Teachers’ Mathematical Knowledge for Teaching and Its Influence on Learners' Ability to Solve Word Problems in Secondary Schools, Nakuru County, Kenya
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Date
2024-11
Authors
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Publisher
Kenyatta University
Abstract
Despite efforts, interventions, and studies across the world, learners’ performance in Mathematics examinations is still below the expected standard. This has increased a concern surrounding the influence of teachers’ mathematical grasp for teaching on the learners’ ability to solving problems in Mathematics. The bourne of the study was investigating the influence of Teachers’ Mathematical Knowledge for Teaching (TMKT) on ability of learners in solving word problems in Naivasha sub-County, Nakuru County, Kenya. The study’s objectives are: 1) to determine the influence of the level of TMKT on learners’ ability to solve word problems; 2) to establish the influence of teacher-learner classroom interaction in teaching word problems; and 3) to establish the relationship between learners’ reading comprehension and arithmetic skills in solving word problems. The study was guided by two theoretical frameworks: the Mathematics Teachers Specialised Knowledge (MTSK) model and social constructivism theory. The study was underpinned by both quantitative and qualitative research approaches, as well as descriptive and correlational designs. The target population for the study included 65 Mathematics Heads of Department (MHOD), 65 Mathematics teachers, and 2,733 female and 2,450 male learners in Form two (2). Using stratified random sampling approaches, the study chose the gender of Form two (2) students, the categories of schools, and the mathematics teachers and department heads. The class level was chosen with the use of purposive sampling techniques. The necessary data was gathered with the assistance of a sample of 358 participants, which included 10 Mathematics teachers, 10 MHOD, and 338 form two (2) learners. This study’s data collection tools were questionnaires, interviews, classroom observation checklists, Text Comprehension Skills Test (TCST), and Arithmetic Skills Test (AST). Worksheets from learners were chosen at random and distributed to each teacher in order to assess their TMKT. This allowed the teachers to see learners’ mistakes and provide the appropriate steps and answers in accordance with the provided marking scheme. Descriptive and inferential statistics were used to analyse the data and produce frequency counts and tables. Relationships in the research were found using the Pearson product-moment correlation coefficient. The qualitative data was analysed using transcriptions. The findings demonstrated that the ability of learners to solve word problems is significantly influenced by TMKT. Learners’ arithmetic skills and reading comprehension were shown to be somewhat positively correlated. Mathematics educators, policymakers, researchers, and all academicians are likely to find value in the study’s findings.
Description
A Research Thesis Submitted in Fulfilment of the Degree of Master of Education (Mathematics Education) in the School of Education and Lifelong Learning,
Kenyatta University, November 2024.
Supervisor
1. Florence K. Nyamu
2. Michael M. Waititu