Lecturers' Views on Ghana's Undergraduate Mathematics Education

Autor/inn/en	Assuah, Charles; Ayebo, Abraham
Titel	Lecturers' Views on Ghana's Undergraduate Mathematics Education
Quelle	In: International Journal of Education in Mathematics, Science and Technology, 3 (2015) 2, S.132-139 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2147-611X
Schlagwörter	Foreign Countries; Undergraduate Study; Mathematics Education; Teacher Attitudes; Semi Structured Interviews; Qualitative Research; Teaching Methods; Instructional Effectiveness; Education Work Relationship; Questionnaires; Educational Quality; Teaching Styles; Peer Influence; Problem Based Learning; Skill Development; Basic Skills; Program Design; Technology Integration; Career Counseling; Leadership Training; Teacher Surveys; Ghana + Suchen Sie Ihr Suchwort? Ausland; Grundstudium; Mathematische Bildung; Lehrerverhalten; Qualitative Forschung; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Fragebogen; Quality of education; Bildungsqualität; Lehrstil; Unterrichtsstil; Problem-based learning; Problemorientiertes Lernen; Kompetenzentwicklung; Qualifikationsentwicklung; Basic skill; Grundfertigkeit; Programme design; Programmaufbau; Programmplanung; Führungslehre
Abstract	This paper synthesizes the views of 6 university lecturers on Ghana's undergraduate mathematics education. These views were expressed during a mathematics workshop sensitization program on the "contribution of undergraduate mathematics education to the Ghanaian economy." The data consisting of open-ended questions followed by semi-structured interviews were analyzed using qualitative analysis. The results of this study indicated that lecturers' teaching methods do not enable students to connect theories with practice. The topics these lecturers teach and the methods they use in the classroom seem far removed from students' everyday experiences. As a result, many students are rarely able to identify and connect their ideas with everyday realities of life. Additionally, some topics are delivered in a weird and abstract methodological mode, making it increasingly difficult for students to comprehend. The study finally concludes with suggestions that an overhaul of the curriculum is paramount with emphasis on students' comprehension for adoption by Ghanaian universities, to acquaint lecturers with modern teaching methods. (As Provided).
Anmerkungen	International Journal of Education in Mathematics, Science and Technology. Necmettin Erbakan University, Ahmet Kelesoglu Education Faculty, Meram, Konya, 42090, Turkey. Tel: +90-505-490-6703; Fax: +90-332-323-6225; e-mail: ijermst@gmail.com; Web site: http://www.ijermst.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01