Isaac Benning is an inspired mathematics educator with 17 years of teaching experience. Isaac is a lecturer at the Department of Mathematics and ICT Education, Faculty of Science and Technology Education, University of Cape Coast, Ghana. Isaac’s classroom teaching is directed towards providing an interactive learning environment for prospective mathematics teachers to gain advanced working knowledge and skills of the teaching profession. Isaac’s research activities involve professional development for mathematics teachers focussing on tracking the development of their dispositions towards effective pedagogical use of technology. Isaac is inspired to share and learn from others the professional teaching experiences and research that aim at widening the learning space for productive classroom discourse. In the last five years, Isaac has been working with and training both pre-and in-service mathematics teachers towards the pedagogical use of GeoGebra in mathematics teaching. The overarching aim of Isaac is to continuously build on his expertise needed for a management position in mathematics education where through research and teaching, he could employ his knowledge and leadership skills to advance professional teacher development in Ghana and beyond. Phone: +233247652468 Address: Department of Maths & ICT Education University of Cape Coast Ghana
Asian journal for mathematics education, Mar 27, 2023
Drawing on a technology dispositions framework, this study examined the changes in teachers’ beli... more Drawing on a technology dispositions framework, this study examined the changes in teachers’ beliefs, attitudes, competence, and behavioral intentions toward the use of technology in the mathematics classroom, following their engagement in professional development (PD) mediated by GeoGebra software. In a case study research design, 11 mathematics teachers from a senior high school in Ghana were purposively selected to engage in a 1-year PD program. They worked in teams to design and enact GeoGebra-based mathematics lessons. A self-report questionnaire, semi-structured interview, and lesson observation were used for data collection. Self-report data were analyzed using mean, SD, paired sample t-test, and Hedges’ g. Interview and lesson observation data were analyzed using a thematic approach. The results indicated that teachers’ pedagogical beliefs, affective attitudes, and competence toward technology changed following the PD. To some extent, they were able to make the goals of their mathematics lessons explicit and sequenced their instructional activities to engage students’ geometric and algebraic thinking. However, their intention to put the new pedagogy into classroom practice in the future depended on multiple contextual factors: administrative support, continual professional training, and provision of adequate technology facilities. These findings have implications for practices in mathematics education, technology dispositions frameworks, and PD.
The focus of adopting online instruction is to provide instructional activities that can yield eq... more The focus of adopting online instruction is to provide instructional activities that can yield equal or better learning experiences than the traditional teaching approach. This study examined the quality of online instructional approach from the perspectives of Sandwich Graduate Students through the lens of the Seven Principles of Good Practice Framework. A cross-sectional survey was employed. A sample of 230 students from three faculties in a university in Ghana was purposively selected to complete a questionnaire (close-and openended items) following their engagement in online instruction during the peak of the COVID-19 outbreak. Mean, standard deviation and analysis of variance (ANOVA) were used to analyse the close-ended items, while the thematic approach was used to analyse the open-ended items. The results of the study indicated varied and mixed experiences of the students about the quality of online instruction. ANOVA test showed no statistically significant difference in the overall perceived quality of online instruction by students across the three faculties. Thus, students across the three faculties shared common beliefs about the effectiveness of online instruction. The study also reported some contextual issues associated with adopting online instruction. These included: unstable internet supply, cost of purchasing internet bundles by students, delay of feedback from students and lecturers, and insufficient knowledge and skills of some lecturers in interacting with applications of the online instructional platforms. The results of the study suggest that the online instructional approach has the potential to promote student-lecturer interaction and health safety, especially in situations where physical classroom engagements are impossible in the event of a pandemic such as COVID-19.
In this paper, we propose a teaching strategy to enhance the teaching and learning of trigonometr... more In this paper, we propose a teaching strategy to enhance the teaching and learning of trigonometry, called cooperative teaching and learning (CTL). The proposed method stems from the need of developing a pedagogical approach that promotes understanding and interest in the learning of trigonometry based on the cooperative learning (CL). This study therefore sought to explore the features of CTL that promote students’ learning of the concepts of trigonometry. The study employed systematic review as the research approach for the collection of the data. The review analysis covered 40 research studies on a meaningful-based pedagogies that allow students to make meaning of the subject matter. The study revealed that: positive interdependence, individual accountability, promotive face-to-face interaction, social skill, and group processing characterize the features of CTL suitable for the teaching of the concept of trigonometry. The study suggests that the teaching and learning of trigonom...
