A Review of Yarkwah Christopher, Arthur Benjamin Eduafo, and Takramah Florence

Afua's abstract on: “Challenges Faced by Mathematics Education Students During Macro
Teaching Practice: A Descriptive Survey Study."
PURPOSE OF THE WORK
The purpose of this article is to present the findings of a research study conducted to examine the
challenges faced by mathematics education students during macro teaching. The article aims to
identify the challenges faced by student-teachers and how these challenges impact their ability to
effectively teach mathematics. The study uses a descriptive survey design and data is collected
through questionnaires. The article concludes by discussing the implications of the findings and
providing recommendations to address the challenges faced by student-teachers. The overall goal
of the article is to highlight the issues faced by student-teachers and suggest ways to improve the
quality of their teaching.

METHODOLOGY
The methodology used in the article is a descriptive survey design. The study selected a sample
size of 35 final-year students offering the Bachelor of Education (Mathematics) program using
the simple random sampling technique. The main instruments for data collection were
questionnaires, which were used to collect data on the challenges faced by student-teachers
during macro teaching. The collected data was analyzed using descriptive statistics to identify
the challenges encountered by student-teachers. The article presents the results of the study and
discusses the conclusions and recommendations based on the findings.
FINDINGS
The abstract presents the findings of a study conducted to examine the challenges faced by
mathematics education students during macro teaching. Based on the analysis of data collected
from questionnaires, the study found that student-teachers encounter environmental,
instructional, and supervisory challenges.
The environmental challenges faced by these students include inadequate teaching and learning
resources, such as textbooks, and difficulty in transportation to the schools where they teach.
Instructional challenges encountered by student-teachers include difficulties in presenting the
subject matter in a clear and concise way, managing the classroom and maintaining discipline,
and adapting to the different learning styles of their students.
Supervisory challenges faced by student-teachers include inadequate guidance and feedback
from their supervising teachers and a lack of mentoring support. The findings of the study
suggest that these challenges have a negative impact on the ability of student-teachers to
effectively teach mathematics.

CONCLUSION
The abstract concludes that student-teachers face several challenges during macro teaching,
which negatively impact their ability to effectively teach mathematics. The environmental,
instructional, and supervisory challenges encountered by student-teachers need to be addressed
to improve the quality of their teaching.
RECOMMENDATION
Based on the findings, these are the recommendations:
i. Providing adequate teaching and learning resources such as textbooks and other materials to
improve the quality of teaching and learning mathematics.
ii. Providing transportation to schools for student-teachers to facilitate their macro teaching
activities.
iii. Offering more support and guidance from supervising teachers to help student-teachers
improve their teaching skills.
iv. Providing mentoring support to student-teachers to help them address their challenges and
improve their teaching skills.
A review of Osei Williams’ abstract on the topic: “Algebra Teaching Knowledge of Basic
School Mathematics Teachers”

