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Student Discourse, an Effective Way of Learning Mathematics: Case Study in Bongo Senior High School

Received: 21 April 2019     Accepted: 5 June 2019     Published: 19 June 2019
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Abstract

Mathematics is seen by many students at all levels of education as a very difficult subject to understand and to study. This has made a lot of students to dislike Mathematics as a subject and so perform poorly in the course. The purpose of the research was to improve positively the attitude of Bongo Senior High School Home Science Form One students towards Mathematics and create a platform for students to communicate and share their ideas among themselves, to enable them understand concepts of Mathematics. This was made possible by introducing students’ discourse in the learning of Mathematics. The research revealed that, most students are able to learn Mathematics very well when they interact with their peers, indicating that one good way of leaning Mathematics is through students’ discourse.

Published in International Journal of Secondary Education (Volume 7, Issue 2)
DOI 10.11648/j.ijsedu.20190702.13
Page(s) 37-43
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2019. Published by Science Publishing Group

Keywords

Student Discourse, Bongo Senior High School, Curriculum Assessment, Home Science, Pre – Project Survey, Post – Project Survey

References
[1] Garofalo, J. (1989). Beliefs and their influence on mathematical performance. The Mathematics Teacher, 82 (7), 502-505.
[2] Schoenfeld, A. H. (1985). Mathematical Problem Solving. Orlando, FL: Academic Press.
[3] Butty, J. (2001). Teacher instruction, student attitudes, and mathematics performance among 10th and 12th grade Black and Hispanic students. Journal of Negro Education, 19-37.
[4] Kennedy, L., & Tipps, S. (1994). Guiding children's learning of mathematics. California: Wadsworth.
[5] Whicker, Kristina, Linda, B., & Nunnery, J. A. (1997). Cooperative learning in the secondary mathematics classroom. Journal of Education Research, 91 (1), 42-48.
[6] Petit, M., & Zawojewski, J. (2010). Formative assessment in elementary school mathematics classrooms. In D. Lambdin (Ed.), Teaching and learning mathematics: Translating research for elementary school teachers (pp. 73-79). Reston, VA: National Council of the Teachers of Mathematics.
[7] Jacobs, G. M., Power, M. A., & Inn, L. W. (2002). The teacher's sourcebook for cooperative learning: practical techniques, basic principles, and frequently asked questions. Corwin Press.
[8] Baxter, M. M. (2004). Self-Authorship as the common Goal of the 21st-century education. In M. M. Baxter, & P. M. King (Eds.), In Learning Partnerships: Theory and Models of Practice to Educate for Self-Authorship (pp. 1-36). Sterling VA: Stylus.
[9] Anderson, J. R., Reder, L. M., & Simon, H. A. (1996). Situated learning and education. Educational Researcher, 25 (4), 5-11.
[10] Black, P. J., Lee, C., Harrison, C., & Marshall, B. (2004). Working Inside the Black Box: Assessment for Learning in the Classroom. Phi Delta Kpappan, 86 (1), 8-21.
[11] Anderson, W. L., Mitchell, S. M., & Osgoodh, M. P. (2005). Comparison of student performance in cooperative learning and traditional lecture-based biochemistry classes. Biochemistry and Molecular Biology Education, 33 (6), 387-393.
[12] Dylan William. (2014). Formative assessment and contigency in the regulation of learning process. Toward a Theory of Classroom Assessment as the Regualation of Learning. Philadephia PA: American Educational Research Association.
[13] Leahy, S., Lyon, C., Thompson, M., & William, D. (2005). Classroom assessment: minute-by-minute and day-by-day. Educational Leadership, 63 (3), 18-24.
[14] Walmsley, A. L., & Muniz, J. (2003). Cooperative learning and its effects in a high school Geometry classroom. Mathematics Teacher, 96 (2).
[15] Gillies, R. M. (2004). The effects of cooperative learning on junior high school students during small group learning. Learning and Instruction, 14 (2), 197-213.
[16] Walmsley, A. L. (2003). Cooperative learning and its effects in a high school geometry classroom. Mathematics Teacher, 96 (2), 112-116.
[17] Johnson, D. W., & Johnson, R. T. (1999). Learning together and alone: cooperative, competitive, and individualistic learning. Boston: Allyn & Bacon.
Cite This Article
  • APA Style

    Isaac Azure, Louis Doabil. (2019). Student Discourse, an Effective Way of Learning Mathematics: Case Study in Bongo Senior High School. International Journal of Secondary Education, 7(2), 37-43. https://doi.org/10.11648/j.ijsedu.20190702.13

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    ACS Style

    Isaac Azure; Louis Doabil. Student Discourse, an Effective Way of Learning Mathematics: Case Study in Bongo Senior High School. Int. J. Second. Educ. 2019, 7(2), 37-43. doi: 10.11648/j.ijsedu.20190702.13

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    AMA Style

    Isaac Azure, Louis Doabil. Student Discourse, an Effective Way of Learning Mathematics: Case Study in Bongo Senior High School. Int J Second Educ. 2019;7(2):37-43. doi: 10.11648/j.ijsedu.20190702.13

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  • @article{10.11648/j.ijsedu.20190702.13,
      author = {Isaac Azure and Louis Doabil},
      title = {Student Discourse, an Effective Way of Learning Mathematics: Case Study in Bongo Senior High School},
      journal = {International Journal of Secondary Education},
      volume = {7},
      number = {2},
      pages = {37-43},
      doi = {10.11648/j.ijsedu.20190702.13},
      url = {https://doi.org/10.11648/j.ijsedu.20190702.13},
      eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijsedu.20190702.13},
      abstract = {Mathematics is seen by many students at all levels of education as a very difficult subject to understand and to study. This has made a lot of students to dislike Mathematics as a subject and so perform poorly in the course. The purpose of the research was to improve positively the attitude of Bongo Senior High School Home Science Form One students towards Mathematics and create a platform for students to communicate and share their ideas among themselves, to enable them understand concepts of Mathematics. This was made possible by introducing students’ discourse in the learning of Mathematics. The research revealed that, most students are able to learn Mathematics very well when they interact with their peers, indicating that one good way of leaning Mathematics is through students’ discourse.},
     year = {2019}
    }
    

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    AB  - Mathematics is seen by many students at all levels of education as a very difficult subject to understand and to study. This has made a lot of students to dislike Mathematics as a subject and so perform poorly in the course. The purpose of the research was to improve positively the attitude of Bongo Senior High School Home Science Form One students towards Mathematics and create a platform for students to communicate and share their ideas among themselves, to enable them understand concepts of Mathematics. This was made possible by introducing students’ discourse in the learning of Mathematics. The research revealed that, most students are able to learn Mathematics very well when they interact with their peers, indicating that one good way of leaning Mathematics is through students’ discourse.
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Author Information
  • Department of Basic Education, Regentropfen College of Applied Sciences, Bolgatanga, Ghana

  • Ghana Institute of Management & Public Administration, Business School, Achimota, Accra, Ghana

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