APPROACHES AND CHALLENGES IN TEACHING FRACTIONS: THE VOICES OF PRIMARY SCHOOL MATHEMATICS TEACHERS IN INCLUSIVE CLASSROOMS
DOI:
https://doi.org/10.64712/imjre.v3i1.584Keywords:
challenges, Effutu, fractions, inclusive schools, strategiesAbstract
Fractions are cited as one of the challenging concepts in school mathematics for both pupils and teachers. Against this background, this study explored Ghanaian primary school teachers’ approaches and challenges of teaching fractions in pilot-inclusive schools within the Effutu Municipality of the Central Region, Ghana. In doing this, the study employed the phenomenological case study to find out the approaches these teachers employ in their teaching while highlighting the challenges that come with it. Using an in-depth conversational interview, ten (10) certificated teachers were purposively sampled to share their experiences and challenges of teaching fractions. Thematic data analysis was applied to the qualitative data from the interviews. Findings indicated that teachers use a variety of strategies, including question and answer, class discussion, demonstrations, paper aids, board illustrations, and real-life context when teaching fractions in inclusive settings. However, challenges are encountered in spelling pluralised fraction names and ensuring equal object partitioning. The study recommended additional support systems, including adequate special education resource teachers, instructional materials, training sessions, and targeted professional learning community (PLC) programmes for teachers in these inclusive classrooms.References
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