Kapenda, Hileni M.2014-06-302014-06-302011Kapenda, H. M.(2011).Practices of learner-centred Mathematics curriculum in senior secondary schools in the Khomas Region. NERA Journal for the Namibian Educational Research Association. Vol. 11(01), 65-80.[s.l]http://hdl.handle.net/11070/1140Journal in the Library Call No. SCP 370.96881 NERThis article is part of a larger study that investigated how secondary schools Mathematics teachers in the Khomas region are implementing Learner-Centred Education in their classrooms. It presents a qualitative research that involved eight weeks of fieldwork investigations. Three Mathematics classrooms were selected from three different schools in the Khomas Region. Using a video camera, classroom observations were carried out in order to capture maximum classroom activities and participation of both the teacher and the learners. The teachers were interviewed after lesson observations. The results revealed different types of classroom interactions in the three classrooms. These include among others, question and answer dialogue between the teacher and the learners; teachers giving instructions; learners asking for clarification, just to mention but a few. The findings suggested that Mathematics teachers at Senior Secondary schools used the expository method more often in their teaching than other teaching methods such as lecturing and discussions. The teachers also used the chalkboard quite frequently, especially when assigning class activities. However, the teachers endeavoured to implement Learner-Centred approaches in their teaching.enArticle