African Journals Online
Mathematics Connection

Volume 2, 2001
ABSTRACTS

Mathematics Crises in our Schools: Causes and Remedies

Mrs B. Osafo Affum

Asuogyaman GES District Directorate

Abstract

The presentation will discuss findings from an NGO project - ‘Improving Teaching and Learning of Mathematics in Basic Schools’. The project has taken the presenter to several schools across the country, observing and supporting teachers in their implementation of the curriculum.

Mathematics Education and Continuous Assessment in Ghanaian Senior Secondary Schools: Continuous Assessment of What?

Fletcher, J. A.

Faculty of Educational Foundations, UCC, Cape Coast

Abstract

The last decade or so has seen major developments in the policy and practice of assessment in this country. The introduction of the criterion-referenced assessment scheme at the primary school level as well as the use of continuous assessment at almost all levels of education in Ghana reflects fundamental new conceptions of what assessment is for. The old notion of tests as something, which will sort young people into social roles they will occupy in society, is being replaced by reformed rhetoric, which asserts multiple purposes of assessment. At one level, it seems there has been growing acceptance, at least among educationists, which the primary purpose of assessment must be formative, that is, the information it gathers should be used to improve the educational process. At another level, emphasis is being laid on the summative function of assessment whereby a judgment of some kind is passed on an individual at the end of some course of work. This article examines the use of continuous assessment in mathematics at the senior secondary level in Ghana and argues that the present arrangements in the assessment of students' achievement in mathematics at the senior secondary level are not substantially different from the traditional modes of assessment which they are meant to replace.

Mathematical Investigations in the Reviewed Basic School Curriculum

M. J. Nabie

(Dept. of Math. Education, U. C. E. W.-Winneba)

A paper presented at the 27^th National Biennial Conference /Workshop & 40^th Anniversary Celebration of the MAG August 28 - September 1, 2000

Abstract

Mathematics teachers are called upon to use innovative teaching methods capable of developing mathematical understanding, inquiry, problem solving skills, and interest in children. This paper examines the role of investigations in the child's mathematical development. It looks at the nature of mathematical investigations in the basic school curriculum, how mathematical investigations can be organized, and attempts to make suggestions by which teaching mathematics through investigations can be popularized at the basic school level.

Research in Graphing Calculator Use: A Preliminary Report

Dontwi, I. K.

Department of Mathematics, KNUST, Kumasi

Abstract

This paper focuses attention on some results obtained over the years with the introduction of Graphing Calculators into the Tutorial/Mainstream Class. Findings on Group Learning have been successfully applied. It was observed that Graphing Calculators have the potential of changing the classroom atmosphere and might have diverse implications to both teacher and student.

Computers in the Mathematics Curriculum: Spreadsheets

Dr. Kofi D. Mereku

Department of Mathematics Education, UCEW, Winneba

Abstract

Today school mathematics stresses the place of information technology, i.e. calculators and computers, in the development of mathematical concepts in students. Calculators (i.e. ordinary, scientific and/or graphic) and computers can be used to provide an ideal environment for teaching the subject. This paper examines how computers can be used to provide an ideal environment for exploring such mathematical topics as statistics (i.e. averages and graphs), solution of equations, sequence and functions.

Gender Differences in Mathematics Achievement in Primary Schools in Ghana

E. M. Wilmot

Faculty of Education, UCC, Cape Coast

Abstract

This paper examines the mathematics achievements of boys and girls in primary schools in Ghana using 450 pupils from five schools randomly selected from the Central Region. The pupils, selected from classes three, four, and six were tested on the areas of the mathematics syllabus they had commonly covered in their schools. The results of the study revealed a general poor performance by both sexes in each of the classes. Significant differences in achievement were observed in favour of boys in only P6. Suggestions have been made to improve the situation and for further research.

Ethnomathematics: What is it?

C. A. Okpoti

Mathematics Education Department, UCEW, Winneba

Abstract

This piece of work sought to look at what “Ethnomathematics” means, the advantages and disadvantages of ethnomathematics in mono-cultural and multi-cultural societies. Justification of employing ethnomathematical ideas during the teaching mathematics in the classroom is also discussed

Many Rivers To Cross

Cofie, P O.

Mathematics Education Department, UCEW, Winneba

Abstract

The central concept in this article is that of “Educability” operation defined as the ‘probability that children will earn what they are supposed to learn’ and with the factors both genetic and environmental which affect this. The main emphasis, although not the only one is on factors related to cognitive development since so much of the current theory and practice of curriculum development and methods of teaching is dependent on notions about the nature of cognition. Much of the research on the development of cognitive skills and hence of the derived theory were carried out with Western children. Hardly were the minority used. Similarly most of the curriculum building based on the theories has gone on in Western educational systems. We adapt such curricula, almost unaltered and in other cases in our current jargon “adapted to meet our local needs”. But very seldom, if ever have we questioned their fundamental psychological basis. Do the theories of cognitive development on which they rest stand up in the Ghanaian context or do the children in Ghana, develop cognitive concepts in Mathematics just the same way as British children? If not, what the modes of concepts formation and Ghanaian children and what are the implications for curriculum development for teaching/learning.