Upper Primary School Teachers’ use of constructivist approach in teaching mathematics in Effutu Municipality

Abstract

This study investigated the use of constructivist approach in teaching Mathematics by Upper Primary School teachers in the Effutu Municipality. The study was guided by four research questions. By employing a quantitative approach, a survey involving 82 teachers was conducted using a census frame. Data were collected through observation checklists and structured questionnaires. Descriptive data analysis techniques, including simple frequency counts, percentages, mean, and standard deviation, were utilized to analyze the collected responses, to address the research questions. Four key findings emerged from the study. Firstly, Upper Primary Mathematics teachers in the Effutu Municipality perceived the principles of constructivism in teaching Mathematics as the use of familiar examples, creating a positive mathematics classroom environment, teachers serving as guides, incorporating hands-on activities, promoting critical thinking, and integrating technology resources into mathematics lessons. Also, Upper Primary mathematics teachers in the Effutu Municipality practice the constructivist approach to a higher extent, employing most of its strategies “Always,” while strategies like technology integration, reflection, and context-based assessment are occasionally used. Again, the challenges faced by Upper Primary mathematics teachers in the Effutu Municipality while employing constructivism in their mathematics lessons included a scarcity of instructional resources needed for hands-on and constructivist lessons and a heavy workload. Lastly, upper primary mathematics teachers in Effutu highly supported various strategies to enhance the use of constructivist approaches in teaching mathematics, including ongoing mentorship and coaching, advocating for additional funds, teachers‟ collaboration, conducting regular assessments with timely feedback, and providing regular in-service and CPD trainings. Based on these findings, recommendations, including investing in professional development programmes, exploring technology integration, addressing resource scarcity, and heavy workloads, were offered to teachers and the Effutu Municipal education directorate to further support teachers in the use of the constructivist approach in their lessons.