This course exposes students to curricula issues specific to mathematics at levels at which they are teaching (P1-P6 and JHS). Students will be taken through the philosophy underpinning the Ghanaian basic school mathematics curriculum. Also covered in this course are the general and specific objectives, and issues relating to sequencing and progression of topics. Conceptual structure of difficult topics such as fractions will also be discussed. The course will also expose students to the local aspects of mathematical knowledge. Students will be exposed to Bishop (1988) and D’ Ambrosio’s (1985) distinction between local/everyday mathematical practices and representations (m) and academic/school mathematical practices and representations (M), and their implications for mathematics pedagogy. Finally, students’ transitions between contexts of mathematical practices and their implications for mathematics pedagogy will be explored. The approaches that would be used in the delivery of this course would prepare trainees to ensure the learning progress of all students by projecting gender roles and issues relating to equity and inclusivity.

This is the link to unit 1 assignment: lms.komendacollege.edu.gh/assignment/unit-1-assignment/