Features of Problem Based Learning Lesson Plan That Fits into the Realities in the Teaching and Learning of Mathematics for Pre-service Teachers in Ghana

Abstract

The traditional method of teaching Mathematics has been criticised by researchers as learner passive paving the way for Problem Based Learning (PBL) strategy into the teacher education curriculum in Ghana. This development has aroused concerns about the effectiveness of lesson plans designed for teaching using the traditional method. Consequently, the introduction of a PBL lesson plan that is learner-centred, interactive, and involves the cooperation of learners in small group activities has become indispensable. The study seeks to determine the features of the PBL lesson plan that fits into the realities in the teaching and learning of Mathematics for pre-service teachers at the colleges of education in Ghana. The methodology employed in this study involved a literature review of a traditional lesson plan for pre-service teachers in Ghana alongside a proposed PBL lesson plan for pre-service teachers through a qualitative analysis before the enactment of the instructional process. The result and discussions of the two lesson plans placed the PBL lesson plan as a more constructive and a deeper reflection of the three domains of learning (cognitive, affective, and psychomotor) which are crucial in stating instructional objectives and for teaching Mathematics. The paper recommended that the PBL strategy should be integrated into the teacher education curriculum in Ghana since its features better fit into the realities in Mathematics education in Ghana.