Mastery of Basic Mathematical Concepts Among Secondary School Teachers and Students in Mbeya Region, Tanzania

Masebo, Agrey (2008) Mastery of Basic Mathematical Concepts Among Secondary School Teachers and Students in Mbeya Region, Tanzania. Masters thesis, The Open University of Tanzania.

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Abstract

Mastery of mathematics concepts is indispensable in the process of learning mathematics and application in daily life. The teachers’ and students’ mastery of basic mathematical concepts becomes questionable if there are reports on the perpetuation of poor and pathetic mathematics performance in Tanzania. This study was conducted with the main objective of identifying the mastery of basic mathematical concepts of integers, algebra, fractions, and decimals among secondary school teachers and students in Mbeya region of Tanzania. The study employed quantitative research approach and evaluative research design. A special designed test for testing the mastery of basic mathematical concepts from the four topics namely fraction, integers, algebra and ratios was administered to both category of respondents. The test was moderated and tested for its validity and reliability by expert mathematics teachers. Twenty four (24) teachers and 120 students from the three secondary schools in Mbeya region participated in the study and the questionnaires were also used to collect data from teachers and students. The main findings of this study showed that:- teachers mastered well the basic concept contrary to their students who showed poor mastery of the basic mathematical concepts. Also the findings of this study indicated that teachers and students differed most in the mastery of algebraic concepts followed by integers. The results revealed further that, teachers perceived algebra as most difficult mathematical concepts to teach followed by integers. Lastly, it was found that students perceived integers as most difficult mathematical area to learn followed by algebraic concepts. This study then recommends that teachers still needed support in the pedagogical knowledge rather than in the content knowledge. Mathematics syllabus should emphasize mastery of mathematical concepts as part of the content to be learned as well as locating adequate time for coverage of topics.

Item Type: Thesis (Masters)
Subjects: 300 Social Sciences > 370 Education
Divisions: Faculty of Education > Department of Policy Planning and Administration
Depositing User: Mr. Administrator OUT
Date Deposited: 22 Nov 2019 07:35
Last Modified: 22 Nov 2019 07:35
URI: http://repository.out.ac.tz/id/eprint/2305

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