Mathematics Teachers’ Problem-Solving Knowledge, Practices and Engagement among Public Junior High Schools in Berekum West, Ghana
| Autor: | Collins Asoma, Clement Ayarebilla Ali, Nixon Saba Adzifome, Appiah-Kubi Eric |
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| Rok vydání: | 2022 |
| Předmět: | |
| Zdroj: | East African Journal of Education and Social Sciences; Vol. 3 No. 1 (2022); 29-37 |
| ISSN: | 2799-2276 2714-2132 2714-2183 |
| DOI: | 10.46606/eajess2022v03i01.0143 |
| Popis: | This study focused on Mathematics teachers’ problem-solving knowledge, practices and students’ engagement based on Polya’s problem-solving model, using the sequential explanatory research design. The study adopted the census technique to collect data from 80 Junior High School Mathematics teachers for the quantitative phase. Thereafter, five Mathematics teachers were selected from the 80 teachers for interview to supplement quantitative findings. The quantitative data was analysed using means and standard deviations while the qualitative data was transcribed and analysed thematically. The results demonstrated that even though Mathematics teachers had knowledge, they moderately used problem-solving instructional strategies in their lessons. They applied manipulative materials other than the standard procedures espoused in problem-solving techniques. Therefore, the researchers recommend a new paradigm of training teachers on problem-solving techniques for Mathematics instruction. |
| Databáze: | OpenAIRE |
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