Developing Female Pre-Service Teachers' Mathematics Self-Efficacy by Integrating History of Mathematics into Teaching During Lesson Study

  • Samuel Baah-Duodu Akenten Appiah-Minka University of Skills Training and Entrepreneurial Development (AAMUSTED), Asante Mampong, Ashanti, Ghana https://orcid.org/0000-0001-6154-312X
  • Seth Borbye Agogo Presbyterian Women's College of Education, Agogo, Ghana
  • Ebenezer Someah-Addae Agogo Presbyterian Women's College of Education, Agogo, Ghana
  • Francis Cornelius Ennin Agogo Presbyterian Women's College of Education, Agogo, Ghana
  • Vivian Osei-Buabeng Agogo Presbyterian Women's College of Education, Agogo, Ghana
Keywords: History of Mathematics (HOM), self-efficacy, lesson study, pre-service teachers, prospective mathematics teachers, mathematics education

Abstract

History of mathematics (HOM) was incorporated into peer teaching during lesson study as a strategy to augment the mathematics self-efficacy of female pre-service teachers in Ghana. An overview of studies on methodological approaches of integrating the history of mathematics into the teaching and learning process was presented. Mathematics Self-efficacy Scale and Grade Descriptor Grid were used to assess 12 female pre-service teachers' confidence level and performance respectively during lesson study. Results revealed that pre-service teachers exhibited a moderate self-efficacy level as well as moderately good performance in lesson instruction. A web-based questionnaire item responded by participants revealed that integrating HOM into lessons has the potential to improve teachers' self-efficacy. The impact of the study included: change of pre-service teachers' perception about teaching mathematics, a positive attitude towards mathematics, broadened conceptual knowledge and exposure to the multiplicity of problem-solving approaches. It was recommended that innovative pedagogical strategies should be adopted to enhance females' self-efficacy towards teaching mathematics. Also, teachers need to participate in lesson study as a professional collaboration which can improve their pedagogical knowledge. Further studies should investigate the relationship between prospective female teachers' self-efficacy and their mathematics achievement.

Published
2021-12-25
How to Cite
Samuel Baah-Duodu, Seth Borbye, Ebenezer Someah-Addae, Francis Cornelius Ennin, & Vivian Osei-Buabeng. (2021). Developing Female Pre-Service Teachers’ Mathematics Self-Efficacy by Integrating History of Mathematics into Teaching During Lesson Study. Social Education Research, 3(1), 91-102. https://doi.org/10.37256/ser.3120221011