Drawing on a technology dispositions framework, this study examined the changes in teachers’ beli... more Drawing on a technology dispositions framework, this study examined the changes in teachers’ beliefs, attitudes, competence, and behavioral intentions toward the use of technology in the mathematics classroom, following their engagement in professional development (PD) mediated by GeoGebra software. In a case study research design, 11 mathematics teachers from a senior high school in Ghana were purposively selected to engage in a 1-year PD program. They worked in teams to design and enact GeoGebra-based mathematics lessons. A self-report questionnaire, semi-structured interview, and lesson observation were used for data collection. Self-report data were analyzed using mean, SD, paired sample t-test, and Hedges’ g. Interview and lesson observation data were analyzed using a thematic approach. The results indicated that teachers’ pedagogical beliefs, affective attitudes, and competence toward technology changed following the PD. To some extent, they were able to make the goals of thei...
Drawing on a technology dispositions framework, this study examined the changes in teachers’ beli... more Drawing on a technology dispositions framework, this study examined the changes in teachers’ beliefs, attitudes, competence, and behavioral intentions toward the use of technology in the mathematics classroom, following their engagement in professional development (PD)mediated by GeoGebra software. In a case study research design, 11 mathematics teachers from a senior high school in Ghana were purposively selected to engage in a 1-year PD program. They worked in teams to design and enact GeoGebra-based mathematics lessons. A self-report questionnaire, semi-structured interview, and lesson observation were used for data collection. Self-report data were analyzed using mean, SD, paired sample t-test, and Hedges’ g. Interview and lesson observation data were analyzed using a thematic approach. The results indicated that teachers’ pedagogical beliefs, affective attitudes, and competence toward technology changed following the PD. To some extent, they were able to make the goals of their mathematics lessons explicit and sequenced their instructional activities to engage students’ geometric and algebraic thinking. However, their intention to put the new pedagogy into classroom practice in the future depended on multiple contextual factors: administrative support, continual professional training, and provision of adequate technology facilities. These findings have implications for practices in mathematics education, technology dispositions frameworks, and PD.
International Journal of Educational and Pedagogical Sciences, 2023
Using technology to expand the learning space is critical for a productive mathematical discourse... more Using technology to expand the learning space is critical for a productive mathematical discourse. This is a case study of two teachers who developed and enacted GeoGebra-based mathematics lessons following their engagement in a two-year professional development. The didactical and semiotic affordance of GeoGebra in widening the learning space for a productive mathematical discourse was explored. The approach of thematic analysis was used for lesson artefact, lesson observation, and interview data. The results indicated that constructing tools in GeoGebra provided a didactical milieu where students used them to explore mathematical concepts with little or no support from their teacher. The prompt feedback from the GeoGebra motivated students to practice mathematical concepts repeatedly in which they privately rethink their solutions before comparing their answers with that of their colleagues. The constructing tools enhanced self-discovery, team spirit, and dialogue among students. With regards to the semiotic construct, the tools widened the physical and psychological atmosphere of the classroom by providing animations that served as virtual concrete to enhance the recording, manipulation, testing of a mathematical idea, construction, and interpretation of geometric objects. These findings advance the discussion of widening the classroom for a productive mathematical discourse within the context of the mathematics curriculum of Ghana and similar sub-Saharan African countries.
This paper presents a case study of 85 pre-service mathematics teachers from the University of Ca... more This paper presents a case study of 85 pre-service mathematics teachers from the University of Cape Coast, Ghana; who enrolled in an instructional technology mathematics course to develop competencies in teaching mathematics using the GeoGebra software which was being introduced to them for the first time. The study focused on an in-depth investigation of the pre-service teachers" perceptions and use of GeoGebra in teaching mathematics. Questionnaire, interviews and lesson artefacts developed by the teachers were the data sources of the study. Descriptive, t-test and effect size statistics were used to analyse the quantitative data whereas the interview data and lesson artefacts were analysed qualitatively. Statistical analysis confirmed that the use of the GeoGebra helped pre-service teachers expand their own understanding of mathematical concepts as well as their knowledge of Instructional strategies. The study also indicated that two perceived barriers; lack of awareness of ...
