Abstract:
This paper reports on learner-centred approaches used by three mathematics teachers in Khomas region in
Namibia. Although learner-centred teaching is the officially adopted and promoted mode of transacting the
curriculum in Namibia, many serving teachers appear to have problems in implementing learner-centred
education. Verbatim transcribed video lessons were used to highlight signs of learner-centred approached
in three mathematics classrooms at senior secondary level. Teachers' lessons show some traces of learnercentred
approaches.
