Co-Creation: The Paradigm Shift in Teaching and Learning Problem-Solving in Basic Mathematics

• In Event: Highlighted Session: Foundational Numeracy in Sub-Saharan Africa: Research on improving teaching and learning in primary school

Proposal

The importance of teacher-researcher partnerships in improving pupils’ learning has been documented. The current study adopts the core objective of co-creation in mathematics competence development and the design and integration of low-cost instructional materials in harnessing mathematics teaching and learning in schools. Eighteen Grades 1-3 teachers from six schools in Ghana participated in the study, and data were collected using interviews and observation. The co-reaction activities enabled the teachers to develop context-specific lesson plans through effective engagement with their colleagues from different schools. Analysis of observation data shows that most teachers tailor their lessons to the needs of their pupils and use appropriate instructional resources to facilitate the teaching and learning process. Pupils’ engagement is a critical component of the teaching and learning process, and it is worth noting that the results show that all the teachers made conscious efforts to engage pupils in the process. The use of the instructional resources helped in engaging the pupils. This indicates that if opportunities are created for mathematics teachers to co-create instructional materials and lesson plans, it can help them effectively implement problem-solving and mathematics lessons in general so pupils can better comprehend. This calls for forming communities of practice among teachers to collaborate and professionally develop themselves through co-creating lesson plans and instructional resources.

Author

• Ernest Ampadu, KTH- The Royal Institute of technology