Mathematics Teacher Education and Development, 2020
This research study was conducted to identify core practices of enacting effective mathematics pe... more This research study was conducted to identify core practices of enacting effective mathematics pedagogy with GeoGebra, a software application for teaching and learning mathematics. Eleven Ghanaian in-service mathematics teachers were engaged in a twelve-month professional development programme where they developed GeoGebra-based mathematics lessons, which they taught to their peers and subsequently to students in the classroom. The teachers’ actions and views about using GeoGebra to enact mathematics lessons were examined with the aim to specify the core practices of effective mathematics pedagogy. Data was collected through interviews, focus group discussions, lesson plans, and lesson observations. The results provided evidence that teachers were able to enact core practices, to different degrees, within five central themes of effective mathematics pedagogy: creating a mathematical setting, providing worthwhile mathematical tasks, orchestrating mathematical discussions, making math...
The study employed a quasi-experiment design to evaluate the effect of using Spreadsheet Instruct... more The study employed a quasi-experiment design to evaluate the effect of using Spreadsheet Instructional Method as compared to a Conventional Method on students’ performance in quadratic functions. Lessons delivered with both approaches employed a guided discovery; a mix of direct instruction and hands-on activities in a context in which mathematics learning have been deep-rooted in teacher-centred approaches of teaching. Interviews and teacher made achievement test were used to collect data from senior high school students in Ghana. Data was analysed using paired sample t-test and analysis of covariance for the achievement test whereas interviews were transcribed and coded using data reduction technique. The study showed that the Spreadsheet Instructional Method served a useful pedagogical approach, impacted more on the students’ performance and has the potential of improving teaching and learning mathematics in Senior High schools. The use of the spreadsheet made lessons more practi...
Mathematics Education Research Group of Australasia, 2018
The Ghanaian mathematics curriculum expects teachers to adopt technologies as an instructional to... more The Ghanaian mathematics curriculum expects teachers to adopt technologies as an instructional tool to assist students to learn mathematics relationally. Teachers’ dispositions (knowledge, beliefs, and attitudes) towards technology are critical in translating the curriculum intention into practice. This paper presents teachers’ initial dispositions related to technology integration and their views about a professional development model. In this model, they worked in teams to develop and enact GeoGebra-based mathematics lessons with support from expert, exemplary materials, and demonstration lessons. The results indicate that the model of professional development is promising in engaging teachers in technology integration.
Drawing on the framework of TPACK (technological pedagogical content knowledge) and the principle... more Drawing on the framework of TPACK (technological pedagogical content knowledge) and the principles of effective mathematics pedagogy, this study set out with two aims. First, shifts in teachers' technology dispositions (beliefs, attitudes, and knowledge) were explored after engagement in the professional development programme mediated with GeoGebra
Drawing on the framework of TPACK (technological pedagogical content knowledge) and the principle... more Drawing on the framework of TPACK (technological pedagogical content knowledge) and the principles of effective mathematics pedagogy, this study set out with two aims. First, shifts in teachers' technology dispositions (beliefs, attitudes, and knowledge) were explored after engagement in the professional development programme mediated with GeoGebra
Asian journal for mathematics education, Mar 27, 2023
Drawing on a technology dispositions framework, this study examined the changes in teachers’ beli... more Drawing on a technology dispositions framework, this study examined the changes in teachers’ beliefs, attitudes, competence, and behavioral intentions toward the use of technology in the mathematics classroom, following their engagement in professional development (PD) mediated by GeoGebra software. In a case study research design, 11 mathematics teachers from a senior high school in Ghana were purposively selected to engage in a 1-year PD program. They worked in teams to design and enact GeoGebra-based mathematics lessons. A self-report questionnaire, semi-structured interview, and lesson observation were used for data collection. Self-report data were analyzed using mean, SD, paired sample t-test, and Hedges’ g. Interview and lesson observation data were analyzed using a thematic approach. The results indicated that teachers’ pedagogical beliefs, affective attitudes, and competence toward technology changed following the PD. To some extent, they were able to make the goals of their mathematics lessons explicit and sequenced their instructional activities to engage students’ geometric and algebraic thinking. However, their intention to put the new pedagogy into classroom practice in the future depended on multiple contextual factors: administrative support, continual professional training, and provision of adequate technology facilities. These findings have implications for practices in mathematics education, technology dispositions frameworks, and PD.
