A three-tier teaching model for teaching mathematics in context

Mathematics Education Group Research Seminar Series.

Mathematics is often positioned as being difficult for Ghanaian teachers to teach and pupils to learn. Although literature point to the educational and scientific relevance of many of the socio-cultural practices in the Ghanaian society, many mathematical concepts are taught out of context in schools. In this presentation Professor Ernest Kofi Davis will draw on Bishop’s (1988) distinction between Mathematical Enculturation and Mathematical Acculturation, Vygotsky’s (1987) distinction between Everyday and Scientific concepts, and Lancy’s (1983) stages of cognitive development to propose a three-tier teaching model for teaching Ghanaian primary school children, and those from other African countries that share similar conditions with Ghana.

Professor Ernest Kofi Davis

Professor Ernest Kofi Davis

Professor Ernest Kofi Davis holds a PhD in Mathematics Education from Monash University in Australia. He is presently an Associate Professor in Mathematics Education and the Dean of School of Educational Development and Outreach, at the College of Education Studies, University of Cape Coast.

He has taught mathematics at the various levels of education for many years. His areas of research interest include socio-cultural issues in Mathematics teaching and learning, teaching and learning of Mathematics content and internationalization of Mathematics education. He has won five awards namely Japan International Cooperation Scholarship (JICA), Monash Graduate Scholarship (MGS), Monash International Post Graduate Scholarship (MIPRS), British Academy Visiting Scholar Award to the University of Bath in England and Directorate of Research, Innovation and Consultancy in the University of Cape Coast’s Interdepartmental Research Grant. He has been engaged in a number of international research projects funded by international agencies such as Japan International Cooperation Agency (JICA), the USAID and DANIDA. He has also been engaged in a number of local research projects, with the most recent being an investigation of untrained teachers diploma in basic education trainees’ level of mastery of English, Mathematics and Science contents, a research project which was funded by the Institute of Education, University of Cape Coast in 2015.