Abstract:
The purpose of the study was to explore primary school teachers‟ conceptions and use
of multiple representations in the mathematics classroom in the Lower Manya
Municipality in the Eastern Region of Ghana. The research was conducted in the
Lower Manya Municipality in the Eastern Region of Ghana. The theoretical
framework that underpinned the study was Lesh, Post, and Behr Multiple theory. The
research design employed in the study was Case study. All primary three and six
mathematics teachers constituted the population of the study. Cluster sampling,
simple random sampling and purposive sampling technique were used to select five
respondents from Basic three (P3) and six (P6) primary mathematics teachers from
public schools in Lower Manya Municipality. Semi-structured interview guide and
observation checklist were used to collect qualitative data. A document analysis sheet
was used to examine the curriculum provisions for multiple representations. The
qualitative data on the other hand was analysed using thematic analysis. From the
analyses of the curriculum documents, it was found that Primary 3 (P3) syllabus had
32 out of 49 (65.31%) objectives whilst the Primary 6 (P6) syllabus had 38 out of 71
(53.52%) objectives presented using multiple representations. The textbook analysis
showed that P3 textbook had 41 out of 45 (91.11%) subtopics whereas the P6
textbook had 51 out of 70 (72.86%) subtopics presented using multiple
representations. These findings suggest that sufficient provision has been made in the
curriculum documents to guide teachers to use multiple representations in their
mathematics lesson delivery. The interview responses suggest that participants
seemed to be aware of several multiple representations in mathematics teaching,
although the term multiple representations were new to most of them. Evidence from
classroom observations also suggest that the conceptions teachers hold about multiple
representations are scarcely translated into practice. It is therefore recommended that
in-service training programmes on multiple representations be organised for teachers
on regular basis so that they will be well equipped with the needed skills and
knowledge to adequately assist learners to construct their own understanding of
mathematical concepts.
Description:
A THESIS IN THE DEPARTMENT OF BASIC EDUCATION, FACULTY OF
EDUCATIONAL STUDIES, SUBMITTED TO THE SCHOOL OF
GRADUATE STUDIES, UNIVERSITY OF EDUCATION, WINNEBA, IN
PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE AWARD
OF MASTER OF PHILOSPHY (BASIC EDUCATION) DEGREE