High School Teachers' Mathematical Knowledge Base for Effective Instruction in Ghana: A Systematic Review

This systematic review examines the state of high school teachers' mathematical knowledge base for effective instruction in Ghana. The review encompasses studies conducted between 2014 and the present. The objective is to provide a comprehensive analysis of the current status, strengths, weaknesses, and factors influencing teachers' mathematical knowledge. The review also explores the implications of teachers' mathematical knowledge on instructional practices and student learning outcomes. The study reveals that while some teachers in Ghana possess a strong mathematical knowledge base, there are challenges in developing and maintaining this knowledge. Limited access to professional development opportunities, time constraints, and lack of resources are key obstacles. The review emphasizes the importance of pre-service teacher education programs, ongoing professional development, supportive networks, and curriculum design in enhancing teachers' mathematical knowledge. Recommendations include strengthening pre-service education, providing professional development opportunities, and creating supportive networks. The findings underscore the critical role of teachers' mathematical knowledge in effective mathematics instruction and call for further research and investment in teacher professional development to improve mathematics education in high schools. Keywords: mathematical knowledge, high school teachers, effective instruction, Ghana, systematic review, pre-service teacher education, professional development, curriculum design, knowledge sharin

Exploring Pre-Service Teachers' Knowledge and Perceptions of Euclidean Geometry Concepts

The purpose of the study was to explore pre-service teachers' knowledge and perceptions towards Euclidean Geometry concepts. A questionnaire was used to gather information from 125 pre-service teachers in Ghana's Volta Region using a quantitative approach within a positivist paradigm. Descriptive statistics were used in the analyses after the data were coded and entered into the Statistical Package for Service Solutions (SPSS) version 20. The results showed that the participants' knowledge levels varied, with some demonstrating a solid understanding and others showing misconceptions and gaps. The study also identified specific conceptual difficulties, such as comprehending criteria for triangle congruence and identifying corresponding parts of congruent triangles that pre-service teachers encounter in Euclidean Geometry. Furthermore, the study explored pre-service teachers' perspectives on Euclidean Geometry, highlighting their opinions on the subject’s difficulty, interest, relevance, and problems. The result highlights the importance of targeted instructional interventions and curriculum development in addressing these knowledge gaps and misconceptions. The recommendations include incorporating targeted instruction, interactive strategies, and technology integration in teacher education programs to improve pre-service teachers' understanding and pedagogical skills in Euclidean Geometry. Keywords:Pre-service teachers, Euclidean Geometry, knowledge, perceptions, conceptual difficulties, APOS theory DOI: 10.7176/JEP/14-18-03 Publication date:June 30th 202