Abstract:
This research investigates Mathematics discourse as practiced by Senior High School
Mathematics teachers and students in Ghana. Mixed-method design was used to collect
data for the study. The study involves 110 teachers and 120 students. Descriptive
statistical analysis was used to analyse the quantitative data while thematic analysis was
used to analyse the qualitative data. Convenience sampling was used to select the area of
study whiles purposive sampling was used to select participants. Factors that motivate
Mathematics teachers to facilitate discourse practices, the role Mathematics discourse
plays in students Mathematics learning, the level of understanding of Mathematics
discourse by both teachers and students and the challenges teachers encounter when
engaging students in Mathematics discourse were examined. Results suggest that factors
that motivate Mathematics teachers to facilitate discourse include: listening to students
effectively; using open-ended questions; repeating or stressing student ideas; scaffolding
and expanding on wrong answers. The results further suggest that Mathematics discourse
helps students in the following ways: It improves students‟ mathematical reasoning; it
motivates students; it makes students confident and it helps to establish friendly
relationship among students. An important implication of this study is that teaching and
learning become inspiring when discourse involves courteous exchange of ideas, when
teachers make sure that exchange in class involve all students, and when ideas being
discussed are proportionate to mathematical principles and curricular objectives. Finally,
teachers should attach more significance to discourse in the classroom and should act
more as facilitators than just mere transmitters of knowledge.
Description:
A Thesis in the Department of MATHEMATICS EDUCATION, Faculty of
SCIENCE EDUCATION, submitted to the School of Graduate Studies,
University Of Education, Winneba in partial fulfillment of the Requirements
for the award of the Degree of Master of Philosophy in Mathematics
Education.
JULY, 2016