Supervision of Mathematics and Science Teaching in Ghana

The application of mathematics and science is evident in many human endeavours such as economics, technology, medicine and engineering. This is reflected in the importance attached to mathematics and science in the basic... [ view full abstract ]

The application of mathematics and science is evident in many human endeavours such as economics, technology, medicine and engineering. This is reflected in the importance attached to mathematics and science in the basic school curriculum in Ghana. Yet, students continue to perform poorly in both subjects in national and international examinations. Both are core subjects, which students should pass well in order to proceed to the next level of education. This means that both subjects determine, to a large extent, learning opportunities available to the Ghanaian child. Whereas students in a few schools with access to appropriate resources and teaching and learning strategies excel in these subjects, students in most schools with limited access to such resources and strategies struggle with the learning of both subjects. This situation creates inequalities in the distribution of educational resources in Ghana.

The paper describes a study to develop a model for supervising the teaching of the Ghanaian basic school mathematics and science, as part of a broader debate covering subject pedagogies in all core subjects in the Ghanaian basic education curriculum. The model draws on the strengths of mathematics and science specialist tutors in Colleges of Education in Ghana to support their non-specialist counterparts to guide student teachers in  the teaching of basic school mathematics and science.

Science and mathematics specialist teams at colleges teach their non-specialist colleagues, in a collegiate atmosphere, how to supervise mathematics and science teaching effectively during teaching practice visits.  Data collected through interviews and observation of supervision sessions by non-specialist tutors is analysed to establish the effectiveness of the peer support they have received from their specialist counterparts.  The degree to which non-specialist mathematics tutors guide student teachers on the use of appropriate resources and strategies in mathematics and science lessons determines the effectiveness of the peer support.