dc.contributor.author |
Aforklenu, D.K. |
|
dc.date.accessioned |
2023-02-22T12:53:34Z |
|
dc.date.available |
2023-02-22T12:53:34Z |
|
dc.date.issued |
2013 |
|
dc.identifier.uri |
http://41.74.91.244:8080/handle/123456789/1447 |
|
dc.description |
A Thesis of the Department of MATHEMATICS EDUCATION, Faculty of
SCIENCE EDUCATION, submitted to the School of Research and Graduate
Studies. University of Education, Winneba, in partial fulfilment of the requirements
for the award of the Degree of MASTER OF PHILOSOPHY
Of the UNIVERSITY OF EDUCATION, WINNEBA
2013 |
en_US |
dc.description.abstract |
Case study research design was used to examine JHS mathematics teachers‟
conceptions and practice of word problem solving (WPS), and difficulties students
encounter when solving algebraic word problems in the mathematics classroom in the
Tema Education Metropolis of the Greater Accra region of Ghana. The study used
qualitative approach to collect and analyze data. Data was obtained from 12
participants consisting of 6 JHS mathematics teachers and 6 students. Interview,
observation and analysis of documents (students‟ workbooks) were used as
instruments to collect data.
The findings identified three different teachers‟ conceptions of word problem solving
which include: accepting a challenging mathematical problem and striving hard to
solve it, solving difficult mathematics story problems which involve everyday life
situations and finding solution to any mathematics exercise where significant
background information on the problem is presented as text rather than in
mathematical notation and do not have immediate method of solving. The findings
also indicated that some teachers use Polya‟s (1985) four-stage problem solving
model and problem solving heuristics in the teaching of algebraic WPS. In addition,
the findings showed that negligible amount of work was being done on WPS in the
classroom. Problems hindering the teaching of mathematics word problem solving in
the mathematics classroom were identified in a broader perspective to include
teachers‟ inadequate pedagogical content knowledge and subject matter knowledge,
teaching of word problem solving being time consuming, teachers and students
beliefs‟ about WPS and low linguistic ability of students. Inadequate curricular
materials and inadequate time slots for mathematics on the school timetable were also
University University of of Education,Winneba:
identified. The findings also showed that very little work is done on WPS practices in
the schools. Organizing in-service training for teachers, improving the conditions of
service of teachers and providing teaching and learning materials were suggested as
ways of encouraging the teaching of mathematics WPS in the mathematics classroom.
As a case study which employed qualitative approach, the study results were limited
to the researcher‟s interpretation and building of meaning in the context of teachers‟
WPS practices in the mathematics classroom. |
en_US |
dc.language.iso |
en |
en_US |
dc.publisher |
University of Education,Winneba |
en_US |
dc.title |
Junior High School students’ difficulties in solving word problems in algebra in Tema education metropolis |
en_US |
dc.type |
Software |
en_US |