PURPOSE OF THE WORK

The purpose of this article is to examine the algebra teaching knowledge level of basic school
mathematics teachers and to determine if their algebra teaching knowledge improves with years
of teaching experience. The article argues that teachers' knowledge of algebra for teaching
affects students' algebra knowledge and general performance in mathematics, and that
monitoring the algebra teaching knowledge level of basic school mathematics teachers can
positively affect pupils' mathematics performance. The study focuses on basic school
mathematics teachers who obtained their teaching certificates through Distance Education
Programmes and those who had theirs from Colleges of Education, using the re-conceptualized
KAT framework to bring to light the algebra teaching knowledge levels of these teachers. The
article presents the results of an explanatory sequential mixed method research design that
involved 203 basic school mathematics teachers and recommends in-service training for basic
school mathematics teachers to improve their algebra teaching knowledge.
METHODOLOGY
The article employed an explanatory sequential mixed method research design to examine the
algebra teaching knowledge level of basic school mathematics teachers. The study used the re-
conceptualized KAT framework to bring to light the algebra teaching knowledge levels of these
teachers. The research design involved both quantitative and qualitative data collection methods,
including a survey and interviews. The study used a sample of 203 basic school mathematics
teachers who obtained their teaching certificates through Distance Education Programmes and
those who had theirs from Colleges of Education.
FINDINGS
The study found that basic school mathematics teachers from both Distance Education
Programmes and Colleges of Education have fairly satisfactory algebra knowledge for teaching
mathematics, which needs to be improved. However, those who obtained their teaching
certificates from Colleges of Education have relatively higher algebra knowledge than those
from Distance Education programs. The study also revealed that the algebra teaching knowledge
of the two groups does not improve significantly as their years of teaching experience increase.
The article concludes that in-service training should be provided for basic school mathematics
teachers to improve their algebra teaching knowledge as their years of teaching experience
increase.
CONCLUSION
The study concludes that basic school mathematics teachers from both Distance Education
Programmes and Colleges of Education have fairly satisfactory algebra knowledge for teaching
mathematics, but that their algebra teaching knowledge needs to be improved.
RECOMMENDATIONS 
The article recommends in-service training for basic school mathematics teachers to enable them
to improve their algebra teaching knowledge, especially as their years of teaching experience
increase. The study also recommends that policymakers should consider revising the curriculum
of basic school mathematics teacher education programs to emphasize algebra teaching
knowledge development.
A Review Of Entsie, Gideon Abstract On: “Pre-Service Mathematics Teachers’ Knowledge
For Teaching Senior High School Algebra”
PURPOSE OF THE WORK
The purpose of this article is to investigate the factors that influence preservice teachers'
knowledge for teaching high school algebra and their knowledge in algebra. The study seeks to
address the concern of weak algebra performance exhibited by senior high school students in
Ghana, which is linked to the knowledge and training of preservice teachers. The article uses the
Expanded Knowledge of Algebra for Teaching framework to explore the dominant factors that
characterize preservice teachers' knowledge for teaching algebra, and their knowledge in algebra.
The study also suggests recommendations for strengthening preservice teachers' algebra
knowledge, including the need for universities to offer courses that enhance their knowledge in
algebra, and mentoring programs for newly absorbed teachers into the Ghana Education Service.

