematics classrooms,” Teaching and Teacher Education, vol. 110, p. 103593, Feb. 2022. https://doi.org/10.1016/j.tate.2021.103593
DOI: https://doi.org/10.1016/j.tate.2021.103593
49
[49] K. D. Truong, N. Cong-Lem, and B. Li, “The interplay of language teachers’ identity, cognition, emotion, and agency, and the role of context: A scoping review,” Teaching and Teacher Education, vol. 158, p. 104967, May 2025. https://doi.org/10.1016/j.tate.2025.104967
DOI: https://doi.org/10.1016/j.tate.2025.104967
50
[50] F. Patel, “Discipline in the higher education classroom: A study of its intrinsic influence on professional attributes, learning and safety,” Cogent Education, vol. 8, no. 1, Jan. 2021. https://doi.org/10.1080/2331186X.2021.1963391
DOI: https://doi.org/10.1080/2331186X.2021.1963391
License
Copyright (c) 2025 Abdullah Al Maqbali
This work is licensed under a Creative Commons Attribution 4.0 International License.
Article Tools
Citation Impact
Crossref Cited-by
0
citations
Counted from citation links between Crossref-registered works.
Last checked 01 Sep 2026.
.png)
