Degree Type:Bachelor of Education
Department:Department of Mathematics and ICT Education
Modes of Study:Regular
Applicants must pass Elective Mathematics plus any two (2) of the following elective subjects: Economics, Geography, Business Management, Accounting, Physics and Chemistry.
Being a mathematics teacher also opens bigger avenues in private home teaching for pupils whose parents can afford it. The training the programme offers makes it possible for learners to easily veer into accounting, costing, and banking careers, apart from the career opportunities available in the pharmaceutical and mechanised industry operations for mathematicians.
CMS 107: Communicative Skills I
Engaging in academic work at the university is challenging. This course is aimed at equipping fresh students to make the transition from pre-university level to the university level. It assists them in engaging and succeeding in complex academic tasks in speaking, listening, reading and writing. It also provides an introduction to university studies by equipping students with skills that will help them to engage in academic discourse with confidence and fluency.
CMS 108: Communicative Skills II
This is a follow-up course on the first semester one. It takes students through writing correct sentences, devoid of ambiguity, through the paragraph and its appropriate development to the fully-developed essay. The course also emphasizes the importance and the processes of editing written work.
EMA 201: Nature of Mathematics
The objective of this course is to lead students to appreciate the historical development of mathematics from the major older philosophical schools of thought,
as well as the basis of classical proofs in mathematics.
EMA 202: Advanced Algebra & Calculus
The course will examine algebra of sets, relation, mapping and functions; equivalence relation, properties of integers, linear and exponential series, intuitive treatment of convergence and divergence of series: - the comparison ratio and root test; partial fractions and mathematical induction. It will also examine the techniques of differentiation applied to various functions.
EMA 203: Psychological Basis of Teaching and Learning Mathematics
This course is designed to introduce students to psychology of teaching and learning mathematics at the High School level.
EMA 209: Introductory Statistics I
This course is designed to introduce students to basic statistics. Specifically students will be introduced to descriptive statistics, some basic concepts of probability and linear regression
EMA 210: Introductory Statistics II
This course will examine arrangement and selection – application to probability. sampling distribution; statistical estimation – estimation of parameters, unbiased, efficient, point and interval estimates; expectation; random variable and probability distributions – binomial, poison, normal, student t- and chi-square; confidence – interval estimates of population parameters; test of significance concerning means and proportions – sample test (Z, t and X2) and regression and correlation coefficient.
EMA 208 : Methods of Teaching High School Mathematics
This course is designed to expose students to the study of the high school mathematics curriculum in Ghana.
EMA 212: Developing Pedagogical Content Knowledge in Mathematics
This course is to equip student-teachers with pedagogical content knowledge in selected content of mathematics areas to enable them approach problems and
tasks in a variety of ways to reflect students’ different learning styles.
EMA 309: Assessment in Mathematics Education
This course is designed to exposes students to nature and functions of measurement in mathematics education.
EMA 335: Development of Instructional Materials in Mathematics
The course is designed to enable students develop and apply valuable instructional materials in the classroom to enhance teaching and learning of mathematics. Instructional materials include charts, graphs, models and multi-sensory aids. The course will also provide students with the opportunity to develop skills in adapting resources to suit the learning needs of their students
EMA 399: Research Methods in Mathematics Education
This course is designed to introduce students to the basic idea of research, research terminologies and their meaning as well as the processes involved in conducting mathematics education research.
Students are expected to acquire the knowledge and skills needed to conduct small scale research studies in mathematics education.
EMA 312: Secondary School Curriculum in Mathematics
This course will offer the opportunity for students to learn issues relating to the Senior High School curriculum such as the scope, aims, objectives and the profile dimensions of the and their implications for pedagogy.
EMA 302: Curriculum Studies in Mathematics
This course will expose students to the principles of curriculum development in mathematics.
EMA 310: Vectors & Mechanics
This course introduces students to elementary vector algebra and its applications in solving routine problems in geometry and mechanics; geometrical and physical interpretation of fundamental vector concepts
EMA 345: Computer Applications in Mathematics Education
The course provides trainees’ opportunities to develop their Technological Pedagogical Content Knowledge (TPACK) and skills to design, enact and evaluate ICT-based lessons using a variety of ICT tools that support different teaching and learning strategies.
EMA 406: Advance Study of Teaching Elementary School Mathematics
A study of Mathematics Education in the Elementary School (Primary and Junior Secondary School); a critical appraisal and study of mathematics curriculum, methods and materials for teaching at these levels.
EMA 499: Project Work
This is a practicum aimed at offering students the opportunity to design and implement research projects in education. Students will thus have the opportunity to put into practice what they learn in EMA 399: Research Methods in Education.
EMA402: Teaching Problem Solving in mathematics
The course exposes students to mathematical problem solving techniques and will also help them use their experience to examine theories of problem solving abilities in appropriate pedagogical techniques for problem solving at specific grade levels.