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This study draws on theories relating to the local aspects of mathematical knowledge
and to mathematics pedagogy to explore how the teaching and learning activities
carried out in mathematics classrooms in Ghana deal with these aspects. It focussed
on the teaching of measurement of money at the primary school level. The primary
school level was considered in this study because it is during this period of time that
pupils develop the foundation for learning mathematics at higher grade levels. The
current Ghanaian primary school mathematics curriculum, three of the popular
primary school mathematics textbooks, and lessons from two experienced primary
school teachers constituted the main sources of data for the study. The data collected
were analysed qualitatively and presented as narrative description with some
illustrative examples. The study revealed amongst others that the approaches used by
teachers in the lessons observed reflected those suggested in mathematics curriculum
and the textbooks, and these approaches pay very little attention to the social and
cultural contexts of the pupils. By way of recommendation the authors provide an
alternative approach to the teaching of measurement of money in context, based on a
three-tier teaching strategy.
Key words: Pedagogy, mathematics, primary, socio-cultural, Ghana.
The Ghana Journal of Education: Issues and Practice is an official journal of the College of Education Studies, University of Cape Coast. This peer reviewed journal aims to provide a credible platform for educational researchers to share their research and other scholarly works.
The journal is dedicated to research studies on education in Ghana and other African countries. Research studies on issues and practice in education conducted in contexts other than Africa or Ghana should provide relevance of the study to the Ghanaian or African context.
The journal publishes original research, review of scholarly concepts and papers in diverse areas of education including, innovative and best practices in teaching and learning across the curriculum in diverse settings, assessment and evaluation issues, analysis of educational policies and their implementation, and developmental and sustainability issues in education.
The journal is published in print once a year in December.