Constructivism in Mathematics Classrooms: Listening to Ghanaian Teachers' and Students' Views. Issue 3 (3rd July 2018)

• Record Type: Journal Article
• Authors: Ampadu, Ernest; Danso, Albert
• Is Part Of: Africa education review. Volume 15:Issue 3(2018)
• Page Start: 49
• Page End: 71
• Publication Date: 2018-07-03
• Subjects: constructivism -- culture -- curriculum -- learning -- mathematics -- teaching; Education -- Periodicals; Education -- Africa -- Periodicals; 370.5
• DOI: 10.1080/18146627.2017.1340808
• Languages: English
• ISSNs: 1814-6627

Abstract

ABSTRACT: One of the challenges of implementing a new curriculum is how to bridge the gap between the underlining principles of the curriculum and the cultural and social orientations of the society which includes teachers and students. This article reports on a study that explored how the cultural and social orientations of teachers and students can influence the implementation of a constructivist curriculum in mathematics classrooms. The data for the study came from 250 students and 41 mathematics teachers, using questionnaires, observations, and interviews. The results showed that inasmuch as mathematics teachers and their students acknowledge the importance of student's active participation and teamwork, these practices have not been fully conceptualised into the Ghanaian mathematics classroom due to some cultural factors. Two main cultural factors were discovered from the analyses of the results. Firstly, the culture of acknowledging only correct answers in class has a negative impact on individual students' confidence and participation during mathematics lessons. Also, the culture of teamwork is not fully accepted within Ghanaian classrooms as most students find it difficult working in groups and accepting and appreciating each other's view. It was evident in all lessons that students were ridiculed by their peers when they provide a wrong answer to a question and this affected individual students' participation in the classroom. Therefore, we suggested that teachers should be pro-active in promoting a classroom environment which is free from fear and intimidation to motivate students to be actively involved in the classroom discourse.