Abstract:
The content area of fractions has been proven to be very complicated and troublesome
for both learners and teachers. Teachers’ knowledge in fraction has a very significant
role in teaching it at the basic school level. This study aimed at exploring JHS 1
mathematics teachers’ knowledge in teaching fraction and arithmetic. The study used a
qualitative research approach that used a case study design. Twelve JHS 1 mathematics
teachers were conveniently selected from a population of 80 mathematics teachers in
the Atwima Nwabiagya North District in the Ashanti Region. Codes and themes were
used to analysed the response obtained from the teachers. It was also revealed that half
of the teachers could explain the addition procedure; however, they provided incorrect
explanations for the division procedure. Teachers also were found to have used visuals
and real-world examples in their explanations of addition procedures and explanations
for fraction division. It was recommended that teachers have a deep understanding of
the mathematics being taught in order to affect student understanding of fractions.
Description:
A Dissertation in the Department of Mathematics Education, Faculty of Applied
Sciences and Mathematics Education, submitted to the School of Graduate
Studies in partial fulfilment
of the requirements for the award of the degree of
Master of Education
(Mathematics Education)
in the Akenten Appiah-Menka University of Skills Training and Entrepreneurial
Development
