Value Alignment Tn Mathematics Learning Between Trainee Teachers And Their Tutors In The Colleges Of Education Tn Ghana

Abstract

This study explored the value alignment in mathematics learning between trainee teachers and their tutors in the colleges of education in Ghana. A sequential explanatory mixed-methods design was employed to explore the attributes 34 mathematics tutors and their 1,050 students' value in mathematics learning. These participants were sampled using purposive and systematic sampling techniques. The data were collected through the use of questionnaires and semi-structured focus group interview guides. The data collected were analysed using descriptive and inferential statistics. The results showed that the trainee teachers valued understanding, collaboration, strategies, accuracy, fluency, relevance, mystery and learning technologies; while their mathematics tutors valued understanding, strategies, mastery, problem-solving and fun. Two of these attributes valued (understanding and strategies) were observed to be common for the two groups. It was further revealed that the most prioritised attribute valued by both trainee teachers and their tutors was understanding. Moreover, though all the two groups accepted that valuing was an important component of the trainee teachers' mathematics learning, there was generally no relationship between the attributes valued by the two groups. Again, it was found that there was no significant difference in the levels of valuing between trainee teachers and their tutors on the two common attributes. The reasons for the observed attributes valued in mathematics learning were provided by both groups of participants. Finally, the study recommends that though there is an existing course that introduces trainee teachers to the value concept, there is the need to pay deeper attention to values in mathematics education by instituting it as a course on its o'vvn at the colleges of education.