An exploration of jhs 1 teachers’ knowledge in teaching fraction in some selected schools in Atwima Nwabiagya North District

Abstract

The content area of fractions has been proven to be very complicated and troublesome for both learners and teachers. Teachers’ knowledge in fraction has a very significant role in teaching it at the basic school level. This study aimed at exploring JHS 1 mathematics teachers’ knowledge in teaching fraction and arithmetic. The study used a qualitative research approach that used a case study design. Twelve JHS 1 mathematics teachers were conveniently selected from a population of 80 mathematics teachers in the Atwima Nwabiagya North District in the Ashanti Region. Codes and themes were used to analysed the response obtained from the teachers. It was also revealed that half of the teachers could explain the addition procedure; however, they provided incorrect explanations for the division procedure. Teachers also were found to have used visuals and real-world examples in their explanations of addition procedures and explanations for fraction division. It was recommended that teachers have a deep understanding of the mathematics being taught in order to affect student understanding of fractions.