The focus of adopting online instruction is to provide instructional activities that can yield eq... more The focus of adopting online instruction is to provide instructional activities that can yield equal or better learning experiences than the traditional teaching approach. This study examined the quality of online instructional approach from the perspectives of Sandwich Graduate Students through the lens of the Seven Principles of Good Practice Framework. A cross-sectional survey was employed. A sample of 230 students from three faculties in a university in Ghana was purposively selected to complete a questionnaire (close-and openended items) following their engagement in online instruction during the peak of the COVID-19 outbreak. Mean, standard deviation and analysis of variance (ANOVA) were used to analyse the close-ended items, while the thematic approach was used to analyse the open-ended items. The results of the study indicated varied and mixed experiences of the students about the quality of online instruction. ANOVA test showed no statistically significant difference in the overall perceived quality of online instruction by students across the three faculties. Thus, students across the three faculties shared common beliefs about the effectiveness of online instruction. The study also reported some contextual issues associated with adopting online instruction. These included: unstable internet supply, cost of purchasing internet bundles by students, delay of feedback from students and lecturers, and insufficient knowledge and skills of some lecturers in interacting with applications of the online instructional platforms. The results of the study suggest that the online instructional approach has the potential to promote student-lecturer interaction and health safety, especially in situations where physical classroom engagements are impossible in the event of a pandemic such as COVID-19.
In this paper, we propose a teaching strategy to enhance the teaching and learning of trigonometr... more In this paper, we propose a teaching strategy to enhance the teaching and learning of trigonometry, called cooperative teaching and learning (CTL). The proposed method stems from the need of developing a pedagogical approach that promotes understanding and interest in the learning of trigonometry based on the cooperative learning (CL). This study therefore sought to explore the features of CTL that promote students’ learning of the concepts of trigonometry. The study employed systematic review as the research approach for the collection of the data. The review analysis covered 40 research studies on a meaningful-based pedagogies that allow students to make meaning of the subject matter. The study revealed that: positive interdependence, individual accountability, promotive face-to-face interaction, social skill, and group processing characterize the features of CTL suitable for the teaching of the concept of trigonometry. The study suggests that the teaching and learning of trigonom...
Drawing on a technology dispositions framework, this study examined the changes in teachers’ beli... more Drawing on a technology dispositions framework, this study examined the changes in teachers’ beliefs, attitudes, competence, and behavioral intentions toward the use of technology in the mathematics classroom, following their engagement in professional development (PD) mediated by GeoGebra software. In a case study research design, 11 mathematics teachers from a senior high school in Ghana were purposively selected to engage in a 1-year PD program. They worked in teams to design and enact GeoGebra-based mathematics lessons. A self-report questionnaire, semi-structured interview, and lesson observation were used for data collection. Self-report data were analyzed using mean, SD, paired sample t-test, and Hedges’ g. Interview and lesson observation data were analyzed using a thematic approach. The results indicated that teachers’ pedagogical beliefs, affective attitudes, and competence toward technology changed following the PD. To some extent, they were able to make the goals of thei...
