Teaching Identification of Fractions in Context Using the Three-tier Teaching Model’s Pedagogy
Authors:-Daniel Gbormittah, Christopher Yarkwah
Abstract-This paper aims to expand our understanding of culturally relevant pedagogy by utilizing the three-tier model for teaching mathematics in a context. The three-tier model is culturally relevant pedagogy (CRP). It is an innovative teaching approach that draws on learners’ sociocultural contexts to scaffold mathematics learning. The study investigated the effects of a culturally relevant pedagogy through the use of the three-tier model on pupils’ performance in fractions in Mfantsiman Municipality (MM). The study drew on ethnomathematics and the three-tier model as its main conceptual perspective. We administered a performance test to 426 participants in 12 primary schools in the MM. We analysed the quantitative data using frequency counts, mean, standard deviation, independent samples t-test, and paired samples t-test. We employed content analysis and narrative discussion to scrutinize the qualitative data. The results demonstrated that the culturally relevant pedagogy, specifically the three-tier model for teaching mathematics in a context approach, outperformed the conventional approach, reflecting the regular practices of primary school teachers in MM. The findings have implications for policy and the ongoing professional development of mathematics teachers.
