A Ghanaian Science, Technology, Engineering and Mathematics (STEM) educator, Manasseh Cudjoe, has proposed the adoption of a relational and learner-centred approach to improve the teaching and learning of mathematics in basic schools across the country.
The approach, known as Relational Conceptual Change (RCC), emphasises that students learn mathematics more effectively through interaction, dialogue and reflection rather than through the conventional method of memorisation.
Findings from a study conducted by Dr Cudjoe indicate that teachers who participated in a professional development programme gradually shifted from traditional teaching methods that emphasised procedural fluency and textbook exercises to more learner-centred practices.
Using the Common Knowledge Construction Model (CKCM) in the study, the research further revealed that teachers increasingly incorporated classroom discussions, real-life examples and collaborative learning activities into their lessons.
Changes in classroom practice
Teachers who took part in the study also reported changes in the way they assessed students’ understanding.
Instead of relying mainly on end-of-unit tests, they began using questioning, peer dialogue and classroom observation to monitor students’ conceptual development during lessons.
In an interview with the Daily Graphic, Dr Cudjoe explained that conceptual learning does not occur simply when teachers replace students’ “wrong” ideas with correct answers, but when learners gradually reorganise their understanding through engagement with mathematical concepts.
“Conceptual change is not about correcting students. It is about helping them reorganise their relationship with mathematical ideas. When students encounter variation, discuss their thinking and reflect on their reasoning, genuine learning takes place,” he said.
Role of teacher training
Dr Cudjoe stressed that subject-specific professional development was essential in helping teachers adopt the new instructional approach.
According to him, teachers involved in the programme participated in cycles of lesson planning, teaching and reflection, supported by mentoring.
“The Standards-Based Mathematics Curriculum calls for deeper learning, but deeper learning requires a shift in how we approach mathematics teaching. The CKCM gives teachers a practical structure to make that shift,” he said.
Some teachers who participated in the study also reported that introducing lessons with familiar everyday situations encouraged more students to participate actively in classroom discussions.
For instance, students who had previously remained quiet in class became more confident in explaining their reasoning and engaging their peers during group activities.