Student-Centered Pedagogy in Mathematics Education: Evidence from Dibacong National High School

Authors

  • EDWIN VANZUELA N/A Author

DOI:

https://doi.org/10.64358/sih.v2i1.60

Keywords:

student-centered pedagogy, mathematics education, engagement, formative assessment, cooperative learning, qualitative case study

Abstract

Student-centered pedagogy (SCP) has been widely promoted in mathematics education for strengthening conceptual understanding, problem solving, and learner engagement. Yet, classroom enactment varies across contexts, especially in public secondary schools where diverse proficiency levels, time constraints, and assessment pressures shape instruction. This qualitative case study examined how student-centered pedagogical practices were enacted in mathematics classrooms at Dibacong National High School and how these practices influenced learners’ engagement and mathematical thinking. Data were generated through classroom observations, semi-structured interviews with mathematics teachers, and focus group discussions with learners. Reflexive thematic analysis produced four interrelated themes: (1) participation broadened when discussion routines and cooperative structures were intentionally designed; (2) conceptual understanding deepened through multiple representations and explanation-centered talk; (3) formative feedback and scaffolding supported persistence and strategic problem solving; and (4) a supportive classroom climate reduced fear of error and sustained engagement. Findings suggest that improved outcomes emerged not from “activity” alone but from coherent task design, accountable talk, and instructional supports that made participation safer and reasoning more visible. Implications highlight professional development focused on high-leverage student-centered routines, formative assessment, and task design aligned with conceptual goals.

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Published

2026-05-23

Issue

Vol. 2 No. 1 (2026): Studies in Interdisciplinary Horizons

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Articles

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