Primary Mathematics Pedagogy at the Intersection of Education Reform, Policy, and Culture: Comparative Insights from Ghana, Singapore, and the US

Description

This volume provides in-depth, comparative examination of how primary mathematics education is influenced by national education reform, policy, local resources, and culture in three different countries. By drawing on first-hand observations and interviews, as well as analysis of policy documents and learning resources, the text considers the viability of transferring best practices in primary mathematics education across global contexts. Three diverse countries – Ghana, the US, and Singapore – are explored. Similarities and differences are highlighted, and the influence of national and regional initiatives relating to pedagogical strategies, teacher education, and cultural expectations are considered, to offer an insightful examination of how best practices might be shared across borders. This text will benefit researchers, academics, and postgraduate scholars with an interest in international and comparative education, mathematics, and educational policy. Those with a specialization in primary mathematics education, including pedagogy and teacher preparation, will also benefit from this book. Cover Half Title Series Page Title Page Copyright Page Dedication Table of Contents List of Tables List of Figures List of Acronyms and Abbreviations About the Authors Preface Foreword Acknowledgments Chapter 1: The Contemporary Relevance of Comparative Education in Primary Mathematics Introduction The Importance of Comparative Education in the 21st Century Classic Comparative Education Studies Defining Key Terms: Globalization, National Identity, Global Village, and Global Competency An Analysis of Existing Comparative Education Frameworks and Methodologies A Justification for Ghana, Singapore, and the US Country Profile: Ghana Country Profile: Singapore Country Profile: United States A Brief Overview: The Educational Systems of Ghana, Singapore, and the US Our Justification: Mathematics Achievement and Interest, Language Diversity, Teacher Preparation, and Population Structure Conclusion References Chapter 2: Educational Policy and Reform in Ghana, Singapore, and the US: Mathematics Curriculum and Teacher Education in Three Diverse Nations Introduction An Overview of the Educational Structures of Ghana, Singapore, and the US Examining the Educational Structures of Ghana, Singapore, and the US Investment in Education – An Overview Mathematics Pedagogy Ghana’s Primary Mathematics Syllabus and Singapore’s Mathematics Syllabus Curriculum Overview Mathematics Framework Content and Learning Experiences Mode of Assessment and Grading Procedure The US Common Core Standards in Mathematics The Concrete-Pictorial-Abstract (CPA) Approach in Singapore A Historical Context Examining the CPA Approach Evolving Mathematics Education Systems: A Historical Context for Singapore and Ghana Survival-Driven Phase (1959–1978) Efficiency-Driven Phase (1979–1996) Ability-Based Aspiration-Driven Phase (1997–2011) Values-Driven Student-Centric Phase (2012–now) Teacher Preparation Teacher Education in Ghana and the US Teacher Education in Singapore The Ghana Teacher Licensure Exam (GTLE) and the US Praxis Teaching Exams Background Information Comparing the Ghana Teacher Licensure Exam and US Praxis Test Ghana National Teachers’ Standards and the State-Adopted Charlotte Danielson Framework for Teaching The Influence of Education Reforms The 1987 Ghana Education Reforms, Free Compulsory Universal Basic Education (FCUBE) and Education Act of 2008 The 1987 Ghana Education Reforms The Legacy of the Free Compulsory Universal Basic Education (FCUBE) Policy Ghana’s Education Act of 2008 Comparing the Ghana Education Act of 2008 and Singapore’s 2000 Compulsory Education Act The US 1983 Nation at Risk Report, the 2001 No Child Left Behind Act, and the Every Student Succeeds Act of 2015 The US 1983 Nation at Risk Report 2001 No Child Left Behind Act & the Every Student Succeeds Act of 2015 Conclusion References Chapter 3: Researching Classroom Practice in Ghana, the US, and Singapore: A Comparative Framework Introduction Our Comparative Framework Research Methodology Overview Survey Research Design: Ghana and the US Participants Procedure for Data Collection and Instrumentation Rationale for Selected Questions Procedure for Data Analysis Field Research Design: Singapore Results: Data Collection from Three Culturally Different Groups Results: Ghana and the US Availability of Teaching and Learning Materials (TLMs) Teacher Preparation Mathematics and Culture: Ghana Mathematics and Culture: US Results: Singapore Demographics Classroom Environment Teacher–Student and Student–Student Interactions Conclusion References Chapter 4: The Interaction of Policy, Culture, and Practice: Insights from Classrooms in Ghana, Singapore, and the US Introduction Mathematics and Culture Vocabulary Usage by Teachers and Students Availability and Use of Mathematics Manipulatives Classroom Interactions The Essence of Ethnomathematics Teacher Preparation The Influence of Policy Context Also Matters Insights from Recorded Mathematics Classroom Observations Conclusion References Chapter 5: Global Lessons: The Challenges and Potentials of Sharing Best Practice Introduction Limitations of the Research Study Challenges Arising in Our International Comparative Mathematics Education Research Teacher Preparation Mathematics Resources Teacher–Student Interactions Conclusion References Index