1Peter Kwasi Sarpong | 2 Vivian Maanu | 3Emmanuel Appoh Andam
1S.D. A College of Education, Agona – Ashanti Region, Ghana.
2Akrokerri College of Education, Akrokerri, Ashanti Region, Ghana.
3School of Education, Christ Apostolic University College, Kwadaso, Kumasi, Ghana
Abstract
This study sought to use the Constructivist Approach of teaching to enhance and improve students’ competence and understanding in solving mathematical problems. Mathematics has been an intimidating subject for many people, particularly in the area of mathematical problems. This research study was action research which involved a sample of forty (40) students of S.D.A. College of Education, Agona – Ashanti, selected purposely for the study. Prior to the study, it was observed that the students were not able to understand and solve mathematical problems due to the teaching strategy (traditional) previously used in teaching them and it took the lecture – form of teaching. The intervention strategies conducted involved a series activity in phases, which were carried out on the sample using the constructivist approach of teaching and learning. The pre – test and post – test scores obtained by the students were analyzed qualitatively based on the research questions that preceded the study. The inferential analysis showed that the intervention activities helped improve students’ competency in understanding and solving Mathematical problems. It was then concluded from the findings that the constructivist approach of teaching and learning employed during the intervention promoted students’ participation and improved their academic achievements.
Keywords: Constructivist approach; mathematical problems; mathematics education; problem solving strategy.
