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APPROACHES AND CHALLENGES IN TEACHING FRACTIONS: THE VOICES OF PRIMARY SCHOOL MATHEMATICS TEACHERS IN INCLUSIVE CLASSROOMS

Artigo2025

Joseph Baidoo ORCID; Kingsford Bondzie ORCID; Rudolf Darko; Eunice Esi Laryea; Angela Amoaben

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Resumo

Fractions are cited as one of the challenging concepts in school mathematics for both pupils and teachers. Against this background, this study explored Ghanaian primary school teachers’ approaches and challenges of teaching fractions in pilot-inclusive schools within the Effutu Municipality of the Central Region, Ghana. In doing this, the study employed the phenomenological case study to find out the approaches these teachers employ in their teaching while highlighting the challenges that come with it. Using an in-depth conversational interview, ten (10) certificated teachers were purposively sampled to share their experiences and challenges of teaching fractions. Thematic data analysis was applied to the qualitative data from the interviews. Findings indicated that teachers use a variety of strategies, including question and answer, class discussion, demonstrations, paper aids, board illustrations, and real-life context when teaching fractions in inclusive settings. However, challenges are encountered in spelling pluralised fraction names and ensuring equal object partitioning. The study recommended additional support systems, including adequate special education resource teachers, instructional materials, training sessions, and targeted professional learning community (PLC) programmes for teachers in these inclusive classrooms.

Dados da obra

Tipo
Artigo
Periódico
International Multidisciplinary Journal of Research and Education (IMJRE), v. 3, n. 1
Ano
2025 (2025-09-02)
Idioma
en
Palavras-chave
teaching fractions; inclusive education; primary school mathematics teachers; teacher approaches; educational challenges; professional learning communities; teacher professional development; Ghana
Temas
Formação de Professores de Matemática, Inclusão
DOI
10.64712/imjre.v3i1.584
ISSN
2961-0079
Acesso
Acesso aberto
Fontes
OpenAlex
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
BAIDOO, Joseph et al.. APPROACHES AND CHALLENGES IN TEACHING FRACTIONS: THE VOICES OF PRIMARY SCHOOL MATHEMATICS TEACHERS IN INCLUSIVE CLASSROOMS. International Multidisciplinary Journal of Research and Education (IMJRE), v. 3, n. 1, 2025. DOI: https://doi.org/10.64712/imjre.v3i1.584.

APA

Baidoo, J., Bondzie, K., Darko, R., Laryea, E. E., & Amoaben, A. (2025). APPROACHES AND CHALLENGES IN TEACHING FRACTIONS: THE VOICES OF PRIMARY SCHOOL MATHEMATICS TEACHERS IN INCLUSIVE CLASSROOMS. International Multidisciplinary Journal of Research and Education (IMJRE), 3(1). https://doi.org/10.64712/imjre.v3i1.584

BibTeX
@article{baidoo2025,
  author = {Baidoo, Joseph and Bondzie, Kingsford and Darko, Rudolf and Laryea, Eunice Esi and Amoaben, Angela},
  title = {APPROACHES AND CHALLENGES IN TEACHING FRACTIONS: THE VOICES OF PRIMARY SCHOOL MATHEMATICS TEACHERS IN INCLUSIVE CLASSROOMS},
  year = {2025},
  journal = {International Multidisciplinary Journal of Research and Education (IMJRE)},
  volume = {3},
  number = {1},
  doi = {10.64712/imjre.v3i1.584},
  language = {en}
}
RIS
TY  - JOUR
AU  - Baidoo, Joseph
AU  - Bondzie, Kingsford
AU  - Darko, Rudolf
AU  - Laryea, Eunice Esi
AU  - Amoaben, Angela
TI  - APPROACHES AND CHALLENGES IN TEACHING FRACTIONS: THE VOICES OF PRIMARY SCHOOL MATHEMATICS TEACHERS IN INCLUSIVE CLASSROOMS
PY  - 2025
JO  - International Multidisciplinary Journal of Research and Education (IMJRE)
VL  - 3
IS  - 1
DO  - 10.64712/imjre.v3i1.584
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS

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