Research Article
Ebenezer Bonyah, Lauren Jeneva Clark
Contemporary Mathematics and Science Education, Volume 3, Issue 1, Article No: ep22011
ABSTRACT
Mathematical modelling, in general, improves problem-solving skills and can lead to innovation. Using an explanatory sequential mixed method approach, this study considered West African pre-service teachers’ concepts of mathematical modelling as they tried to solve modelling-type application problems. The study was conducted in selected tertiary institutions in Ghana to determine pre-service teacher preparedness for teaching mathematical modelling at secondary schools. Modelling-type tasks were given to 30 undergraduate pre-service mathematics teachers who had completed several content courses. After attempting these tasks, questionnaires elicited further information about their views of and familiarity with modelling. A careful analysis of the written responses revealed that the majority understood some basic ideas of modelling. However, four of the respondents demonstrated minimal understanding of mathematical modelling concepts, and those four were interviewed about their perceptions. Analysis of the four selected pre-service secondary math teachers’ written responses revealed both conceptual and procedural errors, and the interviews revealed that they had little familiarity with the mathematical modelling. Authors suggest that modelling should be part of the West African senior high school mathematics curriculum to build confidence and capabilities among students, who are next generation’s teachers, and this will generatively propagate economic development.
Keywords: mathematical modelling, content knowledge, pedagogical knowledge, pre-service teacher
Research Article
Anas Seidu Salifu, Michael Johnson Nabie, Jones Apawu
Contemporary Mathematics and Science Education, Volume 2, Issue 2, Article No: ep21012
ABSTRACT
This study investigated gender differences in pre-service teachers’ attitude towards geometry in Northern Region of Ghana. The research design was descriptive cross-sectional survey. A concurrent mixed-methods approach was adopted using both closed and open-ended questionnaire items. The population for the study was one thousand, six hundred and sixty-nine (1669) level 200 Pre-service Teachers (PSTs). The sample composed of two hundred and forty (240), comprising 120 PSTs each of female and male. The sampling procedure was convenient, stratified and simple random. The instrument used was 32 item Utley Geometry Attitude Scales (UGAS) that was developed by Utley (2007) and 4 opened ended questions. Statistically significant difference was detected between the male and female in their responses to usefulness of learning geometry, confidence to learning geometry and enjoyment of learning geometry which all favored the male PSTs who showed positive attitude towards geometry.
Keywords: attitude, geometry, gender differences, usefulness, confidence, enjoyment, College of Education (CoE), Pre-service Teachers (PSTs)