Escolar Documentos
Profissional Documentos
Cultura Documentos
REBECCA MIREKU
January 2019
TABLE OF CONTENTS
1. Introduction .......................................................................................................................... 1
2. Literature Review................................................................................................................. 4
3. Methodology ........................................................................................................................ 6
ii
3.3 Population and Sample ................................................................................................. 6
References ..................................................................................................................................... 11
iii
iv
LIST OF TABLES
v
LIST OF FIGURES
vi
1. Introduction
1.1 Background
Mathematics is defined as ‘the abstract science of number, quantity and space’ (Taylor, 2013).
pair of numbers in order to derive a third number called a product (American Heritage
Dictionary, 2005). It is one of the four elementary mathematical of arithmetic; with the others
being addition, subtraction and division. For positive integers, multiplication consists of adding a
number (the multiplicand) to itself a specified number of times. Thus multiplying 6 by 3 means
adding 6 to itself three times. The operation of multiplication is extended to other real numbers
Stage 3 mathematics teaching is important because it marks a transition from the more informal
approach in primary schools to the formal, more abstract mathematics of Stage 4 and beyond
(Gardiner, 2016). Hence those teaching Stage 3 classes need a clear picture of how the
constituent parts of secondary mathematics interlock, and how Stage 3 work can best support
progression - first progression to Stage 4, and then to Stage 5 (at ages 7-9). Evidence does
mathematical development (Bana & Korbosky, 1995; Mulligan & Mitchelmore, 2009; Taylor,
2013).
Studies also show that performance increases with deliberate, focused and levelled practices as
well as high quality instructions (Bauer, 2013). However, students don’t always learn at the level
of their peers, leaving a gap in fact recall knowledge. Teachers need to recognize this gap and
understand that all students must achieve proficiency with fact recall. Doing so not only helps
1
students avoid mathematics anxiety but also encourages seeking mathematical applications
No nation can improve upon her scientific and technological status to supersede her mathematics
status; an indication that mathematics is indispensable for science (Appiah, 2015). Studies has
shown that even teachers who have an in depth knowledge in mathematics cannot integrate them
in their teaching (Appiahene, Opoku, Akweittey, Adoba, & Kwarteng, 2014). Multiplication and
Division starts from Stage 3. Students in elementary schools are usually drilled mentally on the
multiplication table, addition and subtraction facts under the label “mental”. Some students are
made to recite the multiplication table in a parrot-like fashion in the belief that once mastered it
would facilitate the learning of other mathematical concepts. However, maths aversion is very
high in Ghana; it has permeated all ranks of the country’s academic ladder. It is therefore
important that we go back to the beginning, where the core of understanding mathematics
1.3 Objectives
The main objective of this study is to suggest ways of enhancing the teaching of multiplication in
2
1.4 Relevance of the Study
By identifying the challenges and providing solutions, the teaching of multiplication will be
enhanced at the basic level; and this would reduce the mathematics phobia of most pupils who
The study was limited by cost and time. There was not enough time to expand the sample size to
include more schools. This would also have meant more cost and a strain on the limited funds of
the researcher.
The findings of this study depends on information gathered from teachers of Feliham Memorial
This report is organised in five sections to facilitate comprehensive reading. Section one is the
general introduction which covers the background, problem statement objectives, and
significance of the study. Section two presents the profile of the case study entity. Section three
covers the methods that were used to achieve the objectives of the study. Section four covers the
analysis of data and findings; and section five presents the recommendations of the study.
3
2. Literature Review
This section presents the literature review. It covers the theoretical foundation of teaching and
through four sequential stages. The order in which the stages occur have been found to be largely
invariant, however the ages at which people enter each higher order stage vary according to each
person's hereditary and environmental characteristics. Piaget defined intelligence as the ability to
adapt to the environment. Adaptation takes place through assimilation and through
accommodation, with the two processes interacting throughout life in different ways, according
The stages of cognitive development that Piaget distinguished are four: (Piaget, 1968)
Sensorimotor (0-2 years of age) - children begin to use imitation, memory and thought. They
begin to recognize that objects do not cease to exist when they are hidden from view. They move
Preoperational (2-7 years) - Children gradually develop language and the ability to think in
symbolic form. They are able to think operations through logically in one direction and they have
Concrete operational (7-11 years) - Children are able to solve concrete (hands-on) problems in
logical fashion. They understand the laws of conservation and are able to classify and seriate.
4
Formal operational (11-15 years of age) - Children are able to solve abstract problems in logical
fashion. Their thinking becomes more scientific, they develop concerns about social issues and
about identity.
Piaget’s Theory provides reasons why different methods must be applied at different stages in
2.2 Empirical
Studies has shown that even teachers who have an in depth knowledge in mathematics cannot
integrate them in their teaching. They have attributed this to a high number of teachers who teach
mathematics is not professional teachers and lack basic skills in teaching. Some students also do
not have mathematics anxiety and all that they say is “I fear mathematics” (Appiahene et al.,
2014).
According to Fasasi (2015) the challenges of Mathematics education in the 21st century are
and Need for Mathematics educators to find new assessment instruments that reflect the new
Baroody (2006) also identified two major categories of challenges in teaching multiplication.
These are the conventional wisdom, which refers to difficulties due to deficits inherent in the
learner; and the number-sense view which refers to difficulties are due to defects inherent in
conventional instruction.
5
3. Methodology
The study used Feliham Memorial School as a case. Founded in 2010, the school is located at
Odokor-Official Town and currently has a total staff strength of 28 and pupil population of 389.
