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Main Article Content
Early Number Competencies of Children at the Start of Formal Education
Abstract
In Ghana, like many other countries, mathematics is compulsory throughout the preuniversity period of education. However, a good proportion of pupils and students at
basic secondary levels of education find the subject very difficult, while at the same
time, those who profess not to be good in it take pleasure in doing so. The teaching and
learning of mathematics have therefore been the concern of mathematics educators,
teachers, parents and indeed all those who manage education. Addition and subtraction
occupy a central position in the Primary Mathematics Curriculum in Ghana. The
question then is: do pupils come to formal school without sufficient knowledge in
counting and strategies for solving addition and subtraction problems? The focus of this
study was to investigate pupils' counting strategies and how these influenced their
procedures for solving addition and subtraction tasks at the start of formal school. A
qualitative case study approach was adopted for the collection of data form BS1 pupils of
two primary schools in Winneba. These pupils were just beginning their formal basic
education in September. Findings from the two-site case study evidence were analysed
for their significance. The results of the study suggest that pupils possess varied abilities
and competencies in counting when they start formal school. The findings also revealed
that pupils have and demonstrate a fair knowledge of addition and subtraction concepts.
Another issue that came to light was the impact the socio-economic background of the
home has on pupils' early number competence. Summary and conclusions of the study
were based on the evidence of these findings.
African Journal of Educational Studies in Mathematics and Sciences Vol. 3 2005: pp. 21-29
