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All Journal Journal of Digital Learning and Education Noumerico: Journal of Technology in Mathematics Education
Mohammed, Atar Alphaa
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Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Curriculum Theories and Their Politics in Ghana’s Pretetiary Education System Mohammed, Atar Alphaa
Journal of Digital Learning and Education Vol. 3 No. 3 (2023): DECEMBER
Publisher : MO.RI Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52562/jdle.v3i3.771

Abstract

Ghana’s educational reforms are mostly influenced or initiated by politicians. The concept of politics is a means to an end and not an end in itself. This is experienced as a result of the cascading effect of the power of the macro level of curriculum theory to its micro level. These results are a direct reflection of Ghana's political and governmental structure. In most cases, a program's curriculum becomes less adaptable the more it is portrayed as an official document outlining the results and demands that must be accomplished. The under-listed topics, however, form part of the politics of curriculum theory in Ghana’s pre-tertiary educational system. A typical example is the duration of senior high school education. This paper provided enough evidence to espouse the role of politics in curriculum theory with a focus on the narrow and broad conception of politics. Similarly, it brings to bear the consequences of political power if left and checked coupled with some recommendations. The study uses a conceptual methodology aimed at developing and applying the politics of curriculum theory to the pre-tertiary education system in Ghana.
Preservice Teacher’s Attitude Toward Problem-Solving in Mathematics Education Mohammed, Atar Alphaa
Noumerico: Journal of Technology in Mathematics Education Vol. 2 No. 2 (2024): Noumerico, September 2024
Publisher : Universitas Islam Tribakti Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/jtme.v2i2.5335

Abstract

This study delved into the attitudes of 90 level 300 preservice teachers towards problem-solving in mathematics education, recognising its significance in enhancing students’ mathematical proficiency. Conducted through a cross-sectional survey design, the research encompassed preservice teachers from various specialities, including Junior High School, Upper Primary, and Early Grades in a college of education in the Upper West Region of Ghana. Utilising a structured questionnaire, rate their agreement or disagreement with the 27-item attitudinal scale on a four-point scale, ranging from 1 (strongly disagree) to 4 (strongly agree). The scores were interpreted as follows: a score of one represents the lowest possible level, indicating a negative attitude, while a score of five represents the highest possible level, indicating an assertive positive attitude. The attitude scores had a standard deviation of 5.19085, suggesting moderate variability from the mean. The attitude ratings displayed a negative skewness of -0.967, indicating that most preservice teachers had predominantly favourable attitudes towards problem-solving as a teaching method. Notably, the research found no significant differences in attitudes between male and female preservice teachers, nor across different programs of study, indicating the need to consider additional factors influencing attitudes towards problem-solving in mathematics education. The lack of significant differences in attitudes based on gender or program of study suggests that factors beyond these demographic variables may influence preservice teachers’ perceptions of problem-solving
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