STRATEGIES USED IN TEACHING MATHEMATICS: AN IMPLICATION OF GRADE THREE PUPILS’ ACQUISITION OF EARLY MATHEMATICS COMPETENCIES

Joseph Kipkorir Rono, Teresa Mwoma, Nyakwara Begi

Abstract


Mathematics has been recognized globally as one of the important subjects as it is applicable in our everyday activities. It has been argued that mathematics is very important in life as it can be personally satisfying and empowering. Accordingly, it has been noted that the basics of life today are majorly mathematical and technological, hence when learners acquire the competency and adequacy, they significantly enhance their opportunities and options for shaping their future. It is therefore prudent that children attain mathematics competencies in their early years of education. Studies have shown that acquisition and retention of mathematics concepts and skills among children is low at various levels of their competencies. This necessitated a study which was conducted in Kipkelion sub-county in Kericho County with a target population of 4,140 spread in 81 public and 23 private primary schools. The purpose of the study was to find out the relationship between teachers’ use of teaching strategies to enhance teaching of mathematics and grade three pupils’ acquisition of early mathematics competencies. The study was guided by Social Development Theory by Lev Vgyotsky. The study adopted a correlation research design and mixed research method approach. Stratified random and simple random sampling techniques were used to select the sample for the study. Data was collected using questionnaires, observation schedules and pupils’ mathematics competency checklists. The data was analyzed quantitatively and qualitatively using tables and texts. Results revealed that there was a significant relationship between use of teaching strategies and pupils’ acquisition of early mathematics competencies.

 

Article visualizations:

Hit counter

DOI

Keywords


teaching strategies, mathematics competencies, numeracy skills, mathematics teaching

Full Text:

PDF

References


Alexander, R. (2000). Culture and pedagogy: International comparisons in primary education. London, UK: Blackwell.

Allan, J. (2011). Responsibly Competent: teaching, ethics and diversity. Policy Futures in Education, 9(1), 130-137.

Arends, F., Winnaar, L., & Mosimege, M. (2017). Teacher classroom practices and Mathematics performance in South African schools: A reflection on TIMSS 2011. . South African Journal of Education., 37(3), 1-11.

Aronson, E. (2000). Jigsaw Classroom. Retrieved from http://www.jigsaw.org/index.html.

Bautista, A., Cañadas, M. C., Brizuela, M. B., & Schliemann, A. D. (2015). Examining how teachers use graphs to teach mathematics in a professional development program. Journal of Education and Training Studies, 3(2), 91-106.

Bruner, J. S. (1961). The act of discovery. Harvard Educational Review, 31, 21-32.

Clarke, P. (2001). Teaching and learning: the culture of pedagogy. New Delhi, India: Sage Publications. New Delhi: Sage Publication.

Gates, P. (2003). Issues in Mathematics Teaching. New York.: CRC Press: Taylor and Francis Group.

Gay, L. R., Mills, G. E; Airasian, P. (2012). Educational Research: Competencies for Analysis and application (10th ed.). New Jersey: Pearson.

Graf, E. A. (2009). Defining mathematics competency in the serviced of cognitively based assessment for grades 6 through 8. Research report. Princeton, New Jersey. New Jersey.: Princeton.

ICAS. (2013). Statement on Competencies in mathematics expected of entering College Students. Statement on competency of mathematics. Intersegmental Committee of the Academic Senates of the California Community Colleges.

IPSB. (2002). Standards for teachers of mathematics. Retrieved from http://www.doe.state.in.us/dps/standards/MathematicsContStds.html.

Kandie, F. J., Begi, N., & Kangethe, G. W. (2014). Relationship between lower primary school teachers’ mathematics self-efficacy and their pupils’ performance in mathematics. Master's Thesis, Kenyatta University, Nairobi.

KICD. (2017). Lower Primary Level Designs. Nairobi: Kenya Institute of Curriculum Development.

Kioko, B. M. (2015). Influence of learner classroom activities on mathematics competency among preschool children in Lower Yatta sub county, Kenya. Unpublished Thesis, Nairobi.

Mondoh, H. O. (2005). Methods of Teaching Mathematics: A Handbook for Teachers and Students. Njoro.: Egerton University Press.

Moore, N. D. (2012). Alternative Strategies for Teaching Mathematics. Master's Thesis, The College of Brockport. America.

Mwololo, M. U. (2017). Strategies for enhancing performance in mathematics for learners with hearing impairment in primary schools. A case of Makongo School for the deaf Makueni County, Kenya. Masters of education thesis, Kenyatta University, Nairobi.

NCTM. (2003). Principles and Standards for School Management. Retrieved from https://www.nctm.org/standards/.

OECD. (2005). The definition and selection of key competencies. Retrieved from www.oecd.org/edu/statistics/deseco.www.deseco.admin.ch.

Owegi, L. L. (2016). Relationship between teachers' use of learning materials teaching strategies and pre-school children's performance in Mathematics in Nairobi County, Kenya. Master's Thesis, Kenyatta University, Nairobi.

Salau, M. (2000). Options in sustaining mathematics as the language science and technology in the 21st century. Annual Conference of Mathematics Association of Nigeria (MAN).

Sarama, J., & Clement, D. H. (2009). Early Childhood Mathematics Education Research: Learning Trajectories for Young Children. New York: Routledge.

Schleicher, A. (2013). Lessons from PISA outcomes in OECD Observer. OECD Observer.

Tate, M. L., & Phillips, W. G. (2010). Science Worksheets Don't Grow Dendrites: 20 Instructional Strategies That Engage the Brain. New Zealand: Corwin Press.

Uwezo (2010). Kenya. Are our Children Learning? Annual Learning Assessment Report.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, Mass: Harvard University Press.

Wells, G. & Claxton, G. (2002). Learning for life in the 21st century: Sociocultural perspectives on the future of education. Blackwell Publishing ltd.

Westwood, P. S. (2004). Learning and learning difficulties: A handbook for teachers. Camberwell, VIC: Australian Council for Educational Research.

Zhou, Z., Peverly, S. & Lin. J. (2005). Understanding early mathematical competencies. School Psychology International, 26(4), 413-427.




DOI: http://dx.doi.org/10.46827/ejes.v7i6.3137

Refbacks

  • There are currently no refbacks.


Copyright (c) 2020 Joseph Kipkorir Rono, Teresa Mwoma, Nyakwara Begi

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2023. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).