Teaching and Learning of Mathematics in Lower Primary in Schools in Ghana

Introduction

Mathematics is a fundamental human activity – a way of making sense of the world. Children possess a natural curiosity and interest in mathematics and come to school with an understanding of mathematical concepts and problem-solving strategies that they have discovered through explorations of the world around them (Ginsburg, 2002). Mathematics has historically been a subject that many students struggle with and increasingly dislike as they progress through the grades (Stodolsky, 2008). Teachers should always try to find ways to actively engage their students not only for understanding concepts but also to create elements of fun and excitement so that students’ interest can be kindled. Using manipulative materials has become one way of involving students in fun learning that encourages motivation of students. Manipulatives have also been useful in making abstract ideas concrete for learners and thereby making for conceptual understanding.

Quality has been the main aim of many educational reforms, acts and policies in Ghana to improve the academic performance of pupils. It is generally accepted that mathematics education is an important dimension of general education. It is perceived as a core area of learning is probably most education systems throughout the world. However, it is important to know how well mathematics is being taught and learnt in primary one. The ability to develop and apply mathematical thinking to solve a range of problems in the everyday situation is important for all learners. According to the World Bank study in 2011, every extra year of primary education increases a person’s productivity (in this case hourly wage rate) by 10 to 30 percent. In addition to being a right, basic education underpins the success of a society. Every year of primary education increases a person’s productivity and reduces their dependence on social resources. The goal of education is to enable children to learn and realize their full potential.

Since September 1987, the government of Ghana has embarked upon a new educational programme geared strategically at making education more accessible to all children of school-going age improving equity and the quality of education as a whole and making education more relevant to the socio-economic needs of the country. Enhancing the quality in education, therefore, must be based on developing educational systems that are integrated and responsive to the multiple obstacles to children learning. The benefit and impacts of quality education also make invaluable contributions to all areas of human development.

Also, the syllabus is designed to help pupils to develop basic ideas of quantity and space, use basic mathematics and necessary strategies for solving problems encountered in daily life by recognizing relationships between numbers, and many others. However, the syllabus is structured to cover the first six years of primary school education. Each year's work has been divided into units. The unit topic for each year has been arranged in the sequence in which teachers are expected to teach them. Moreover, the syllabus developers (G.E.S) wish to discourage teachers from forcing the instructional pace but would rather advise teachers to ensure that pupils progressively acquire a good understanding and application of the materials specified for each year's classwork. Also, it is hoped that no topics will be glossed over for lack of time because it is not desirable to create gaps in pupils' knowledge. These topics designed would help pupils to socialize, perform number operations, and make use of appropriate strategies of calculations, adjust to and handle number words and many others.