Abstract
History of mathematics (HOM) was incorporated into peer teaching during lesson study as a strategy to augment the mathematics self-efficacy of female pre-service teachers in Ghana. An overview of studies on methodological approaches of integrating the history of mathematics into the teaching and learning process was presented. Mathematics Self-efficacy Scale and Grade Descriptor Grid were used to assess 12 female pre-service teachers' confidence level and performance respectively during lesson study. Results revealed that pre-service teachers exhibited a moderate self-efficacy level as well as moderately good performance in lesson instruction. A web-based questionnaire item responded by participants revealed that integrating HOM into lessons has the potential to improve teachers' self-efficacy. The impact of the study included: change of pre-service teachers' perception about teaching mathematics, a positive attitude towards mathematics, broadened conceptual knowledge and exposure to the multiplicity of problem-solving approaches. It was recommended that innovative pedagogical strategies should be adopted to enhance females' self-efficacy towards teaching mathematics. Also, teachers need to participate in lesson study as a professional collaboration which can improve their pedagogical knowledge. Further studies should investigate the relationship between prospective female teachers' self-efficacy and their mathematics achievement.
Highlights
The enrolment of females to teach mathematics in a teacher education program in Ghana has been on the decline for the past three decades and this has attracted the attention of many researchers
The nation needs an education system staffed with females who can promote creativity, critical thinking and problem-solving skills which are essential pre-requisites to excel in a 21st-century economy
This study aimed at developing female pre-service teachers’ self-efficacy in mathematics during a lesson study where History of Mathematics (HOM) was incorporated in lesson instructional designs and teaching
Summary
The enrolment of females to teach mathematics in a teacher education program in Ghana has been on the decline for the past three decades and this has attracted the attention of many researchers. Education researchers have dedicated much effort to aid in developing a meaningful curriculum that will foster the participation of more females This is because about 73% of practicing teachers at the basic schools in Ghana are females but less than 40% teach mathematics and science (Yarkwah, 2020). The nation needs an education system staffed with females who can promote creativity, critical thinking and problem-solving skills which are essential pre-requisites to excel in a 21st-century economy. In keeping this vision, Ghana’s education landscape has undergone a set of ambitious and wide-ranging reforms, including the teacher education sector. The teacher education reforms are designed to ensure that the country’s pre-tertiary classrooms are staffed with well-trained, skilled, inspirational and motivated teachers
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