METHODOLOGY
The study used a cross-sectional survey design to explore the dominant factors that characterize
preservice teachers’ knowledge for teaching high school algebra and their knowledge in algebra.
The sample size consisted of 164 preservice Mathematics teachers, who were selected using the
cluster sampling technique. The Expanded Knowledge of Algebra for Teaching framework was
used to analyze the preservice teachers' knowledge of algebra for teaching, and a Principal
Component Analysis of exploratory factor analysis coupled with Parallel Analysis was
conducted to determine the dominant factors characterizing their knowledge for teaching. The
data collected was analyzed using descriptive statistics.
FINDINGS
The findings of the study indicate that preservice mathematics teachers' knowledge for teaching
algebra is characterized by three factors: School Algebra Knowledge, School Algebra Teaching
Knowledge, and Pedagogical Content Knowledge in teaching algebra. The preservice teachers
had limited knowledge of algebra for teaching, and their overall knowledge of algebra was
inadequate. The study suggests that there is a need for teacher training institutions to develop and
implement courses that will enhance preservice teachers' knowledge of algebra, and for newly
recruited teachers to be mentored to improve their knowledge of algebra for teaching.
CONCLUSION
The study concludes that preservice Mathematics teachers have limited knowledge of algebra for
teaching and their knowledge is characterized by three factors: School Algebra knowledge,
School Algebra Teaching knowledge, and Pedagogical Content Knowledge in teaching algebra. 
RECOMMENDATIONS
The study recommends that training universities should mount courses that will strengthen
preservice teachers' knowledge in algebra, and preservice teachers should be mentored when
they are freshly absorbed into the Ghana Education Service.
A review of Segbefia Constant Richard abstract on: “Effect of Inductive Teaching Method
on Senior High School Students’ Achievement in Circle Theorems”
PURPOSE OF THE WORK
The purpose of the article is to investigate the impact of inductive teaching method on high
school students' achievement in circle theorems and explore whether gender influences their
performance in circle theorems. The study employs a non-equivalent control group quasi-
experimental design, with one group taught using the inductive teaching method while the other
group uses the conventional approach. The study aims to answer two research questions and two
null hypotheses, and it involves 162 students from two schools in the Keta Municipality in the
Volta Region. The findings indicate that students taught using the inductive teaching method
performed better than those taught using conventional teaching methods. Moreover, the study
finds no significant difference in the performance of male and female students taught using the
inductive method of teaching, implying that gender has no statistically significant effect on
academic performance in circle theorems. The article recommends that mathematics teachers
should diversify their teaching practices, including adopting inductive teaching methods in
mathematics classrooms.
METHODOLOGY
The study employed a non-equivalent control group quasi-experimental design. A total of 162
students from two schools in the Keta Municipality of the Volta Region in Ghana participated in
the study, with 80 students in the control group and 82 students in the experimental group. The
experimental group was taught circle theorems using the inductive teaching method, while the
control group was taught using the conventional approach. A pre-test was administered at the
beginning of the experiment, followed by a post-test after two weeks. Data were analyzed using
frequencies, percentages, mean, standard deviation, ANCOVA, and independent sample t-test.
FINDINGS
The study found that students who were taught circle theorems using the inductive teaching
method performed better than those who were taught using the conventional approach.
Additionally, there was no significant difference in the performance of male and female students
taught circle theorems using the inductive method of teaching. These findings suggest that
inductive teaching method can be an effective approach for teaching circle theorems and that
gender may not be a significant factor in student performance in this area.
CONCLUSION
The study concluded that the inductive teaching method is effective in improving students'
achievement in circle theorems compared to the conventional method. Additionally, the study
found that there was no significant difference in the performance of male and female students
taught circle theorems using the inductive method of teaching. 
RECOMMENDATIONS
As a recommendation, the study suggests that mathematics teachers should incorporate varied
classroom teaching practices, including inductive teaching methods, to improve students'
achievement in mathematics.
A review of Yarkwa Christopher’s abstract on: “Female Students’
Participation in Mathematics Education at the University Level in Ghana”

PURPOSE OF THE WORK

The purpose of this article is to investigate the participation of female students in mathematics
education at the university level, with a focus on the reasons why female students choose to
study mathematics education, their perceptions of mathematics as a male-dominated subject, and
the trend of female enrollment in mathematics education. The study used a descriptive survey
design to analyze both qualitative and quantitative data gathered from 99 female students
studying mathematics education from the University of Cape Coast and the University of
Education, Winneba. The study found that the trend of female enrollment in mathematics
education is on the decline, but enjoyment of studying mathematics education, career
opportunities in mathematics education, desire to study mathematics education, and interest in
mathematics education were some of the reasons why female students participate in mathematics
education. The study also found that the perception that mathematics is a male-dominated subject
was not held by female mathematics education students who participated in the study. The study
concludes with implications and recommendations for improving female participation in
mathematics education at the university level.

METHODOLOGY
The study used a descriptive survey design to gather both qualitative and quantitative data from
99 female students studying mathematics education at the University of Cape Coast and the
University of Education, Winneba. The data was collected through a self-administered
questionnaire that was designed to elicit information on the students' participation in
mathematics education, their reasons for studying mathematics education, and their perception of
mathematics as a male-dominated subject. The collected data were analyzed using descriptive
statistics.
FINDINGS
The study found that female students' enrollment in mathematics education is on the decline, and
this trend needs to be addressed. The study also found that the reasons why female students
participate in mathematics education include enjoyment derived from studying mathematics
education, career opportunities in mathematics education, desire to study mathematics education,
and interest in mathematics education. The study revealed that the assertion that mathematics is a
male-dominated subject was not a perception of female mathematics education students who
participated in this study.
CONCLUSION
Based on the findings of the study, the authors concluded that the trend of female students'
enrollment in mathematics education is declining. However, enjoyment, career opportunities,
desire to study and interest in mathematics education were identified as reasons for female
students' participation in mathematics education. The study also found that the perception that
mathematics is a male-dominated subject was not shared by the female mathematics education
students who participated in the study.
RECOMMENDATIONS
The authors recommended that the government, educational institutions, and other stakeholders
should take measures to encourage and support female students to enroll and excel in
mathematics education. These measures could include offering incentives to female students to
study mathematics education, creating an enabling environment for female students to thrive in
mathematics education, and promoting the achievements of female mathematicians to serve as
role models for female students. The authors also suggested that further research should be
conducted to investigate the factors that contribute to the declining trend of female enrollment in
mathematics education and to develop effective strategies to address the issue.
A review of Emmanuel Agyei, Douglas Darko Agyei and Isaac Bening’s abstract on: In-service
mathematics teachers’ preparedness, knowledge, skills, and self-efficacy beliefs of using technology in
lesson delivery

