An auto ethnography of implementing productive practice
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Date
2024
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University of the Western Cape
Abstract
This autoethnographic research chronicles a thirteen-year journey of teaching Mathematics at a socio-economically disadvantaged high school in the Western Cape, South Africa. Positioned within a context marked by systemic inequality, resource scarcity and frequent institutional disruptions, this research provides a deeply personal and reflective account of growth. Through the lens of lived experience and ongoing reflective diary entries, it explores how the integration of productive practice structured, purposeful learning activities which served as a central strategy to enhance learner engagement, persistence and achievement, particularly in the face of high-stakes national examinations. The research considers multiple intersecting challenges that shaped the teaching and learning environment, namely: classroom management in overcrowded settings, learner’s foundational knowledge gaps, inconsistent homework completion and low levels of motivation and self-efficacy. Despite these difficulties, the research reveals how deliberate, scaffolded productive practice activities created space for learners to engage meaningfully with mathematical concepts, develop critical thinking skills and build confidence through collaboration and repeated exposure to problem-solving tasks. Central to this process has been the role of productive practice in transforming teaching strategies over time. The research illustrates how sustained self-reflection led to a shift in pedagogical focus from a traditional teacher-centred approach, towards a more learner-centered approach that values dialogue, mistakes and iterative learning. My evolving understanding of my learners’ needs, informed by day-to-day classroom experiences, enabled the development of more adaptive, responsive teaching methodologies that aligned with both curriculum and contextual realities. This research also highlights how small, consistent innovations like productive practice, rooted in care, reflection and intention can foster a sense of agency and academic growth. The research thereby offers insight into the complex interplay between teacher identity, reflective practice and learner development. It presents a hopeful and practical perspective on the potential for meaningful educational change within under-resourced schools, underscoring the power of commitment, creativity and critical reflection in shaping transformative teaching and learning experiences.