A study to determine the need for mathematics inservice training for untrained and trained teachers in K-7 rural schools in Manicaland, Zimbabwe Public Deposited

http://ir.library.oregonstate.edu/concern/graduate_thesis_or_dissertations/9k41zj32f

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  • The purpose of this study was to determine the need for mathematics inservice training for untrained and trained teachers in K-7 rural schools in Manicaland, Zimbabwe. The auxiliary teachers do not have any professional preparation before entry into the teaching profession. The study sought to determine the mathematics areas needed most by the primary school teachers during inservice training to improve the quality of mathematics instruction in their schools. A 28-item questionnaire was employed to measure the mathematics inservice needs of 120 teachers in grades 1-7. Six general areas were identified: mathematics knowledge, mathematics curriculum, mathematics training for teachers, instructional strategies, inservice training, the concept of rural education, and updated information from the field of mathematics education. Respondents were asked to indicate the extent of their perception of need for improvement in each of the 28 items on the questionnaire. The questionnaires were also designed to obtain the following information from K-7 teachers: demographic information which included personal information, professional education, experience, and perceptions of needs to improve mathematics instruction in K-7 rural schools in Manicaland, Zimbabwe. Information obtained from 120 returned questionnaires (100%) was tabulated, and the data were examined using descriptive statistics: frequencies and percentages of responses to each item, individual scores of the groups were described, and Pearson Product Moment Correlation was utilized to compute the degree of relationship between items. In addition the t-test was used to determine if there was a significant difference between the means of the two groups. Within the limitations of the study the following major conclusions were drawn. 1. Inservice teachers have a strong interest in the improvement of mathematics teaching in K-7 schools in rural Manicaland. 2. Mathematics inservice programs and workshops should stress both content of mathematics and methods. The teachers expressed the need for training in the following areas: i) mathematics content; ii) instructional strategies; iii) use of teaching aids, such as computers and calculators; and iv) curriculum development.
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