Assisting JHS Form One Pupil’s to Add Unlike Fraction Using Cuisenaire Rod and Paper Folding: A Case at Chamba M/A Junior High School
Teacher Education and Curriculum Studies
Volume 5, Issue 3, September 2020, Pages: 53-60
Received: Nov. 12, 2019; Accepted: Feb. 3, 2020; Published: Jun. 28, 2020
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Authors
Jagri Bagyepu Bernard, Mathematics Department, St Vincent College of Educatipon, Yendi, Ghana
Aloliga Golbert, Mathematics Department, St Vincent College of Educatipon, Yendi, Ghana
Susuoroka Gabina, Mathematics Department, Nusrat Jahan Ahmmadiyya (NJA) College of Education, Wa, Ghana
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Abstract
The purpose of the study was meant to assist Junior High School form one pupils in Chamba M/A JHS to add unlike fractions. The study adopted action research design, as simple random sampling technique was used to select a sample of 45 pupils. Whilst, test (pre-test and post-test) and observation was used as instrument to collect data. Findings made from the study indicated mathematics teachers taught mathematics abstractly with less involvement of pupils. It was revealed that the intervention couple with the teaching learning resources used, it encouraged pupils’ participation during teaching and learning, as such their knowledge in unlike fractions improved significantly. The researcher recommend adequate preparation and careful selection of teaching methods and activities should be given much attention so as to enhance smooth delivery and pupils participation in lessons. Secondly, quizzes and group works should be encouraged to motivate pupils’ active participation in mathematics lessons. Mathematics teachers should do well to get appropriate teaching and learning resources and make efforts to use them in class to enhance better understanding. The Ghana Education Service in consultation with the Ministry of Education should organize in-service training from time-to-time for Mathematics teachers to upgrade their knowledge on the teaching of Mathematics. Finally, Ghana Education Service should also provide teaching and learning resources (Manipulatives) needed to all schools or pay teaching and learning materials allowances to enable teachers acquire materials for their lessons.
Keywords
Cuisenaire Rods, Constructivist, Physiognomies, Hypothetical Lens, Fractions, Manipulatives, Paper Folding
To cite this article
Jagri Bagyepu Bernard, Aloliga Golbert, Susuoroka Gabina, Assisting JHS Form One Pupil’s to Add Unlike Fraction Using Cuisenaire Rod and Paper Folding: A Case at Chamba M/A Junior High School, Teacher Education and Curriculum Studies. Vol. 5, No. 3, 2020, pp. 53-60. doi: 10.11648/j.tecs.20200503.12
Copyright
Copyright © 2020 Authors retain the copyright of this article.
This article is an open access article distributed under the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/) which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
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