Multiple Solutions Approach (MSA): Conceptions and Practices of Primary School Teachers in Ghana

Autor/inn/en	Nabie, Michael Johnson; Raheem, Kolawole; Agbemaka, John Bijou; Sabtiwu, Rufai
Titel	Multiple Solutions Approach (MSA): Conceptions and Practices of Primary School Teachers in Ghana
Quelle	In: International Journal of Research in Education and Science, 2 (2016) 2, S.333-344 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2148-9955
Schlagwörter	Foreign Countries; Elementary School Teachers; Educational Practices; Teacher Attitudes; Curriculum Guides; Mathematics Instruction; Teaching Methods; Qualitative Research; Interviews; Observation; Content Analysis; Statistical Analysis; Instructional Material Evaluation; Problem Solving; Knowledge Base for Teaching; Textbook Content; Ghana + Suchen Sie Ihr Suchwort? Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Bildungspraxis; Lehrerverhalten; Curriculare Materialien; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Qualitative Forschung; Interviewing; Interviewtechnik; Beobachtung; Inhaltsanalyse; Statistische Analyse; Problemlösen; Teaching theory; Theory of teaching; Unterrichtstheorie; Lehrbuchtext
Abstract	The study explored the curriculum guidelines and primary school teachers' conceptions and practices of the Multiple Solutions Approach (MSA) in teaching mathematics using basic qualitative research design. Informal conversation interviews (ICIs), observations, video and document analyses were used to collect data. Participants included a purposive sample of five practicing teachers from three districts of the Central Region of Ghana. Descriptive analytical procedures were applied to the quantitative data while the qualitative data were analyzed thematically. Findings indicated that the curriculum materials lacked concrete direction for MSA and less than 22% of sub-topics were presented in different ways: a provision that is insufficient to guide and stimulate teachers to teach in multiple ways. Teachers also lacked a clear understanding of the MSA. Although the curriculum policy encouraged MSA, teachers' practices were inconsistent with the curriculum guidelines. The implementation of MSA was limited by inadequate curriculum provisions and teacher knowledge. (As Provided).
Anmerkungen	International Journal of Research in Education and Science. Necmettin Erbakan University, Ahmet Kelesoglu Education Faculty, Meram, Konya 42090 Turkey. e-mail: ijresoffice@gmail.com; Web site: http://www.ijres.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01