Carla Rudder, Ph.D., PMP

PMP-certified data-driven decision maker specializing in machine learning, statistical modeling, and translating data into actionable insights across international education and research.

Overview

This research paper presents the comprehensive analysis of a survey conducted with 121 upper primary mathematics teachers in Ghana. The study investigates critical aspects of mathematics education in multilingual contexts, focusing on teacher beliefs, pedagogical knowledge, and practices when teaching mathematics in English to English language learners.

Research Objectives

The study was designed to investigate three key areas:

  1. Teacher Beliefs: What are teacher beliefs regarding the nature of mathematics?
  2. Pedagogical Knowledge: What is their pedagogical knowledge of teaching English learners?
  3. Teaching Practices: What are their beliefs regarding teaching math to English learners?

Methodology

Survey Design

  • Participants: 121 upper primary teachers in Ghana
  • Survey Length: 50 questions
  • Question Types:
    • Closed-ended questions
    • Free response questions
    • Problem-solving scenarios

Research Approach

The survey was piloted to ensure validity and reliability across diverse teaching contexts in Ghana, where mathematics instruction occurs in English while many students are English language learners.

Key Findings

The research reveals important insights into:

  • Teacher beliefs about the nature of mathematics and its role in student learning
  • Pedagogical content knowledge specific to teaching mathematics to English learners
  • Instructional strategies teachers employ when navigating language barriers in mathematics education
  • Challenges and opportunities in multilingual mathematics classrooms

Significance

This study contributes to the growing body of research on:

  • Mathematics education in multilingual contexts
  • Teacher preparation for diverse learners
  • The intersection of language and mathematics learning
  • Evidence-based teaching practices in developing countries

Skills Demonstrated

This publication showcases:

  • Survey Design: Developed comprehensive 50-question survey instrument with multiple question types
  • Data Collection: Successfully piloted survey with 121 participants
  • Statistical Analysis: Analyzed closed-ended, free-response, and problem-solving data
  • Research Methodology: Applied rigorous research design principles
  • Technical Writing: Communicated complex findings to academic and practitioner audiences
  • Cross-cultural Research: Conducted research in international education context

Impact

The findings from this research provide:

  • Evidence-based recommendations for teacher professional development
  • Insights for curriculum designers working in multilingual contexts
  • Data-driven policy recommendations for mathematics education
  • Framework for understanding teacher beliefs and practices

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Contact

Questions about this research? Iā€™d be happy to discuss the methodology, findings, or implications.

Email: carla.amoi@gmail.com
LinkedIn: linkedin.com/in/carudder