Secondary mathematics teachers’ use of learners’ responses to foster justification skills

This study aimed to understand how secondary mathematics teachers engage with learners during the teaching and learning process. A sample of six participants was purposively selected from a population ordinary level in one urban setting Zimbabwe. Field notes lesson observations audio-taped teachers’ narrations interviews constituted data for which thematic analysis technique then applied determine levels mathematical intimacy integrity displayed by as they interacted students. The revealed some inadequacies manner handled students’ responses strive promote justification skills problem solving, particular did not ask students explain wrong answers. indicated that have sufficient time authentic problem-solving activities since would be rushing complete syllabus examination purposes. On basis these findings, we suggest appreciate need pay special attention kinds given order among learners.