PURPOSE OF THE WORK

The purpose of the article is to report on a research study that aimed to investigate the competencies of
high school mathematics teachers in using technology to teach mathematics. The study employed a
mixed-methods approach, using a questionnaire, observation guide, and semi-structured interview
guide to collect data from 202 mathematics teachers. The article reports the findings of the study, which
indicated that while mathematics teachers had high technology knowledge and self-efficacy, they had
relatively low preparedness and ICT skills in using technology in their lessons. The article concludes by
suggesting that mathematics teacher education programs should consider making ICT a core component
of their curriculum to prepare prospective teachers to teach mathematics with technology. The article's
purpose is to provide insights and recommendations for improving the use of technology in
mathematics education.

METHODOLOGY

The study employed an explanatory sequential mixed methods design, which involves collecting and
analyzing quantitative data first and then using qualitative data to explain or expand on the quantitative
findings. The study used a stratified sampling technique to select 202 mathematics teachers, and data
was collected using a questionnaire, observation guide, and semi-structured interview guide. Descriptive
statistics and multiple regression were used to analyze the quantitative data, while thematic analysis
was used for the qualitative data.

FINDINGS

The study found that while mathematics teachers had high levels of technology knowledge and self-
efficacy, they had relatively low preparedness and ICT skills in using technology in their lessons. The
findings also revealed that ICT skills and teacher preparedness were the best predictors of technology
usage in mathematics lesson delivery. In addition, the study found that mathematics teachers faced
several challenges in integrating technology into their teaching, such as lack of access to technology,
inadequate training, and lack of support from school administrators.

Overall, the findings suggest that mathematics teacher education programs should consider making ICT
a core component of their curriculum to prepare prospective teachers to teach mathematics with
technology effectively. Furthermore, the study highlights the need for schools to provide teachers with
adequate support, training, and resources to help them integrate technology into their teaching.

CONCLUSION

Based on the study's findings, the article concludes that mathematics teachers require greater support
and training to effectively integrate technology into their teaching practices. The study recommends
that mathematics teacher education programs should include ICT as a core component of their
curriculum to prepare future teachers adequately. Furthermore, schools should provide teachers with
adequate resources, training, and support to help them integrate technology into their teaching.
The article also highlights the importance of addressing the challenges faced by teachers in integrating
technology into their teaching, such as lack of access to technology, inadequate training, and lack of
support from school administrators. Addressing these challenges could help improve the use of
technology in mathematics education and enhance student learning outcomes.

RECOMMENDATION

In summary, the article recommends that mathematics teacher education programs and schools
prioritize the integration of technology into mathematics teaching practices and provide teachers with
the necessary support, training, and resources to effectively use technology in their lessons.
A review of Nixon Saba Adzifome and Douglas Darko Agyei’s abstract on:
Learning with mobile devices - insights from a university setting in Ghana

PURPOSE OF THIS ARTICLE

The purpose of the article is to report on an empirical study that investigated the state of mobile
learning among higher education students in a Ghanaian university setting. The article notes that mobile
learning is an emerging technology embraced by universities and is fast becoming the preferred mode of
learning in many countries. However, the ways in which mobile devices are used to meet learning goals
are under-researched, particularly in the context of Africa. The study aimed to fill this gap by examining
the state of mobile usage among higher education students, their experiences, and the available
facilitating conditions that influence mobile learning.

