Leveraging on Pedagogical Potential of Scriptwriting in Mathematics Classroom among Prospective Teachers in Waziri Umaru Federal Polytechnic, Birnin Kebbi, Nigeria
DOI:
https://doi.org/10.64348/zije.2026502Abstract
This paper explores the pedagogical potential of scriptwriting in mathematics classroom, drawing insights centered around the concept of number line from prospective teachers. 30 prospective teachers enrolled in National Certificate of Education (NCE) II from Waziri Umaru Federal Polytechnic Birnin Kebbi, Kebbi State, Nigeria were used for this study. The study positions scriptwriting as a transformative instructional strategy that bridges abstract mathematical concepts with real-life applications through the Gradual Release of Responsibility (GRR) model using the phrases: “I do, we do, and you do” to deliberating the use of number line to generate multiplication table via skip-counting. The study highlights the purpose of scriptwriting in mathematics classroom, then uses the acronym “MATH S-C-R-I-P-T” to suggest a concise procedure for writing a mathematics dialogue, and also demonstrates a real-time assessment of a sample fictional dialogue involving two skeptical peers using the Knowledge Quartet (KQ) dimension contributory codes as an observation card. The findings feature scriptwriting as a reflective and diagnostic tool for cultivating creativity, critical thinking, communication and instructional design skills. Additionally, scriptwriting offers a dynamic approach to traditional instructions by engaging prospective teachers with a form of dramatized imaginary conversational exchange adequate for enhancing mathematical, and pedagogical content mastery of prospective teachers.
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