Examining senior high school mathematics teachers‟ and students‟ perception of mathematics discourse in Ghana

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.