Drawing on a technology dispositions framework, this study examined the changes in teachers’ beli... more Drawing on a technology dispositions framework, this study examined the changes in teachers’ beliefs, attitudes, competence, and behavioral intentions toward the use of technology in the mathematics classroom, following their engagement in professional development (PD)mediated by GeoGebra software. In a case study research design, 11 mathematics teachers from a senior high school in Ghana were purposively selected to engage in a 1-year PD program. They worked in teams to design and enact GeoGebra-based mathematics lessons. A self-report questionnaire, semi-structured interview, and lesson observation were used for data collection. Self-report data were analyzed using mean, SD, paired sample t-test, and Hedges’ g. Interview and lesson observation data were analyzed using a thematic approach. The results indicated that teachers’ pedagogical beliefs, affective attitudes, and competence toward technology changed following the PD. To some extent, they were able to make the goals of their mathematics lessons explicit and sequenced their instructional activities to engage students’ geometric and algebraic thinking. However, their intention to put the new pedagogy into classroom practice in the future depended on multiple contextual factors: administrative support, continual professional training, and provision of adequate technology facilities. These findings have implications for practices in mathematics education, technology dispositions frameworks, and PD.
International Journal of Educational and Pedagogical Sciences, 2023
Using technology to expand the learning space is critical for a productive mathematical discourse... more Using technology to expand the learning space is critical for a productive mathematical discourse. This is a case study of two teachers who developed and enacted GeoGebra-based mathematics lessons following their engagement in a two-year professional development. The didactical and semiotic affordance of GeoGebra in widening the learning space for a productive mathematical discourse was explored. The approach of thematic analysis was used for lesson artefact, lesson observation, and interview data. The results indicated that constructing tools in GeoGebra provided a didactical milieu where students used them to explore mathematical concepts with little or no support from their teacher. The prompt feedback from the GeoGebra motivated students to practice mathematical concepts repeatedly in which they privately rethink their solutions before comparing their answers with that of their colleagues. The constructing tools enhanced self-discovery, team spirit, and dialogue among students. With regards to the semiotic construct, the tools widened the physical and psychological atmosphere of the classroom by providing animations that served as virtual concrete to enhance the recording, manipulation, testing of a mathematical idea, construction, and interpretation of geometric objects. These findings advance the discussion of widening the classroom for a productive mathematical discourse within the context of the mathematics curriculum of Ghana and similar sub-Saharan African countries.
This paper presents a case study of 85 pre-service mathematics teachers from the University of Ca... more This paper presents a case study of 85 pre-service mathematics teachers from the University of Cape Coast, Ghana; who enrolled in an instructional technology mathematics course to develop competencies in teaching mathematics using the GeoGebra software which was being introduced to them for the first time. The study focused on an in-depth investigation of the pre-service teachers" perceptions and use of GeoGebra in teaching mathematics. Questionnaire, interviews and lesson artefacts developed by the teachers were the data sources of the study. Descriptive, t-test and effect size statistics were used to analyse the quantitative data whereas the interview data and lesson artefacts were analysed qualitatively. Statistical analysis confirmed that the use of the GeoGebra helped pre-service teachers expand their own understanding of mathematical concepts as well as their knowledge of Instructional strategies. The study also indicated that two perceived barriers; lack of awareness of ...
Mathematics Teacher Education and Development, 2020
This research study was conducted to identify core practices of enacting effective mathematics pe... more This research study was conducted to identify core practices of enacting effective mathematics pedagogy with GeoGebra, a software application for teaching and learning mathematics. Eleven Ghanaian in-service mathematics teachers were engaged in a twelve-month professional development programme where they developed GeoGebra-based mathematics lessons, which they taught to their peers and subsequently to students in the classroom. The teachers’ actions and views about using GeoGebra to enact mathematics lessons were examined with the aim to specify the core practices of effective mathematics pedagogy. Data was collected through interviews, focus group discussions, lesson plans, and lesson observations. The results provided evidence that teachers were able to enact core practices, to different degrees, within five central themes of effective mathematics pedagogy: creating a mathematical setting, providing worthwhile mathematical tasks, orchestrating mathematical discussions, making math...
