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Goal for the Subject or Learning Area
The programme intends to prepare student teachers to develop competence and acquire requisite knowledge, skills and attitudes that will enable them to facilitate teaching and learning of mathematics as well as demonstrate commitment to equity and inclusivity in their work to apply these in real life.
Course Description
The course will commence with an audit of subject knowledge to establish support for addressing student teachers’ learning needs, perceptions and misconceptions in Number and Algebra. This will be done through practical interactive approaches to review student teachers’ previous knowledge and experiences within the scope of Number and Algebra. The development of knowledge, skills and generalization of fundamental concepts of Number and Algebra can lead to a student teacher’s ability to apply these areas of mathematics. Algebra is about generalized mathematical thinking arising from observing and applying patterns in creating relationships. Such patterning, generalisation and algebraic reasoning will serve as a means to develop deductive and inductive reasoning in student teachers.
Topics in Number and Algebra include; recognizing and developing patterns, using numbers and number operations, properties of numbers, concept of sets, number bases and modulo arithmetic, and algebraic expressions. In addition, student teachers will explore operations on algebraic expressions, and to apply mathematical properties to algebraic equations and functions as found in the basic school mathematics curriculum (See B4. 2.1.2. Translate among different representations of a pattern, such as a table, a chart or concrete material).
Key contextual factors
- Teachers often tend to present mathematical concepts, work several examples on the board, and then assign exercises in which learners practise whatever has just been presented, that is an approach that has been widely criticised.
- The current educational system pays much more attention to preparing students for examinations, at the expense of helping them to develop core skills such as critical thinking, creativity, digital literacy, reflection and evaluation they will need to participate fully in their professional lives. In mathematics, the rote learning for examinations can act as a barrier to students’ developing the skills and understanding required to apply mathematics in every-day life.
- Previous experiences of learners indicate lack of connection between Number and Algebra.
- Some teachers may have inadequate pedagogical knowledge in teaching Number and Algebra, integration of subject specific pedagogy for mathematics can address this in Initial Teacher Education (ITE).
- The mode of assessment and assessment items in examination do not promote the use of sound methodology of teaching and learning Number and Algebra.
- Lack of and / or effective use of relevant and appropriate teaching and learning resources in the teaching and learning of Number and Algebra.
- There are sometimes gender bias issues associated with girls and mathematics ability.
Core and transferable skills and cross cutting issues, including equity and inclusion
- Core and transferable skills include: Critical thinking, problem solving, social skills, creative thinking and communication skills, use of ICT.
- Problem solving, critical and creative thinking: Mathematical critical thinking is based on objective analysis of facts which will lead creative thinking and problem-solving. Problem-solving is the central focus of mathematics instructions as well as an integral component of assessment. Problem-solving techniques should therefore be consciously employed in the teaching and learning of mathematics. (CLO 1, 2).
- Social and communication skills: Communication is an important skill in the teaching and learning of mathematics. Presentation of classroom instructions should support student teachers to develop mathematical language, including symbols and vocabulary. There is the need to promote interaction in the mathematics classroom to enhance critical thinking and interpersonal relationship for effective learning. (CLO 1).
- Use of ICT: The 21st century has come with a revolution regarding the use technology tools. This has influence what and how mathematics is to be taught. There is therefore, the need to Integrate ICT in developing number and algebraic concepts in the mathematics classroom. (CLO 2).
- Cross cutting issues include: Assessment literacy and assessing students’ progress and professional values and attitudes, reflection and classroom enquiry.
- Cultural issues: The multicultural nature of the Ghanaian child calls for classroom instructional and assessment
strategies (including examples) that have the potential to address socio-cultural issues emerging from the teaching and learning of mathematics (CLO 4). - Gender issues in Mathematics: Discuss to demystify the notion that Mathematics is male dominated subject (gender issues). (CLO 3)
- Background of student teachers: Since student teachers come from different backgrounds with possible different entry behaviours, abilities, conscious efforts should be made to include them in the teaching and learning situation. Engage in reflective thinking about how mathematics was taught in student-teacher’s basic and high school days (CLO 4).
- Needs of the student teachers: Student teachers may have different needs (such as hunger, stress, sickness, financial, etc.) that are likely to affect their participation and learning in the mathematics classroom. Conscious efforts should be made to identify and address these needs and to inspire student teachers for effective transfer of knowledge.
- Inclusivity: Since student teachers may have different levels of physical and cognitive challenges, classroom instructional and assessment practices should consciously be designed to include all. Provide support for all learners in the mathematics classroom, irrespective of their challenges. (CLO 3)