The study used a questionnaire to collect data from 222 distance and vacation students. The findings
revealed that while mobile learning existed in a somewhat structured form, it largely remained
unharnessed. Facilitating conditions for mobile learning were available, and students showed positive
experiences with their mobile devices and their use in accessing learning. However, such learning did
not occur via the deployed learner management system of the institution.

Overall, the purpose of the article is to provide insights and recommendations for improving the use of
mobile technology in higher education settings in Ghana and other similar contexts.

METHODOLOGY

The study used an empirical research design to investigate the state of mobile usage among higher
education students in a Ghanaian university setting. A questionnaire was employed as the data
collection instrument, and a total of 222 students (distance and vacation students) were engaged to
respond to the questionnaires employed for the study.

The data collected were analyzed using both descriptive and inferential statistics. Descriptive statistics
were used to summarize the data, while inferential statistics were used to draw conclusions about the
relationships between variables. The study also used thematic analysis to analyze the qualitative data
gathered from open-ended questions in the questionnaire.

Overall, the study employed a mixed-methods approach, combining quantitative and qualitative
research methods to investigate the state of mobile usage among higher education students in a
Ghanaian university setting.

FINDINGS

The findings of the study revealed that mobile learning existed in a somewhat structured form in the
Ghanaian university setting, but it largely remained unharnessed. While facilitating conditions for mobile
learning were available, such as the availability of mobile devices and internet connectivity, most
students did not use the deployed learner management system of the institution for mobile learning.

The study found that mobile learning was mostly informal and occurred outside the classroom, with
students using their mobile devices to access learning materials, communicate with classmates and
lecturers, and collaborate on group assignments. The findings also showed that students had positive
experiences with their mobile devices and their use in accessing learning. However, the study revealed
that there was a need for more awareness and support from the institution to encourage and facilitate
the use of mobile learning.

Overall, the study's findings suggested that while mobile learning had the potential to improve access to
higher education and enhance the quality of instruction delivery, more efforts were needed to harness
the potential of mobile learning in the Ghanaian university setting. The findings also have implications
for policy formulation for the institution and other similar ones that are striving to incorporate mobile
technology to increase access and improve the quality of instruction delivery.

CONCLUSION

The study's conclusion was that mobile learning existed in a somewhat structured form in the Ghanaian
university setting, but it largely remained unharnessed. While facilitating conditions for mobile learning
were available, the majority of students did not use the deployed learner management system of the
institution for mobile learning. The study revealed that there was a need for more awareness and
support from the institution to encourage and facilitate the use of mobile learning.

RECOMMENDATIONS

Overall, the study's recommendations aimed to promote the use of mobile learning to increase access
and improve the quality of instruction delivery in the Ghanaian university setting.
A review of Daniel Nkum, Daniel Gbormitta and Japhet Osiakwan’s abstract on: The Perceived Use of
Assessment by Beginning and Experienced SHS Mathematics Teachers in Two Districts in the Central
Region of Ghana

PURPOSE OF THE WORK

The purpose of this article is to investigate the use of assessment practices of beginning and experienced
senior high school (SHS) mathematics teachers in two selected districts in the central region of Ghana.
The study aims to examine how assessment is used in the teaching and learning of mathematics by SHS
teachers under the auspices of a school. The study seeks to identify the differences in the assessment
practices of beginning and experienced SHS mathematics teachers, and to provide recommendations for
improving the use of assessment in mathematics education.

METHODOLOGY

The study used a cross-sectional survey design to investigate the use of assessment practices by
beginning and experienced senior high school mathematics teachers in two selected districts in the
central region of Ghana. A sample of 160 senior high school mathematics teachers (92 beginning and 68
experienced) was used, and data were collected through a questionnaire. The data collected were
analyzed using frequencies, percentages, means, and standard deviations, and an independent sample t-
test was used to compare the assessment practices of the beginning and experienced teachers.