The study employed a quasi-experiment design to evaluate the effect of using Spreadsheet Instruct... more The study employed a quasi-experiment design to evaluate the effect of using Spreadsheet Instructional Method as compared to a Conventional Method on students’ performance in quadratic functions. Lessons delivered with both approaches employed a guided discovery; a mix of direct instruction and hands-on activities in a context in which mathematics learning have been deep-rooted in teacher-centred approaches of teaching. Interviews and teacher made achievement test were used to collect data from senior high school students in Ghana. Data was analysed using paired sample t-test and analysis of covariance for the achievement test whereas interviews were transcribed and coded using data reduction technique. The study showed that the Spreadsheet Instructional Method served a useful pedagogical approach, impacted more on the students’ performance and has the potential of improving teaching and learning mathematics in Senior High schools. The use of the spreadsheet made lessons more practi...
Mathematics Education Research Group of Australasia, 2018
The Ghanaian mathematics curriculum expects teachers to adopt technologies as an instructional to... more The Ghanaian mathematics curriculum expects teachers to adopt technologies as an instructional tool to assist students to learn mathematics relationally. Teachers’ dispositions (knowledge, beliefs, and attitudes) towards technology are critical in translating the curriculum intention into practice. This paper presents teachers’ initial dispositions related to technology integration and their views about a professional development model. In this model, they worked in teams to develop and enact GeoGebra-based mathematics lessons with support from expert, exemplary materials, and demonstration lessons. The results indicate that the model of professional development is promising in engaging teachers in technology integration.
Drawing on the framework of TPACK (technological pedagogical content knowledge) and the principle... more Drawing on the framework of TPACK (technological pedagogical content knowledge) and the principles of effective mathematics pedagogy, this study set out with two aims. First, shifts in teachers' technology dispositions (beliefs, attitudes, and knowledge) were explored after engagement in the professional development programme mediated with GeoGebra
Drawing on the framework of TPACK (technological pedagogical content knowledge) and the principle... more Drawing on the framework of TPACK (technological pedagogical content knowledge) and the principles of effective mathematics pedagogy, this study set out with two aims. First, shifts in teachers' technology dispositions (beliefs, attitudes, and knowledge) were explored after engagement in the professional development programme mediated with GeoGebra
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Papers by Isaac Benning (PhD)
attitudes, competence, and behavioral intentions toward the use of technology in the mathematics
classroom, following their engagement in professional development (PD)mediated by GeoGebra software.
In a case study research design, 11 mathematics teachers from a senior high school in Ghana
were purposively selected to engage in a 1-year PD program. They worked in teams to design and
enact GeoGebra-based mathematics lessons. A self-report questionnaire, semi-structured interview,
and lesson observation were used for data collection. Self-report data were analyzed using mean, SD,
paired sample t-test, and Hedges’ g. Interview and lesson observation data were analyzed using a thematic
approach. The results indicated that teachers’ pedagogical beliefs, affective attitudes, and competence
toward technology changed following the PD. To some extent, they were able to make the
goals of their mathematics lessons explicit and sequenced their instructional activities to engage students’
geometric and algebraic thinking. However, their intention to put the new pedagogy into classroom
practice in the future depended on multiple contextual factors: administrative support,
continual professional training, and provision of adequate technology facilities. These findings have
implications for practices in mathematics education, technology dispositions frameworks, and PD.
attitudes, competence, and behavioral intentions toward the use of technology in the mathematics
classroom, following their engagement in professional development (PD)mediated by GeoGebra software.
In a case study research design, 11 mathematics teachers from a senior high school in Ghana
were purposively selected to engage in a 1-year PD program. They worked in teams to design and
enact GeoGebra-based mathematics lessons. A self-report questionnaire, semi-structured interview,
and lesson observation were used for data collection. Self-report data were analyzed using mean, SD,
paired sample t-test, and Hedges’ g. Interview and lesson observation data were analyzed using a thematic
approach. The results indicated that teachers’ pedagogical beliefs, affective attitudes, and competence
toward technology changed following the PD. To some extent, they were able to make the
goals of their mathematics lessons explicit and sequenced their instructional activities to engage students’
geometric and algebraic thinking. However, their intention to put the new pedagogy into classroom
practice in the future depended on multiple contextual factors: administrative support,
continual professional training, and provision of adequate technology facilities. These findings have
implications for practices in mathematics education, technology dispositions frameworks, and PD.