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Abstract
The Ministry of Education (MoE)/Ghana Education Service (GES) require all mathematics teachers to use manipulative materials to teach mathematics in Junior High Schools (JHSs) because they have the potential to demystify learning of the subject. The study was designed to examine the use of manipulative materials in teaching mathematics among junior high school teachers in the Seikwa Central Circuit of the Tain District of the Bono Region. The questionnaire was used to collect data from 15 teachers and 9 headteachers sampled from JHSs in the Seikwa Central Circuit of the Tain district. Descriptive statistical analysis was applied to the quantitative data obtained from the questionnaire. The study showed those teachers use manipulative materials in teaching mathematics in the classroom. Teachers knew the benefits of manipulative materials in learning; two factors challenged their use in the classroom: non-availability and inadequate supply of manipulative materials, and the high cost of preparing some manipulative materials. The study concluded that most JHS teachers in the circuit improvise most of the manipulative materials they use in the classroom since they are not supplied by MOE/GES, NGOs/Philanthropists, Tain district assembly, and PTA/SMC. The study recommended that stakeholders in education in the Seikwa Circuit should boost the supply of manipulative materials and organize periodic in-service training for JHS teachers on the use and development of manipulative materials for teaching mathematics. Lastly, MOE/GES should organize in-service training on the use of problem-solving in teaching mathematics.
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References
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- Municipality in the Ashanti Region of Ghana. Mphil. Thesis, Department of Basic Education of the Faculty of Education, University of Cape Coast, Ghana
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- Early Childhood, 1(1), 45-60.
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- Teaching in the middle school, 11(5), 238-242.
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- (2017) 012023
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References
Adu-Yeboah, C. (2008). Transacting the social studies programme in junior high schools in the Obuasi
Municipality in the Ashanti Region of Ghana. Mphil. Thesis, Department of Basic Education of the Faculty of Education, University of Cape Coast, Ghana
Alhassan E. (2012).Gender Access Gap: Factors affecting gender disparity in enrolment and attendance in basic
Schools in Northern Region of Ghana. PhD Thesis. Published by University of Ghana. (www.ug.edu.gh)
Awanta, E. K. (2000). Helping students overcome mathematics anxiety. Journal of the Mathematical Association of
Ghana, 12, 59-63.
Bjὂrklund, C. (2014). Less is more- mathematical manipulative in early childhood education. Early Care, 184(3)
Burns, B. A., & Hamm, E. M. (2011). A comparison of concrete and virtual manipulative using third-and four-
grade mathematics. School Science and Mathematics, 111(6), 256-261.
Brock Education Journal, (2017): Impact of Manipulative Use on Grade 2 Math Scores. Carbonneau, K. M.
Marley, S., & Selig, J. (2013). A meta-analysis of the efficacy of teaching mathematics with concrete manipulative. Journal of Educational Psychology, 105(2), 380 400.doi:10.1037/a0031084
Clements, D. H. (1999). “Concrete” manipulative, concrete ideas. Contemporary Issues in
Early Childhood, 1(1), 45-60.
Eshun, B. A. (2000). Sex-differences in attitude of students towards mathematics in secondary school. Journal of
Mathematical Association of Ghana, 12, 1-12.
Freer, D. (2006). Keeping it real: The rationale for using math manipulative in the middle grades. Mathematics
Teaching in the middle school, 11(5), 238-242.
Istiandaru et al 2017 Journal of Physics: Conference Series OR IOP Conf. Series: Journal of Physics: Conf. Series
(2017) 012023
West Africa Examination Council (2019). Chief Examiner’s Report on Basic Education Certification Examination,
Accra: Wisdom Press.