FINDINGS

The study found that the majority of both beginning and experienced senior high school mathematics
teachers did not frequently or always integrate assessment in the teaching and learning of Mathematics.
Specifically, 87 out of 92 beginning teachers and 60 out of 68 experienced teachers saw classroom
assessment as an additional activity that mainly comes at the end of the teaching-learning process. The
study also found a significant difference in the assessment practices of beginning and experienced
teachers in the two districts.

CONCLUSION

The study concluded that there is a need for both beginnings and experienced senior high school
mathematics teachers to improve their assessment practices to enhance the teaching and learning of
mathematics.

RECOMMENDATIONS

In particular, the study recommended the need for in-service training to be organized for both groups of
teachers to help them bridge the gap that exists between their assessment practices. It also
recommended that teacher education institutions should incorporate effective assessment practices
into their curriculum to equip future teachers with the necessary skills and knowledge to effectively use
assessment in their teaching. Furthermore, school administrators and policymakers should prioritize the
use of effective assessment practices in their schools and provide the necessary support and resources
to ensure their implementation.
A review of Isaac Bening’s abstract on : Enacting Core Practices of Effective Mathematics Pedagogy
with GeoGebra

PURPOSE OF THE WORK

The purpose of this article is to identify the core practices of effective mathematics pedagogy using
GeoGebra, a software application for teaching and learning mathematics. The study was conducted with
eleven Ghanaian in-service mathematics teachers who underwent a twelve-month professional
development program. The teachers developed GeoGebra-based mathematics lessons and taught them
to their peers and students in the classroom. The study aimed to specify the core practices of effective
mathematics pedagogy by analyzing the teachers' actions and views on using GeoGebra to teach
mathematics.

METHODOLOGY

The methodologies used in this research study included interviews, focus group discussions, lesson
plans, and lesson observations. Eleven in-service mathematics teachers in Ghana participated in a
twelve-month professional development program where they developed GeoGebra-based mathematics
lessons, which they taught to their peers and subsequently to students in the classroom. Data was
collected through these various methods to examine the teachers' actions and views about using
GeoGebra to enact mathematics lessons and to specify the core practices of effective mathematics
pedagogy. The data was then analyzed to identify 31 core practices across five central themes of
effective mathematics pedagogy.

FINDINGS

The study found that the 11 Ghanaian in-service mathematics teachers were able to enact core
practices, to different degrees, within five central themes of effective mathematics pedagogy: creating a
mathematical setting, providing worthwhile mathematical tasks, orchestrating mathematical
discussions, making mathematical connections, and assessing students’ learning. The data analysis
provided evidence for theorizing 31 core practices across these central themes of effective mathematics
pedagogy. Following their engagement in the professional development programme, the teachers
enacted these practices to a greater or lesser extent. However, it was problematic for most teachers to
effectively engage their students in a deep mathematical discussion.

CONCLUSION

The study found that GeoGebra is an effective tool for mathematics teaching and learning when
teachers are trained to use it effectively. The teachers in the study were able to enact core practices of
effective mathematics pedagogy, such as creating a mathematical setting, providing worthwhile
mathematical tasks, orchestrating mathematical discussions, making mathematical connections, and
assessing students’ learning. However, they faced challenges in engaging their students in deep
mathematical discussions.

RECOMMENDATIONS

The study recommends that teacher training programs should be designed to focus on developing
teachers’ pedagogical content knowledge, their use of technology for teaching, and their ability to
engage students in deep mathematical discussions. Professional development should also be ongoing so
that teachers have the support they need to continue learning and developing their teaching practice
over time. Curriculum designers should consider incorporating technology like GeoGebra into the
mathematics curriculum and providing teachers with the necessary training and support to use it
effectively.
A review of Isaac Bening and Douglas Darko Agyei’s abstract on: Effect Of Using Spreadsheet In
Teaching Quadratic Functions On The Performance Of Senior High School Students

PURPOSE OF THE WORK

The purpose of the article is to evaluate the effect of using Spreadsheet Instructional Method on
students' performance in quadratic functions, as compared to the Conventional Method. The study aims
to explore if the Spreadsheet Instructional Method can serve as a useful pedagogical approach and has
the potential to improve teaching and learning mathematics in senior high schools.

