October 2016 Vol.4 No.10

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Clement AA
Douglas DA

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Original Research Article

Preservice teachers’ technological, pedagogical and content knowledge in utilizing the Merrill’s first principles in solving polynomials

^*1Clement Ayarebilla Ali and ²Douglas Darko Agyei

¹Department of Basic Education, Faculty of Educational Studies, University of Education, Winneba, Ghana
²Department of Mathematics and ICT Education, Faculty of Science and Technology Education, University of Cape Coast, Ghana

*Corresponding Author’s E-mail: ayarebilla@yahoo.com

Accepted October 12, 2016

Abstract

This study paper examined preservice teachers’ technological, pedagogical and content knowledge (TPACK) in utilizing the Merrill’s First Principles to solve problems in polynomial equations in order to showcase its relevance in modern technological discourse. Quasi-experimental and mixed exploratory sequential designs were adopted on 25 preservice teachers in the Department of Basic Education, University of Education, Winneba in Ghana. The data collection instruments consisted of 12 open-ended items in the knowledge and applications of the computer in using polynomial equations. Thematic analysis as well as single-subject t-test hypothesis revealed the low base of technological pedagogical and content knowledge of preservice teachers in solving polynomial problems. There is therefore the need to vigorously champion curriculum design principles that are sacrosanct with technology integration in the teaching and learning of mathematics in basic schools.

Keywords: Merrill’s First Principles, Polynomials, Preservice Teachers, TPACK