Primary school mathematics teachers’ conceptions and practices of constructivist instructional strategies

Abstract

The study explored Ghanaian primary school mathematics teachers’ conceptions and practices of constructivist instructional strategies (CIS). The study employed a descriptive survey research design to collect data from 205 primary school mathematics teachers in the Upper East region of Ghana. Out of the number, eight (8) teachers were selected for classroom observations and interviews. Purposive sampling was used to sample public primary school mathematics teachers in the Upper East region, while cluster sampling and simple random sampling were used to arrive at the sample size. The study employed both quantitative and qualitative method of data analysis. The findings brought to bare two different teachers’ conceptions of CIS which included pupils’ ability to construct their own understanding, and also willingness to follow a learner-centred method of instruction. The findings also indicated that teachers are aware of two aspects of CIS; social interactions and authentic learning tasks. It was however observed that teachers sometimes practice CIS. Additionally, it was determined that as teachers’ perceptions of CIS increase, their frequency of use of selected CIS increases. Factors hindering the teaching of mathematics using CIS were identified as, teachers’ inadequate content and pedagogical knowledge, lack of teaching resources, limited instructional period, large class size and pupils’ limited proficiency in the English language. The study recommends that stakeholders should organise inservice training for teachers, in order to keep them abreast of CIS. Furthermore, they should provide resources and incentives that will encourage teachers to teach mathematics using CIS, which will go a long way to improve pupils’ academic performance.