The Relevance of the Teacher Training Institute's Mathematics to the Teaching of the Same Subject in the Fist Cycle Primary Schools in Snnpr
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Date
2001-06
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Addis Ababa University
Abstract
This study has attempted to investigate the relevance of TTl mathematics to the
teaching of primary school mathematics. To accomplish this objective two
TTls and eighteen primary schools form the Southern Nations, Nationalities
and Peoples Region Government were taken as a sample.
Two types of questionnaires mainly made up of close ended items with Likelt
method of rating scales with an average rate of relevance point ( 3.0) were
adapted and developed in order to collect information required to answer the
basic research questions raised in this study. The questionnaires were
distributed to eight TTl mathematics teachers and fifty primary school
mathematics teachers. The results of the study generally suggest the existence
of:
1) Correspondence of the objectives of TTl mathematics wilh pnmary
school mathematics.
2) Discrepancies among the contents of TTl mathematics and pnmary
school mathematics.
3) Lack of harmony in both TTl and primary school mathematics syllabuses
in teaching methodology
4) Primary school mathematics teachers lack the capacity to teach the
subject Confidently because of the mismatch of language of instruction.
Accordingly, this study recommends to take corrective measures to focus on
only very essential contents to teach mathematics in primary schools and
TTls and to give more emphasis to the teaching methods than contents for
the teachings of the subj
ect in grades 1 to 4.
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Keywords
Relevance of the Teacher Training