The school is managed by the proprietress, Madam Sophia Hammond, assisted by two
headmistresses. The schools has computer laboratory and library, science laboratory, a worship
Given a population of 20 teachers, an ideal sample size of 19 was used (Krejcie & Morgan,
1970). Questionnaires were used to collect data from the sample. The questionnaires collected
The Statistical Package for Social Sciences (SPSS) was used to analyse the data. The
questionnaire responses were keyed into the application after screening; and the frequencies and
mean scores of the responses were determined to find answers to the objectives of the study.
6
4. Data Analysis and Discussion of Findings
Table 1 shows a summary of the respondents’ profile in terms of gender, age, educational
7
The results in Table 1 shows that majority of the respondents were males (74%, n=14); aged up
to 40 years (84%, n=16); Bachelor Degree holders (53%, n=10); other subjects trained (58%,
Table 2 shows the mean score results for the way teachers organised their pupils in teaching
multiplication.
The Table shows that the mean score for whole class was 4.58, smaller groups was 3.95, and
individually was 4.37. This means that the teaching of multiplication was done to the class as a
whole.
Table 3 shows the mean score results for the ranking of processes followed in teaching
multiplication.
8
The results show that setting and marking of homework with a mean score of (5.0) was the most
sued technique in teaching multiplication; this is followed by use of teaching materials (4.74);
answering pupils’ questions meaningfully (4.58), engaging pupils games (4.42); encouraging
pupils to try their own methods (3.47); and using mainly textbook examples and exercises (3.16).
The results shows that the first four processes were practiced by the teachers to a large extent.
Respondents were required to indicate their perspective of the effectiveness of GES laid-down
teaching methods. The options were “not effective”, “somehow effective”, and “very effective”.
63%
70%
60%
37%
50%
40%
30%
20%
10%
0%
Somehow Effective Very Effective
7 12
The Figure shows that none of the participants indicated the GES laid down methods of teaching
multiplication were ineffective. 37% (n=7) indicated somehow effective, and 63% (n=12)
indicated very effective. This means that respondents’ rated GES laid down teaching methods as
generally effective.
9
4.4 Assessment of Challenges
Table 4 shows the mean score results for the ranking of challenges faced in teaching
multiplication.
The mean score results show that low level of guardian / parent support with a mean score of
3.58 was the greatest challenge teachers faced in teaching multiplication. This is followed by
lack of teaching materials (3.53), too large class sizes (3.21), teachers’ weak foundation in
Based on the findings and challenges observed, the following recommendations are put forward
for consideration.
10
REFERENCES
American Heritage Dictionary. (2005). The American Heritage Science Dictionary. Boston:
Appiahene, P., Opoku, M., Akweittey, E., Adoba, E., & Kwarteng, R. (2014). Assessing the
Bana, J., & Korbosky, R. (1995). Children ’ s knowledge and understanding of basic number
Baroody, A. J. (2006). Mastering the Basic Number Combinations and How to Help Them.
Bauer, B. J. (2013). Improving multiplication fact recall ; Interventions that lead to proficiency
Gardiner, T. (2016). Teaching Mathematics at Secondary Level. Cambridge, UK: Open Book.
Krejcie, R. V, & Morgan, D. W. (1970). Determining sample size for research activities.
Lyons, I. M., & Beilock, S. L. (2012). When Math Hurts : Math Anxiety Predicts Pain Network
11
https://doi.org/10.1371/journal.pone.0048076
Mulligan, J., & Mitchelmore, M. (2009). Awareness of Pattern and Structure in Early
Piaget, J. (1968). Le point de vue de piaget. Internatiowl Journal Oj Prychology, 3(4), 281–299.
Taylor, H. (2013). How children learn Mathematics and the Implications for Teaching. In
12
APPENDIX- QUESTIONNAIRE
QUESTIONNAIRE
Dear Respondent,
I am undertaking a study on the topic “How to enhance the teaching of multiplication in Stage
3” in partial fulfilment of the requirements for the award of a Diploma Degree in Basic
Education from the University of Education, Winneba. For this purpose, we would be grateful if
you could spare a little of your time to answer these questions.
All information provided shall be treated strictly confidential.
Rebecca Mireku
Section A – Profile of Respondent
1. Gender
a. Male [ ]
b. Female [ ]
2. Age Group
a. 21-30 [ ]
b. 31-40 [ ]
c. 41-50 [ ]
d. 50+ [ ]
3. Qualification (Highest level of formal education)
a. WASSCE [ ]
b. Diploma [ ]
c. Bachelor Degree [ ]
d. Masters Degree [ ]
e. PhD [ ]
4. Subject Speciality
a. Mathematics [ ]
b. Science [ ]
c. No speciality [ ]
d. Other (please specify) [ ]
5. Teaching Experience (Number of Years)
a. Up to 3 years [ ]
b. 4- 6 years [ ]
c. 7 – 9 years [ ]
d. 10 year plus [ ]
Section B – Identification of Multiplication Teaching Methods
6. Please indicate how strongly you agree to each of the following statements.
7. SD: Strongly Disagree, DA: Disagree, NS: Not Sure, AG: Agree, SA: Strongly Agree
13
2 Teaching Processes
Giving meaningful answers to pupils’
questions
Encouraging pupils to use their own
methods in solving problem
Using mainly textbook examples and
exercises
Preparing and using teaching/learning
material in lessons
Setting and marking of homework
Engaging pupils in practical and game
activities in lessons
8. To what extent would you rate the effectiveness of the teaching method of multiplication
in Stage 3 laid down by the GES.
9. Please indicate the extent to which the following represent your challenges in teaching
multiplication in stage 3.
SD: Strongly Disagree, DA: Disagree, NS: Not Sure, AG: Agree, SA: Strongly Agree
No. Challenge SD DA NS AG SA
a Class sizes are too large
b Lack of Teaching materials
c Weak mathematics background of teachers
d Poor teaching skills
e Low level of guardian / parent support
Recommendation
a
b
c
Thank you!!!
14