International Journal of Research and Innovation in Social Science (IJRISS) | Volume IV, Issue VI, June 2020 | ISSN 2454–6186

Using an Improvised Game Board to Solve Algebraic Expressions: A Case of a Ghanaian Basic School

Samuel Amoh Gyampoh^1*, Nelson Opoku-Mensah², Grace Sefah^3
1,2Mathematics/ICT Department, St. Monica’s College of Education, Mampong-Ashanti, Ghana
³St. Monica’s College of Education, Mampong – Ashanti, Ghana
*Corresponding Author

Abstract: – The research which is conducted for pupils of Kyiremfaso Anglican Primary six (6) is an action research and aimed at helping the pupils in adding algebraic expressions using an improvised game board. The population consisted of 34 pupils from basic six, of which thirteen (13) were girls and the remaining 21 were boys but only 20 pupils were selected and used as the target group through simple random sampling technique. Efforts were made by the researcher to find the interventions to the problem identified. Based on the objectives stated, the researcher observed and tested the pupils in order to be certain about the true picture of the problem of the pupils’ inability to add algebraic expressions. In analyzing the data, percentage tables were used. After careful analysis of the data obtained, the results revealed some of the causes of the pupils’ inability to add algebraic expressions. Despite the fact that the intervention assisted to solve all the problems, it is suggested that teachers should try as much as possible to use adequate teaching and learning materials in teaching. Also, the use of local language to explain certain aspects should be encouraged. Finally, the researchers recommend that, there should be the need for teachers to attend in-service training and workshops to update themselves in the new system of teaching.

Keywords: Improvised, Game board, Algebraic Expressions, Logical, Mathematic Curriculum.

I. INTRODUCTION

1.1: Background to the Study

There is an increasing and continuous demand for good scientist and technicians all over the world. This has created the need for greater and quicker development of science and technical education. People who wish to keep in touch with development need a wider knowledge of mathematics, which has become the bedrock of scientific advancement.

In response to the fast changes in the society, Ghana has developed and maintained a compulsory mathematics curriculum for all levels of education, starting from basic school to tertiary institution to pave way for pupils to acquire relevant mathematical idea needed for technological development of the country. It is not easy to give one simple straight forward answer to what mathematics is.

The history of mathematic offers interesting information about the development of mathematical knowledge within a culture and across different cultures (Radford, 1997).