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All Journal Journal of Research and Advances in Mathematics Education Journal of Advanced Sciences and Mathematics Education
Nixon Saba Adzifome
University of Education, Winneba
Chemistry Education Mathematics Physics Social Sciences

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In-service mathematics teachers’ knowledge of differentiated instruction Patrick Kyeremeh; Nixon Saba Adzifome; Emmanuel Kojo Amoah
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 7 Issue 2 April 2022
Publisher : Department of Mathematics Education, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v7i2.16863

Abstract

This study sought to investigate in-service mathematics teachers’ knowledge of differentiated instruction in junior high schools in Tano South Municipality of Ghana. The study adopted an explanatory sequential mixed method design. We employed a sample of 50 JHS mathematics teachers comprised 41 general in-service teachers and 9 special in-service teachersin the quantitative study through proportionate stratified sampling technique. In the qualitative phase, 6 JHS mathematics teachers comprising 4 general in-service teachers and 2 special in-service teachers were purposively selected and interviewed. In line with the design adopted, the quantitative data obtained through questionnaire was first collected and analysed. This was followed by the qualitative data obtained through semi-structured interviews. The quantitative data were analysed using both descriptive statistical tools (such as frequency counts, percentages, mean, standard deviation and average per item rating), and inferential statistical tool (independent samples t-test). Qualitative data used inductive content analysis. Among the findings, we found no statistically significant difference in the knowledge scores on differentiated instruction for general in-service teachers and special in-service teachers (t = -0.80, df = 48, p 0.05). We therefore recommend teacher education institutions to review their mathematics curriculum to reflect the use of differentiated instructional approaches among mathematics teachers.
Student-teachers’ technological pedagogical content knowledge preparedness for mathematics instruction Anita Larteley Addico; Clement Ayarebilla Ali; Nixon Saba Adzifome
Journal of Advanced Sciences and Mathematics Education Vol. 2 No. 2 (2022): Journal of Advanced Sciences and Mathematics Education
Publisher : CV. FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jasme.v2i2.116

Abstract

The study aimed to assess student-teachers preparedness for technological pedagogical content knowledge of Mathematics instruction. The design was the survey, and the sampling technique was the simple random technique. A structured questionnaire was used to collect data to analyze the research questions. The data for research question one was analyzed using means and standard deviations, while we used a One-way Multivariate Analysis of Variance to analyze data for research question two. The results and findings revealed that student-teachers were generally prepared. However, they were more prepared for technological knowledge. This was depicted in the significant differences in preparedness. It was concluded that stakeholders assess the content needs and include mathematical models that address needs, pedagogy, and content knowledge. This finding calls for continuous updates of the mathematics curriculum to ensure comprehensive and effective preparedness.
Co-Authors Anita Larteley Addico Clement Ayarebilla Ali Emmanuel Kojo Amoah Patrick Kyeremeh