Volume 7, Issue 2, June 2019, Page: 37-43
Student Discourse, an Effective Way of Learning Mathematics: Case Study in Bongo Senior High School
Isaac Azure, Department of Basic Education, Regentropfen College of Applied Sciences, Bolgatanga, Ghana
Louis Doabil, Ghana Institute of Management & Public Administration, Business School, Achimota, Accra, Ghana
Received: Apr. 21, 2019;       Accepted: Jun. 5, 2019;       Published: Jun. 19, 2019
DOI: 10.11648/j.ijsedu.20190702.13      View  116      Downloads  27
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.
Keywords
Student Discourse, Bongo Senior High School, Curriculum Assessment, Home Science, Pre – Project Survey, Post – Project Survey
To cite this article
Isaac Azure, Louis Doabil, Student Discourse, an Effective Way of Learning Mathematics: Case Study in Bongo Senior High School, International Journal of Secondary Education. Vol. 7, No. 2, 2019, pp. 37-43. doi: 10.11648/j.ijsedu.20190702.13
Copyright
Copyright © 2019 Authors retain the copyright of this article.
This article is an open access article distributed under the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/) which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
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