Educational Design Research in Mozambique: Starting Mathematics from Authentic Resources

This article describes a research on learner-centred instruction in Mozambique, Africa. A starting point was the use of real-life resources, such as traditional art craft objects and authentic newspaper clippings. The study used a method which is termed 'design research'. This method aligns theory with practice and is geared towards improving educational practice. In two sub-studies, On geometry and on statistics, learner-centred instruction was facilitated through the use of worksheets with open-ended questions tailored for group work. The designs were tested in cyclic interventions and formatively evaluated through observation reports, interviews and assessment of learners' work. A decentralised, student-centred learning ecology proved to be feasible in overcrowded classrooms, typical in African education.