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.
Highlights
In Ghana, the Free compulsory Universal Basic Education (FCUBE) policy and the curriculum showcase that “all students can learn mathematics and that all need to learn mathematics” [1], this has enhanced enrolment of children with different upbringings, learning abilities, cultures, and learning styles in the mathematics classroom today
One hypothetical lens that led the modification of the recent mathematics curriculum to feed for variety in learning is constructivism
There was remarkable improvement with use of Cuisenaire rod and paper folding in the ability of the pupils to add unlike fractions correctly after going through the practical activities of the intervention
Summary
In Ghana, the Free compulsory Universal Basic Education (FCUBE) policy and the curriculum showcase that “all students can learn mathematics and that all need to learn mathematics” [1], this has enhanced enrolment of children with different upbringings, learning abilities, cultures, and learning styles in the mathematics classroom today. The use of CRA teaching material is a showcase practice for pupils with learning difficulties that increase theoretical and practical knowledge in a diversity of mathematics areas, including fractions [16, 17, 9]. This study intends to improvise Cuisenaire rods and paper folding to involve the pupils more in the teaching and learning of addition of unlike fractions, since the most mathematics teachers taught mathematics abstractly. Cuisenaire rods are the best teaching and learning materials that will motivate pupils to add fractions with different denominators [24]. He said that, children admire colours and will like to use Cuisenaire rods to add unlike fractions. Jagri Bagyepu Bernard et al.: Assisting JHS Form One Pupil’s to Add Unlike Fraction Using Cuisenaire
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