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All Journal Journal of Advanced Sciences and Mathematics Education JRAMathEdu (Journal of Research and Advances in Mathematics Education)
Adzifome, Nixon Saba
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Chemistry Education Mathematics Physics Social Sciences

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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.
Errors and misconceptions in solving linear inequalities in one variable Biney, Samuel Kojo; Ali, Clement Ayarebilla; Adzifome, Nixon Saba
Journal of Advanced Sciences and Mathematics Education Vol 3, No 1 (2023): Journal of Advanced Sciences and Mathematics Education
Publisher : CV. FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jasme.v3i1.195

Abstract

Linear inequalities are mathematical expressions that compare two expressions using the inequality symbol, in either be algebraic or numerical or both. However, in solving either of these types some student-teachers commit errors that have been backed by associated misconceptions. This research examined these errors and the associated misconceptions thereafter. Guided by two research questions, the researchers adopted the qualitative narrative inquiry design. The purposive sampling was employed to select 15 student-teachers who met the best requirement that fits the purpose, problem, and objective of a qualitative narrative inquiry. The main instruments were interview guides, where the participants and researchers collaborated with each other to ensure that the story was properly told and aligned with linear inequalities through field notes, observations, photos and artefacts. The narrative analysis started with verbatim transcription of the narratives and ended with deductive coding. The results were scanned copies of participant sample narratives that were pasted at appropriate places and discussed. Consequently, it was concluded that student-teachers lacked the basic rules, procedural fluency and skills, and formulation of linear inequalities. These errors emanated from misconceived methods and rote memorization. It was therefore recommended that educators imbibe practical and everyday methodologies into the teaching and learning of linear inequalities.
Student-teachers’ technological pedagogical content knowledge preparedness for mathematics instruction Addico, Anita Larteley; Ali, Clement Ayarebilla; Adzifome, Nixon Saba
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 Addico, Anita Larteley Ali, Clement Ayarebilla Amoah, Emmanuel Kojo Biney, Samuel Kojo Kyeremeh, Patrick