Abstract:
The successful implementation of the school curriculum depends on how stakeholders
acknowledge facilitators' perceptions. This study, therefore, investigated Junior High
School Mathematics teachers’ perspectives on the implementation of the Common
Core Mathematics Curriculum Programme (CCP). The study was situated into the
interpretivist philosophy, influenced by the qualitative approach and directed by the
phenomenology research design. Twelve (12) Junior High school mathematics
teachers from public schools were selected to constitute the sample for the study.
Purposive sampling technique based on specific criteria was used to select
participants for the study. A semi-structured interview guide was used for data
collection and data were analysed using thematic analysis. The study revealed that
teachers expressed a nuanced understanding of CCP’s potential benefits including
promoting critical thinking and problem-solving skills, and challenges related to
complexity and resource availability. Furthermore, teachers reported various forms of
preparation for implementing the mathematics component of the Common Core
Programme (CCP). Based on the findings, it was concluded that mathematics
facilitators have a nuanced array of perceptions about the Common Core program.
While some educators embraced CCP as a promising avenue for cultivating critical
thinking and problem-solving skills, others exhibited more ambivalent opinions. The
study, therefore, recommended that educational institutions provide a diverse range of
professional development opportunities through workshops, seminars, and training
sessions to address both the positive aspects and challenges identified by teachers.
Also, Junior High School Mathematics teachers should encourage collaboration
among themselves to develop lesson plans, share best practices, and collectively
address challenges.
Description:
A thesis in the Department of Educational Foundations,
School of Education and Life Long Learning, submitted to
the School of Graduate Studies in partial fulfillment
of the requirements for the award of the degree of
Master of Philosophy
(Curriculum and Pedagogic Studies)
in the University of Education, Winneba