Using Interactive Charts in a Demonstration Lesson to Help Learners of Colleges of Education Teach Measurement of Angle Properties of Parallel Lines in Basic Schools

  • Benjamin Ayerkain Tettey Tutor, Department of Mathematics and ICT, Accra College of Education
  • Mary Acquah Tutor, Department of Mathematics and ICT, Foso College of Education, Teacher Professional Learning Coordinator, Foso College of Education
  • Ruby Jecty Tutor, Department of Mathematics and ICT, Foso College of Education, Teacher Professional Learning Coordinator, Foso College of Education
Keywords: Type your keywords here, separated by semicolons

Abstract

The main objective of the study was to examine the efficacy of using interactive charts in a demonstration lesson to equip second year learners of both Foso College of Education and Accra College of Education with practical ways of teaching aspects of mathematics to learners in their placement schools. The topic chosen for the demonstration was measuring angle properties of parallel lines. All second year mathematics major learners in both schools were used for the study. The sample was made up of 4 ladies representing11% and 32 gentlemen representing 89% in Foso College of Education and 12 girls representing 23% and 40 gentlemen representing 77% in Accra College of Education. The data was presented using descriptive statistics. The authors, meeting at a subject based workshop seemed to have the same challenges with their elective mathematics learners in their respective schools and decided to pair and work out strategies to unearth their learners’ creative potentials to teach mathematics in an interactive way. The study identified the causes of the learners’ lack of creative potentials at the pre-intervention stage which was done through observation and interview as inadequate teaching learning resources at the colleges and tutors’ continuous use of lecture method with little or no hands-on activities. 

Then the interactive charts designed by Benjamin Tettey were introduced as a suitable option to address the problem. The intervention procedure was carried out by the authors in each other’s college, that is, Miss Mary Acquah in Accra College of Education and Mr. Benjamin Ayerkain Tettey in Foso College of Education. The new pre-tertiary lesson plan template was modified and prepared by Miss Ruby Jecty, a Teacher Professional Learning Coordinator (TPLC) in Foso College of Education, who we engaged in the preparation stage, acted as a critical friend for the observation of the enactments in both colleges and a reflective practitioner who took both tutors through a professional digital reflection to discuss the strengths and areas of improvements of the enactments.    A post intervention result established that when learners are exposed to the use of interactive chart intervention activities, they became very imaginative and innovative as they can suggest other innovative ways of teaching other topics in mathematics and develop positive interest towards the teaching mathematics. The results of the study were collated by Miss Mary Acquah. Based on the pre-during and post enactment discussion with the TPLC, the recommendations were made by both tutors.  The template is used to format your paper and style the text. All margins, column widths, line spaces, and text fonts are prescribed; please do not alter them.

References

. Anderson, C. (2004). Understanding Learners Development. Retrieved from Cengage Brain.com.

. Biswas, C. (2015). The Importance of Mathematics in Everyday Life. Retrieved from Kendriya, Vidyalaya CRPF Amerigoa, Guwahati.

. Budd, C. (2003). How Mathematics Can Make You Rich and Famous. Retrieved from https//www.maths.org

. Cordary, R. (2017). Benefit of Data Visualization. Retrieved from Big Data Zone.

. Courant, R. (2001). Retrieved from Brainy Quote.Com.

. Crane, K. (2014). Telling Time is not a Math Skill. Retrieved from https//www.esgisofware.com

. Fisher, R. (2005). Teaching Learners To Think (Vol. 2nd Edition). United Kingdom: Nelson Thornes Ltd.

. Flood, C. (2016). Western Carolina University. Cullowee , North Carolina, U. S. A.

. Hunt, E. (2001). Thought; Concept Attainment. Seattle: University of Washington.

. Larbi et'al. (n.d.). The Use of Manipulatives in Mathematics Education. Fiapre: Catholic University College of Ghana.

. Lefkowitz, M. (2013). Why is Maths so Important? Mind Research Institute.

. Maldarelli, C. (2018). Honey Bees are Suprisingly Great at Math. Popular Science Magazine.

. Ministry Of Education. (2012). Mathematics Syllabus for JHS. CRDD.

. Oxford Advance Learners Dictionary. (2010). Oxford University Press.

. Stranger, E. (2007). Action Research. London: SAGE.

. Tanya, E. (2015). Journal of Neuroscience. Society of Neuroscience.

. Townsend, D. (2017). How Does Maths Improve Your Problem Solving Skills? Retrieved from www.quora.com

. Ukpata, S. (2012). Mathematics as a Tool in Human Capital Formation and Development in Nigeria. Jounal of Economics, 3.

. Waller , P. (2016). Mathematics. Virginia, Petersberg, USA: Virginia State University.

. Walsnough, A. (2011). How Learners Learn Mathematics. London: Penguin Book Ltd.

. Writtenhouse, S. (2019). How to Create Interactive Charts and Graphs on MAC Using Numbers. Retrieved from www.makeuseof.com

. Zhou, X. (2010). Mathematicalising Behavioural Finance. International Congress of Mathematicians. Hyderad, India.

Published
2020-03-20
How to Cite
Tettey, B. A., Acquah, M., & Jecty, R. (2020). Using Interactive Charts in a Demonstration Lesson to Help Learners of Colleges of Education Teach Measurement of Angle Properties of Parallel Lines in Basic Schools. International Journal of Computer (IJC), 37(1), 46-66. Retrieved from https://ijcjournal.org/index.php/InternationalJournalOfComputer/article/view/1537
Section
Articles