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All Journal International Journal of Mathematics and Mathematics Education (IJMME) JRAMathEdu (Journal of Research and Advances in Mathematics Education)
Amoah, Emmanuel Kojo
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Mathematics

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Analyses of Pre-Service Teachers’ Errors in Solving Algebraic Tasks in Ghana. Oppong, Richard Asumadu; Adjei, Emmanuel Antwi; Amoah, Emmanuel Kojo; Okuleteh, Enock; Larri, Baba
International Journal of Mathematics and Mathematics Education (IJMME) Vol. 2 No. 3 (2024)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/ijmme.v2i3.1134

Abstract

This study analyzed prospective basic education teachers’ errors in solving algebraic tasks using Newman’s Error Analysis (NEA). The study employed an interpretivist philosophical paradigm with a qualitative case study design. Data were collected from 250 prospective mathematics teachers randomly selected from four colleges of education in the eastern region of Ghana using super item tests and unstructured interview protocols. Thematic analysis was employed to analyze the qualitative data. The study findings revealed that transformation and encoding errors among prospective mathematics teachers are the most prevalent errors. Other error types encountered included comprehension errors and process skills errors. In order to reduce aspiring mathematics teachers’ errors, the study emphasizes the necessity of focused interventions and professional development programs to address transformation and comprehension errors in algebraic concepts.
In-service mathematics teachers’ knowledge of differentiated instruction Kyeremeh, Patrick; Adzifome, Nixon Saba; Amoah, Emmanuel Kojo
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 7 Issue 2 April 2022
Publisher : Lembaga Pengembangan Publikasi Ilmiah dan Buku Ajar, 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 comprising 41 general in-service teachers and 9 special in-service teachers in the quantitative study through a 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 a 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 tools (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 inservice teachers (t = -0.80, df = 48, p > 0.05). We, therefore, recommend teacher education institutions review their mathematics curriculum to reflect the use of differentiated instructional approaches among mathematics teachers.
Co-Authors Adjei, Emmanuel Antwi Adzifome, Nixon Saba Kyeremeh, Patrick Larri, Baba Okuleteh, Enock Oppong, Richard Asumadu