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Viability Problem-Solving Approach in Teaching Mathematics at This Era: Retrospection of the Six Decades of Mathematics Education in Ghana

Received: 31 July 2022     Accepted: 17 October 2022     Published: 22 May 2023
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Abstract

This paper attempts to preview the viability of the problem-solving approach in teaching mathematics in Ghana in this digital age. The historical development of mathematics Education in Ghana since the nation's independence from British rule in 1957; and how these have influenced current practice in teaching mathematics and beyond, detailing the reliance on traditional instructional strategies such as lectures and quizzes and how reformed instructional practices were students have the opportunity to link mathematical concepts to real-life situations (problem-solving and inquiry-based learning) have been provided. Some recommendations such as enrolling back in the TIMSS Assessment as it embraces the modern pedagogies in mathematics problem-solving in order to train the young ones to be innovative, creative, critical thinkers and problem solvers, opting for other mechanisms of assessment with international repute that can help transform the country’s school mathematics than the continuous reliance on WAEC as the monopolist examination body and the intensification of continuous professional teacher development to ensure that the serving teachers are abreast with modern best practices have been made to improve students’ performance in the subject as a means of adopting modern pedagogical skills in delivering mathematics education in Ghana.

Published in Mathematics Letters (Volume 9, Issue 1)
DOI 10.11648/j.ml.20230901.11
Page(s) 1-7
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2023. Published by Science Publishing Group

Keywords

Problem-Solving Approach, Retrospection, Realistic Mathematics Education (RME), Problematize

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Cite This Article
  • APA Style

    William Agyei Brantuo, Seth Amoako Atta, Theophilus Kwasi Klu, Solomon Ohene Amoako-Atta. (2023). Viability Problem-Solving Approach in Teaching Mathematics at This Era: Retrospection of the Six Decades of Mathematics Education in Ghana. Mathematics Letters, 9(1), 1-7. https://doi.org/10.11648/j.ml.20230901.11

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    ACS Style

    William Agyei Brantuo; Seth Amoako Atta; Theophilus Kwasi Klu; Solomon Ohene Amoako-Atta. Viability Problem-Solving Approach in Teaching Mathematics at This Era: Retrospection of the Six Decades of Mathematics Education in Ghana. Math. Lett. 2023, 9(1), 1-7. doi: 10.11648/j.ml.20230901.11

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    AMA Style

    William Agyei Brantuo, Seth Amoako Atta, Theophilus Kwasi Klu, Solomon Ohene Amoako-Atta. Viability Problem-Solving Approach in Teaching Mathematics at This Era: Retrospection of the Six Decades of Mathematics Education in Ghana. Math Lett. 2023;9(1):1-7. doi: 10.11648/j.ml.20230901.11

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  • @article{10.11648/j.ml.20230901.11,
      author = {William Agyei Brantuo and Seth Amoako Atta and Theophilus Kwasi Klu and Solomon Ohene Amoako-Atta},
      title = {Viability Problem-Solving Approach in Teaching Mathematics at This Era: Retrospection of the Six Decades of Mathematics Education in Ghana},
      journal = {Mathematics Letters},
      volume = {9},
      number = {1},
      pages = {1-7},
      doi = {10.11648/j.ml.20230901.11},
      url = {https://doi.org/10.11648/j.ml.20230901.11},
      eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ml.20230901.11},
      abstract = {This paper attempts to preview the viability of the problem-solving approach in teaching mathematics in Ghana in this digital age. The historical development of mathematics Education in Ghana since the nation's independence from British rule in 1957; and how these have influenced current practice in teaching mathematics and beyond, detailing the reliance on traditional instructional strategies such as lectures and quizzes and how reformed instructional practices were students have the opportunity to link mathematical concepts to real-life situations (problem-solving and inquiry-based learning) have been provided. Some recommendations such as enrolling back in the TIMSS Assessment as it embraces the modern pedagogies in mathematics problem-solving in order to train the young ones to be innovative, creative, critical thinkers and problem solvers, opting for other mechanisms of assessment with international repute that can help transform the country’s school mathematics than the continuous reliance on WAEC as the monopolist examination body and the intensification of continuous professional teacher development to ensure that the serving teachers are abreast with modern best practices have been made to improve students’ performance in the subject as a means of adopting modern pedagogical skills in delivering mathematics education in Ghana.},
     year = {2023}
    }
    

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    AB  - This paper attempts to preview the viability of the problem-solving approach in teaching mathematics in Ghana in this digital age. The historical development of mathematics Education in Ghana since the nation's independence from British rule in 1957; and how these have influenced current practice in teaching mathematics and beyond, detailing the reliance on traditional instructional strategies such as lectures and quizzes and how reformed instructional practices were students have the opportunity to link mathematical concepts to real-life situations (problem-solving and inquiry-based learning) have been provided. Some recommendations such as enrolling back in the TIMSS Assessment as it embraces the modern pedagogies in mathematics problem-solving in order to train the young ones to be innovative, creative, critical thinkers and problem solvers, opting for other mechanisms of assessment with international repute that can help transform the country’s school mathematics than the continuous reliance on WAEC as the monopolist examination body and the intensification of continuous professional teacher development to ensure that the serving teachers are abreast with modern best practices have been made to improve students’ performance in the subject as a means of adopting modern pedagogical skills in delivering mathematics education in Ghana.
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Author Information
  • Dpartment of Mathematics, Presbyterian College of Education, Akropong, Ghana

  • Depatment of Mathematics Education, AMUSTED, Kumasi, Ghana

  • Mathematics Department, Abetifi College of Education, Abetifi, Ghana

  • Ghana Education Service, Fomena, Ghana

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