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I imagined a world where creativity was the masterpiece and the cornerstone of all paradigms of nature. A world where young people were the drivers of an innovative mental faculty. An environment in which all the elements and variables of nature have been exploited and can be relied on to rebuild and rejuvenate our minds of investigation. But sadly, all these dreams and imperatives have been trampled by the "harvesters" of our essential cords of life.
There is a problem! And this problem has long tracked our educational system, especially colleges and high schools.
The problem is that "students continually perform abysmal performance in mathematics. This problem is now relevant from two perspectives: one comes from students and the other from teachers.
Africa has failed and still fails because we lack competent and visionary badysts in social policy. Most of our social policy badysts are microscopic. All the major challenges that chase Africa are rooted in "our approach to problem solving". We need social policy badysts, telescopic and proactive; those who can look to the future, do an in-depth badysis and design sustainable solutions to our social problems.
Mathematics incorporates three main teaching activities; Mathematical exercises, identification and badysis of mathematical problems and mathematical surveys. These three activities are interconnected, interdependent and interdependent. therefore, dismissing one of them can result in a very destructive pathology in student performance.
But in reality, most teachers focus primarily on mathematical exercises, which are the visible part of the iceberg. leaving both key activities intact. Ideally, most questions from B.E.C.E and W.A.S.C.E focus on the identification and badysis of mathematical problems and mathematical investigation. Therefore, since students learn mainly mathematical exercises, failure and abysmal performance are the predictable result.
The only solution to this relevant problem is to modify our mathematical teaching approach and methodology. And this requires stakeholder consultation and collective action. In addition, our curriculum needs to be strengthened to effectively integrate appropriate teaching and learning materials into our teaching methodologies and activities.
Author:
Theophilus Quaicoe
+233501543858
[email protected]
Warning: "The views / contents expressed in this article only imply that the responsibility of the authors) and do not necessarily reflect those of modern Ghana. Modern Ghana can not be held responsible for inaccurate or incorrect statements contained in this article. "
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