Affiliation:
1. Berekum College of Education, Ghana
2. University of Education, Winneba, Ghana
Abstract
This study focused on Mathematics teachers’ problem-solving knowledge, practices and students’ engagement based on Polya’s problem-solving model, using the sequential explanatory research design. The study adopted the census technique to collect data from 80 Junior High School Mathematics teachers for the quantitative phase. Thereafter, five Mathematics teachers were selected from the 80 teachers for interview to supplement quantitative findings. The quantitative data was analysed using means and standard deviations while the qualitative data was transcribed and analysed thematically. The results demonstrated that even though Mathematics teachers had knowledge, they moderately used problem-solving instructional strategies in their lessons. They applied manipulative materials other than the standard procedures espoused in problem-solving techniques. Therefore, the researchers recommend a
Publisher
Gitoya Centre for Academic Research and Dissemination
Reference25 articles.
1. Abel, J. P., Buff, C. L., & Burr, S. A. (2016). Social media and the fear of missing out: Scale development and assessment. Journal of Business & Economics Research (JBER), 14(1), 33-44.
2. Anderson, J.A. (2009). Mathematics curriculum development and the role of problem solving. ACSA, (pp. 1-8). Sydney.
3. Andrews, P., & Xenofontos, C. (2014). Defining mathematical problems and problem- beliefs in Cyprus and England. Mathematics Education Research Journal, 26(2), 279-299.
4. Bay, J. M. (2000). Linking problem-solving to student achievement in Mathematics: Issues and outcomes. Journal of School Improvement, 1(2), 8 - 13.
5. Bley, N. S., & Thornton, C. A. (2001). Teaching Mathematics to students with learning disabilities. PRO-ED, Inc., 8700 Shoal Creek Blvd., Austin, TX 48757-6897.