http://41.74.91.244:8080/handle/123456789/35 2026-04-05T18:52:59Z http://41.74.91.244:8080/handle/123456789/4616 The geometric thinking levels of Senior High School students in Ghana Asemani, E.; Aseidu-Addo, S.K.; oppong, R.A This study was to measure the Van Hiele’s levels of geometric thinking attained by Ghanaian final year (SHS 3) students before leaving School. A quantitative research approach was employed in the study and sample of 200 students randomly selected from the three participated schools. The results showed that 42.5% of the students could not attain any VHG level at all, 33% of the students attained Van Hiele’s level 1, 22.5% reached level 2, 1.5% reached level 3 and only 0.5% reached level 4.The findings indicated that most of the Ghanaian SHS form 3 students do not attain any level of VHGT 2017-06-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/4612 Influence of teachers’ coverage of mathematics curriculum materials (MCM) on their schools’ performance in mathematics Dennis, H.; Mereku, D.K.; Alhassan, M.N This study was conducted in the Agona West Municipality, covering a total of nine-nine (99) junior high schools. The objective was to determine the relationship between the proportions of syllabus covered by teachers to their students’ performance in the basic education certificate examination (BECE) mathematics. Stratified random sampling technique was employed for the selection of forty (40) out of the 99 schools (representing 40.4% of total schools in the municipal). A survey design was adopted for the study and data was collected using questionnaires and interview guides from fifty (50) teachers in the forty schools sampled for the study. The findings show that only 62% of the mathematics curriculum materials (MCM) were implemented even though teachers admitted in interviews that they conduct extra-classes for the students. This implies about 38% of the content in the MCM are not taught by the majority of the teachers and therefore the omission or skipping of certain topics was common practice in the municipality. A one way ANOVA used to test the null hypothesis that ‘there is no significant difference between the school performance categories (high, average and low) with respect to their teachers’ coverage of mathematics curriculum’ showed the results F = 22.80 and p=0.00 (p<0.005), indicating a significant influence of the teachers’ coverage of the content in the MCM on the schools’ performance. The implication is that the teachers in the high performing schools cover a great deal of the content of the official curriculum (high mean content coverage = 89.31%). It is recommended that the Ghana Education Service support mathematics teachers in low performing schools to engage in in-service education and training to deal with how to teach difficult topics identified in this study. Also, opportunities should be created for mathematics teachers in high performing junior high schools to share their successes in the implementation of the mathematics curriculum. 2018-01-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/1966 The geometric thinking levels of pre-service teachers in Ghana Armah, R.B; Cofie, P.O; Okpoti, C.A Teachers’ geometrical competencies are very critical to the effective teaching of the subject. This study focused on the van Hiele Levels of geometric thinking reached by Ghanaian pre-service teachers before leaving for their Student Internship Programme (Teaching Practice) at the basic schools. In all, 300 second year pre-service teachers from 4 Colleges of Education were involved in this study. These pre-service teachers were given the van Hiele Geometry Test adapted from the ‘Cognitive Development and Achievement in Secondary School Geometry Test’ items during their second year, first semester. The results showed that 16.33% of pre-service teachers attained van Hiele Level 0 (i.e. the Pre-recognition Level or Level for those who have not yet attained any van Hiele Level), 27% of pre-service teachers attained Level 1, 32% attained Level 2 while 17.67% of pre-service teachers attained Level 3. However, only 6% and 1% of Pre-service Teachers attained Levels 4 and 5 respectively. These results show that majority (75.33%) of pre-service teachers’ van Hiele Levels are lower than that expected of their future Junior High School 3 learners. This suggests that most of the pre-service teachers’ geometry knowledge is not sufficient to teach at basic schools. Keywords: Van Hiele Levels, Geometric Thinking, College of Education Geometry, Pre-service Teachers, Ghana Article 2017-01-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/1933 Five Decades of School Mathematics in Ghana Mereku, D. K In this paper, an attempt had been made to provide a historical background to the development of school mathematics in Ghana since the nation’s independence from British rule in 1957 and how these have influenced current practice in teaching mathematics and the culture of learning the subject. Some recommendations have been made to improve students’ performance in the subject. Keywords new math, mathematics content emphasis, mathematics teaching, learning culture of mathematics Article 2010-01-01T00:00:00Z