The dominant mode of instructional delivery in Ghanaian Colleges of Education has been the conventional face-to-face. However, the second semester of the 2019/2020 academic year teaching had to be done via an emergency remote online teaching mode due to the novel covid-19 pandemic. In a cross-sectional survey, the online mathematics learning experienced of 497 students sampled from three Colleges of education in Ghana were explored using the adapted community of inquiry survey instrument. It was observed from the study that students’ online mathematics learning experiences were low. Further observation showed that while class cohesion and resolution dimensions were absent, teaching presence, exploration, affective expression, and triggering event dimensions of students’ online mathematics learning experiences were present. Additionally, the results showed that the difference in the magnitude of means in gender was partly dependent on the category of internet use before the remote online mathematics teaching was observed in the dimension of lack of class cohesion. Besides, the students were generally indifferent in their learning experiences regarding genders but significantly in terms of their internet use before the remote online mathematics teaching. Based on the results, implications of the state of the college of education (CoE) students’ online mathematics learning experiences and suggestions for improvement have been proposed.

Helping junior high school students to use calculators and computers for problem solving and investigating real-life situations is an objective of the junior high school mathematics curriculum in Ghana. Ironically, there is a technological drought in junior high school mathematics instruction in Ghana, with a suspicion that mathematics teachers’ competency in the use of calculators for teaching may be the source of this lack of use. This study sought to establish a correlation between junior high school mathematics teachers’ competence and the motivation supporting the use of calculators in teaching.  A descriptive survey comprising of a test and questionnaire was used to collect data from junior high school mathematics teachers in an educational district in Ghana. Teacher characteristics such as educational attainment, age, and gender in relation to teachers’ competency in the use of calculators were discussed in the study. The results showed that about 70% of the teachers exhibited a low level of calculator competence. Besides, novice teachers outperformed expert teachers in the calculator competency-based test. Additionally, mathematics teachers’ enthusiasm for using calculators in teaching was directly associated with the teachers’ level of competency. The findings may send a signal to stakeholders in their efforts to revising the Ghana JHS curriculum in order to actualize the curriculum desire for the integration of technology in the teaching and learning of JHS mathematics.

In this period of the Covid-19 outbreak, the interest in replacing conventional face-to-face teaching with online teaching in Ghana's Colleges of Education has sown amidst concerns about the presence of teaching. Through an online survey, 452 students from three education colleges responded to the teaching presence scale. This study examined college students' perception of mathematics teaching presence and how gender and the mode of interaction affected students' sense of teaching presence during the emergency remote online teaching of mathematics. The results showed that about 82.7% of the students had a moderate to a high sense of mathematics teaching presence in the emergency remote online teaching. This means that mathematics teachers were unable to identify the mathematics learning needs, neither were teachers able to manage collaborative and reflective work, nor averted undirected discourse among 27.3% of the students. Although the gender of students did not affect the sense of mathematics teaching, the result indicated that in the absence of asynchronous mode of interaction, synchronous and blended modes of interaction positively affected students' perceived mathematics teaching presence. Altogether, this study urges mathematics teachers to employ creative pedagogical approaches that make teaching presence more conspicuous to students in emergency remote online mathematics teaching.

This study sought to explore the influence of mathematics achievement and field experience on pre-service teachers' anxiety towards the teaching of mathematics. Data was conveniently gathered from 119 pre-service mathematics teachers in a college of education in Ghana. The pre-service teachers were in two groups of mathematics major and mathematics minor. Using the English version of the Mathematics Teaching Anxiety Scale, we observed that the preservice teachers' anxiety towards mathematics teaching was generally moderate. Additionally, we observed that the pre-service teachers' mathematics teaching anxiety was related to their content knowledge, self-efficacy, teaching processes, and assessment practices. Our analysis further revealed that the major and minor pre-service mathematics teachers were different in their mathematics teaching anxiety regarding their self-efficacy but indifferent in the other three models. More so, we observed that the effect of mathematics achievement and field experience was statistically significant in the pre-service teachers' mathematics teaching anxiety regarding content knowledge. Nevertheless, mathematics achievement was the major predictor. Despite of the prevalence of mathematics teaching anxiety among the pre-service teachers, we are of the view that additional field experiences and subsequent mathematics pedagogic courses may help reduce the anxiety levels.

Mathematics is a highly esteemed discipline in high schools in Ghana; hence, mathematics teachers enjoy exceptionally high prestige, which by default makes them popular. However, not all mathematics teachers are popular, perhaps because such teachers do not provide quality mathematics instruction. Although the speculation that teaching quality can prompt teacher popularity, just as teachers’ popularity may be a candidate for teaching quality abounds, research studies that seek to relate mathematics teachers’ popularity to the quality of their instruction are scarce. Using closed and open-ended questionnaires, data on teacher popularity and instructional quality from 774 high school students was used to explore the predictability of teacher popularity from the quality of their mathematics instruction. The study found high school mathematics teachers to be generally popular and provided quality mathematics instruction. Although teacher popularity was predicted by quality instruction, teachers’ instructional practices of fostering mathematics explanation and providing feedback were not significant predictors of teachers’ popularity. Nevertheless, teachers’ adaptive support was the major reason students liked their mathematics teachers. This study also showed that the levels of popularity showed how different high school math teachers did different things to improve the quality of their lessons.