for the learning of mathematics

Ernest Kofi Davis - Vol. 37 Num. 2 (2017)
 A three-tier teaching model for teaching mathematics in context


Mathematics is often positioned as being difficult for Ghanaian teachers to teach and pupils to learn. Although literature point to the educational and scientific relevance of many of the socio-cultural practices in the Ghanaian society, many mathematical concepts are taught out of context in schools. In this paper I will draw on Bishop’s (1988) distinction between Mathematical Enculturation and Mathematical Acculturation, Vygotsky’s (1987) distinction between Everyday and Scientific concepts, and Lancy’s (1983) stages of cognitive development to propose a three-tier teaching model for teaching Ghanaian primary school children and those from other African countries that share similar conditions with Ghana.


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