Analysing Teachers’ Perception of the Try-Understand-Apply-Mastered Discovery Learning Processes in Vanuatu Using the Constructivist Grounded Theory Approach

<p style="text-align: justify;">Internal and external assessment instruments, such as the Vanuatu Standard Test of Achievements (VANSTA) Pacific Island Literacy Numeracy Assessment (PILNA), reveal that mathematics achievements in Republic remain below minimum standard. This study drew on constructivist grounded theory approach to explore teachers' perspectives learning teaching processes education Vanuatu. Specifically, focus was ‘I do-we do-you do’ teaching, which is common country. Teachers' opinions about current situation possibilities for improving it were extracted using semi-structured interviews with 22 teachers from two randomly selected urban schools. Based analysis, four major interlink themes found. Overall, findings show country can be improved through proven discovery-learning strategies stimulating students' mathematical thinking 21st century, ‘try-understand-apply-mastered’ (TUAM) discovery process.</p>