METHODOLOGY

The study employed a quasi-experiment design to evaluate the effect of using Spreadsheet Instructional
Method as compared to a Conventional Method on students’ performance in quadratic functions.
Lessons delivered with both approaches employed a guided discovery; a mix of direct instruction and
hands-on activities in a context in which mathematics learning has been deep-rooted in teacher-
centered approaches of teaching. Interviews and teacher-made achievement tests were used to collect
data from senior high school students in Ghana. Data were analyzed using paired sample t-test and
analysis of covariance for the achievement test whereas interviews were transcribed and coded using a
data reduction technique.

FINDINGS

The study found that the use of the Spreadsheet Instructional Method (SIM) had a positive effect on
students' performance in quadratic functions compared to the Conventional Method (CM). The paired
sample t-test and analysis of covariance conducted on the data showed that the SIM group performed
significantly better than the CM group. Additionally, the study found that the SIM approach made the
lessons more practical and interesting, giving students greater opportunities to verify results and make
links between spreadsheet formulas, quadratic functions, and graphs. The interviews with students also
revealed that they enjoyed the SIM lessons more than the CM lessons and found them more engaging.

CONCLUSION

The study concluded that the use of the Spreadsheet Instructional Method in teaching quadratic
functions was more effective than the Conventional Method in improving students' performance. The
Spreadsheet Instructional Method was found to be practical, and interesting, and gave students greater
opportunities to verify results and make links between spreadsheet formulas, quadratic functions, and
graphs.

RECOMMENDATIONS

The study recommends that a mix of direct instruction and hands-on activities should guide the lesson
development and delivery for the Spreadsheet Instructional Method to be effective in teaching
mathematical concepts. Additionally, the findings suggest that teachers should be trained on how to use
spreadsheets effectively in teaching mathematics to enhance student engagement and understanding of
mathematical concepts.
A review of Isaac Bening’s abstract on: Teacher And Student Views Of Mathematics Word Problem-
Solving Task At Senior High School Level

PURPOSE OF THE WORK

The purpose of this article is to explore the teaching and learning experiences of teachers and students
regarding the inclusion of word problems in the high school mathematics curriculum in Ghana. The
study aimed to identify the factors that cause senior high school students to dislike worded problems
and provide recommendations for improving students' engagement with word problems.

METHODOLOGY

The methodology used in this study is a phenomenology inquiry, which aims to explore the teaching and
learning experiences of teachers and students regarding the inclusion of word problems in the high
school mathematics curriculum. A purposive sampling technique was used to select 12 mathematics
teachers and 16 students from four senior high schools in the Ashanti Region of Ghana. Semi-structured
interviews were conducted with the participants, and the data collected were analyzed thematically and
with percentages.

FINDINGS

The study found that both teachers and students recognized the importance of word problems in
mathematics. However, students were found to use word problems more often to connect mathematics
concepts to real-life applications, while teachers used them more often to help students internalize
mathematics concepts. Additionally, the study revealed that instructional and student-related factors,
such as difficulty understanding mathematical terms and concepts, contributed to about one-third of
senior high school students disliking word problems.

CONCLUSION

The study showed that both teachers and students recognized the importance of word problems in
mathematics, but more students than teachers used word problems to bridge the gap between
mathematics concepts and real-life applications. However, more teachers than students used word
problems to help students internalize mathematics concepts. The study also found that instructional-
related and student-related factors caused about a third of senior high school students to dislike word
problems.

RECOMMENDATIONS

Based on the findings, it was recommended that teachers should teach mathematics vocabulary, and re-
word and translate word problems where necessary to reduce students' dislike for word problem-
solving.