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Main Article Content
Cultural influences on Ghanaian primary school pupils’ conceptions in measurement and division of fractions
Abstract
This paper reports on a study which investigated how pupils’ notions of measuring and sharing in out-of-school setting reflect their conceptions and practices in school. Two focus group interviews were carried out with 16 primary school pupils, eight each from grade 4 and grade 6 in two average achieving schools (one each from rural and urban schools) in Ghana. Qualitative analysis of pupils’ activities on measuring and division of mixed/decimal fractions showed evidence of cultural influences on the participants’ conceptions and practices in the measurement of capacity and division of a mixed/decimal fraction by a whole number in the real-life situation. It did not appeal to grade four pupils to share/divide a half of an object. Findings from the study appear to confirm the local aspect of mathematical knowledge and recommend the need to help pupils to draw on and integrate every day and school mathematical knowledge in the teaching and learning situation.
