Games in the mathematics curriculum: Some conceptions and experiences of teachers in the Upper West Region of Ghana

Abstract

The study investigated primary school teachers’ experiences with games as curriculum resources for teaching mathematics in Ghana. In the study, 156 certificated primary school teachers in the Upper West Region of Ghana in both rural and urban settings were surveyed. Using a questionnaire consisting of 29 closed and open-type questions and in-depth informal conversation interviews (IDICIs), participants’ quantitative and qualitative responses on their experiences with games in school were explored. Descriptive statistical analysis was applied to the quantitative data
while narrative analysis was applied to qualitative responses. The study showed that teachersappear to have rich personal experiences with games but minimal educational experiences (beyond primary) and practical experiences with cultural games. As a result, teachers have not made the
link between indigenous mathematics as expressed in the philosophy of the curriculum and the use of games as an expected teaching tool. The study concluded that developing craft knowledge and a vision for using cultural games in mathematics teaching requires extensive educational
opportunities for teachers to share and reflect on their experiences, their current practices, and their visions of teaching.