Research Article

The reflect-connect-apply methodology model in the mathematics classroom

Rajendran Govender 1 , Hamidu Ibrahim Bukari 1 2 *
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1 School of Science and Mathematics Education, Faculty of Education, University of Western Cape, Cape Town, SOUTH AFRICA2 School of Science, Mathematics and Technology Education, C.K. Tedam University of Technology and Applied Sciences, Navrongo, GHANA* Corresponding Author
Contemporary Mathematics and Science Education, 6(2), July 2025, ep25009, https://doi.org/10.30935/conmaths/16379
Submitted: 09 November 2024, Published Online: 15 May 2025, Published: 01 July 2025
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ABSTRACT

This paper dealt with reflect-connect-apply (RCA) methodology model as a teaching framework designed to enhance pre-service mathematics teachers learning through a structured process of reflection, connection and application. In the classroom, this model encourages pre-service teachers to first reflect on their prior knowledge and experiences, then connect new concepts with the existing understanding and finally apply these concepts in the real world setting. By following these stages, pre-service teachers are able to deepen their comprehension, improve critical thinking skills and retain knowledge more effectively. The design is a purposive qualitative research methodology, involving pre-service mathematics teachers in the second year of their studies with a sample size of six from a college of education in Ghana. The instruments of tasks and interviews were used for data gathering. The RCA model helped improve problem-solving skills in mathematics education in the colleges of education, which had not been documented before in the Ghanaian context. The main finding showed that pre-service teachers (T3, T4, and T6) “reached more than most expected” when they used the RCA model approach to tackle tasks. Using reflection, connection, and application between theory and practice of the Shulman content domains, they offered excellent solutions that resulted in the right answers. The RCA model supports learning by expanding the corpus of empirically grounded information, fosters deeper engagement and helps pre-service teachers bridge the gap between theoretical concepts and practical application in mathematics education.
Keywords: apply, connect, mathematics classroom, methodology model, reflect, theory-practice gap

CITATION (APA)

Govender, R., & Bukari, H. I. (2025). The reflect-connect-apply methodology model in the mathematics classroom. Contemporary Mathematics and Science Education, 6(2), ep25009. https://doi.org/10.30935/conmaths/16379

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