Abstract:
This paper reports on a study which investigated the nature of classroom interaction and how that affects the way pupils learn mathematical concepts meaningfully. Observation of mathematics lessons of three primary six teachers from one District in Southern Ghana were recorded. This was followed by analysis of the rationale, general aims and objectives of teaching mathematics and the general teaching approach suggested in the preamble of the mathematics curriculum. The data collected were analysed qualitatively and presented as narrative description with illustrative examples. The results from the study revealed amongst others that the traditional school mathematics microculture constituted the dominant public discourse in the three lessons observed. Discussion of the findings and implication for mathematics curriculum development and delivery, and future research are provided.
