The Perceptions of Teachers and Students on a 21st Century Mathematics Instructional Model

Facilitating learning at all levels of the education stratum to create effective 21st Century knowledge creators, inventors and innovative workers is increasingly recognized today as a primary objective of education. Presently, the rapid expansion and availability of knowledge indicates the importance of curriculum and instructions that will empower learners to process knowledge using learner centered strategies rather than merely memorizing facts infused by facilitators. The study applied a qualitative research design. Interviews were completed on teachers and students to determine their perceptions on the effectiveness of the 2T2C model. Teachers’ perceptions indicated that they gained a better perspective from the teaching and learning classroom environment; high-order questioning and thinking were accomplished; the relationship between mathematics through real-world questions was realized by students; communication improved through planned cooperative and collaboration sessions; the use of technology as a resource both in and out of class provided a framework for communication and thinking; and students’ confidence and self-efficacy improved as they took responsibility for their learning. This paper presents how the 2T2C Model was conceptualized and reports on teachers’ and students’ perceptions on the model.