Pre-service Teachers’ Perceptions of and Knowledge for Mathematical Modelling in Ghana
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Published:2022-03-27
Issue:1
Volume:3
Page:ep22011
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ISSN:2634-4076
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Container-title:Contemporary Mathematics and Science Education
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language:
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Short-container-title:Contemporary Mathematics and Science Education
Author:
Bonyah EbenezerORCID, Clark Lauren JenevaORCID
Publisher
Bastas Publications
Reference49 articles.
1. Abreh, M. K., Owusu, K. A., & Amedahe, F. K. (2018). Trends in performance of WASSCE candidates in the science and mathematics in Ghana: Perceived contributing factors and the way forward. Journal of Education, 198(1), 113-123. https://doi.org/10.1177/0022057418800950 2. Adler, J., Alshwaikh, J., Essack, R., & Gcsamba, L. (2017). Mathematics education research in South Africa 2007-2015: Review and reflection. African Journal of Research in Mathematics, Science and Technology Education, 21(1), 1-14. https://doi.org/10.1080/18117295.2016.1265858 3. Agyei, D. D., & Voogt, J. (2011). ICT use in the teaching of mathematics: Implications for professional development of pre-service teachers in Ghana. Education and Information Technologies, 16, 423-439. https://doi.org/10.1007/s10639-010-9141-9 4. Akyeampong, K., Lussier, K., Pryor, J., & Westbrook, J. (2013). Improving teaching and learning of basic maths and reading in Africa: Does teacher preparation count? International Journal of Educational Development, 33, 272-282. https://doi.org/10.1016/j.ijedudev.2012.09.006 5. Ansah, J. K., Quansah, F., & Nugba, R. M. (2020). ‘Mathematics achievement in crisis’: Modelling the influence of teacher knowledge and experience in senior high schools in Ghana. Open Education Studies, 2, 265-276. https://doi.org/10.1515/edu-2020-0129
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