Equity and quality mathematics education within schools: findings from TIMMS data for Ghana
OUTPUT TYPE: Journal Article
PUBLICATION YEAR: 2010
TITLE AUTHOR(S): G.Frempong
KEYWORDS: ACHIEVEMENT, GHANA, MATHEMATICS TEACHING, QUALITY ASSESSMENT, TIMSS
DEPARTMENT: Equitable Education and Economies (IED)
Print: HSRC Library: shelf number 6685
HANDLE: 20.500.11910/3929
URI: http://hdl.handle.net/20.500.11910/3929
If you would like to obtain a copy of this Research Output, please contact Hanlie Baudin at researchoutputs@hsrc.ac.za.
Abstract
In 2003, about 50 countries including Ghana participated in the Trends in International Mathematics and Science Study (TIMMS). This is the first time that Ghana has participated in an international mathematics assessment that has provided the reliable data to examine equity and the quality of mathematics education within schools in Ghana. This article is about the author's analysis that indicates that there is a significant variation among schools in their students' mathematics outcomes. The most successful students are males with highly educated parents. These students have high academic expectation. Like mathematics and are confident learning mathematics. They attend schools that are often located in towns but not in villages or remote areas. In these schools, the parents of students are highly educated and the mathematics teachers do not frequently use calculators but often provide students the opportunity to explain their mathematical ideas. These findings demonstrate that efforts to improve the quality of mathematics education and ensure equity in mathematics outcomes would require a comprehensive and holistic approach involving students, parents and teachers.-
Related Research Outputs:
- Third International Mathematics and Science Study - 2003: executive summary
- Conditions of schooling in South Africa and the effect on mathematics achievement
- TIMSS in South Africa: the value of international comparatives studies for a developing country
- Middle school students' performance in mathematics in the third international mathematics and science study: South African realities
- South Africa
- Mathematics and science achievement at South African schools in TIMSS 2003
- Uprooting bad mathematical performance: pilot study into roots of problems
- Using stimulated video-recall to identify teachers' classroom practices, perceptions and needs in implementing the mathematics curriculum at the intermediate phase
- Improving mathematics learning for the poor: are the best South African schools good enough?
- Language: a cultural capital for conceptualizing mathematics knowledge
- Can we afford to wait any longer?: pre-school children are ready to learn mathematics
- Understanding school effects in South Africa using multilevel analysis: findings from TIMSS 2011
- Learners' experiences and knowledge in indigenous activities: opportunities for the mathematics classrooms
- Spotlight on matric 2015: is our education system failing our learners?
- TIMSS 2015 Grade 5 national report: understanding mathematics achievement amongst Grade 5 learners in South Africa: nurturing green shoots
- TIMSS 2015 Grade 9 national report: understanding mathematics and achievement amongst Grade 9 learners in South Africa
- Quality education for sustainable development: are we on the right track?: evidence from the TIMSS 2015 study in South Africa
- Lucky guess?: applying Rasch measurement theory to grade 5 South African mathematics achievement data
- The contribution of South African teachers to students' sense of belonging and mathematics achievement: students' perspective from the 2015 Trends in International Mathematics and Science Study
- The gendered complexities of school mathematics achievement: girls outperforming or boys underperforming?