Developing modelling competencies in pre-service mathematics teachers through reflective thinking skills

Abstract

Background: Ghana’s commitment to quality education has been reflected in its goal of providing equal access to high-quality education, leading to the reforms of the New Common Core Mathematics Curriculum for Basic Schools. The study explored the integration of mathematical modelling using reflective thinking skills, which are not currently core competencies in Ghanaian basic school curriculum.

Aim: The study examined the modelling proficiency of pre-service mathematics teachers by assessing their reflective thinking abilities in a modelling laboratory context.

Setting: The study focussed on pre-service mathematics teachers from two education colleges in Ghana.

Methods: Using purposive sampling to select participants, a quasi-experimental design with pre- and post-test interventions was employed. Data were analysed through content and inferential analysis, supplemented by interviews.

Findings: The findings indicated that the comparison group lacked prior knowledge of modelling problems and struggled with comprehension tasks. In contrast, the experimental group successfully translated real-world problems into mathematical models.

Conclusion: Providing pre-service mathematics teachers access to a modelling laboratory and modelling-eliciting activities was essential for developing future modellers. This approach would enhance their effectiveness in teaching foundational mathematics in Ghanaian education.

Contribution: This study advocated for re-orienting the mathematics curriculum at both Basic schools and Colleges of Education in Ghana to include mathematical modelling and reflective thinking skills as core components.