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Junior High School Mathematics Teachers’ Perceived Knowledge of Problem-Solving and Practices of Teaching Mathematics Through Problem-Solving in the Tamale Metropolis

Artigo2024

Issah Alhassan; Dennis Offei Kwakye ORCID; Isaac Brilliant Essuman ORCID; Alhassan Taah Malik ORCID; Alhassan Hudu ORCID; Abdul Rahaman Iddrisu

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Resumo

This study focused on public JHS mathematics teachers’ perceived knowledge about problem-solving and the extent to which mathematics teachers employed problem-solving strategies. The sequential explanatory research design was adopted for this research. The study sample consists of eighty-six JHS mathematics teachers in the Tamale metropolis. Means and standard deviations were used to analyse the quantitative data. The thematic analysis was done on the qualitative data after it was transcribed. The results demonstrated that even though JHS mathematics teachers have good knowledge about problem-solving, they moderately used problem-solving instructional strategies in their lessons and highly used task-based instruction and cooperative learning strategies. Therefore, the researcher recommends a new paradigm of training teachers on problem-solving strategies for public JHS mathematics instruction. The headteachers must ensure that mathematics teachers are supervised and motivated to use problem-solving methods to enhance students’ academic performance in mathematics

Dados da obra

Tipo
Artigo
Periódico
East African Journal of Education Studies, v. 7, n. 1, p. 500-516
Ano
2024 (2024-03-21)
Idioma
en
Palavras-chave
mathematical problem solving; teacher knowledge; teaching practice; junior high school mathematics; task-based language teaching; cooperative learning; teacher professional development; Tamale Metropolis
Temas
Formação de Professores de Matemática, Práticas Pedagógicas, Resolução de Problemas
DOI
10.37284/eajes.7.1.1835
ISSN
2707-3939, 2707-3947
Licença
cc-by
Acesso
Download disponível
Fontes
OpenAlex
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
ALHASSAN, Issah et al.. Junior High School Mathematics Teachers’ Perceived Knowledge of Problem-Solving and Practices of Teaching Mathematics Through Problem-Solving in the Tamale Metropolis. East African Journal of Education Studies, v. 7, n. 1, p. 500-516, 2024. DOI: https://doi.org/10.37284/eajes.7.1.1835.

APA

Alhassan, I., Kwakye, D. O., Essuman, I. B., Malik, A. T., Hudu, A., & Iddrisu, A. R. (2024). Junior High School Mathematics Teachers’ Perceived Knowledge of Problem-Solving and Practices of Teaching Mathematics Through Problem-Solving in the Tamale Metropolis. East African Journal of Education Studies, 7(1), 500-516. https://doi.org/10.37284/eajes.7.1.1835

BibTeX
@article{alhassan2024,
  author = {Alhassan, Issah and Kwakye, Dennis Offei and Essuman, Isaac Brilliant and Malik, Alhassan Taah and Hudu, Alhassan and Iddrisu, Abdul Rahaman},
  title = {Junior High School Mathematics Teachers’ Perceived Knowledge of Problem-Solving and Practices of Teaching Mathematics Through Problem-Solving in the Tamale Metropolis},
  year = {2024},
  journal = {East African Journal of Education Studies},
  volume = {7},
  number = {1},
  pages = {500-516},
  doi = {10.37284/eajes.7.1.1835},
  language = {en}
}
RIS
TY  - JOUR
AU  - Alhassan, Issah
AU  - Kwakye, Dennis Offei
AU  - Essuman, Isaac Brilliant
AU  - Malik, Alhassan Taah
AU  - Hudu, Alhassan
AU  - Iddrisu, Abdul Rahaman
TI  - Junior High School Mathematics Teachers’ Perceived Knowledge of Problem-Solving and Practices of Teaching Mathematics Through Problem-Solving in the Tamale Metropolis
PY  - 2024
JO  - East African Journal of Education Studies
VL  - 7
IS  - 1
SP  - 500
EP  - 516
DO  - 10.37284/eajes.7.1.1835
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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