Integrating Problem Solving and Investigations in Mathematics: Ghanaian Teachers’ Assessment Practices
Michael J. NABIE, Peter AKAYUURE, Seidu SOFO

Abstract
This study investigated Ghanaian teachers’ assessment practices and challenges of integrating problem solving and investigations in teaching mathematics. Using a questionnaire consisting of both closed-ended and openended items, 159 certificated teachers’ assessment practices and challenges of integrating problem solving and investigations were examined. Data were analyzed using qualitative content analysis. Results indicated that many practicing teachers integrated and used multiple assessment techniques in their problem solving and investigation lessons. A majority of the teachers’ comments (62.65%) indicated the use of traditional rather than alternative assessment techniques. Teachers identified pedagogical issues, motivation, social learning, diagnosis, and student thinking as the reasons for their choice of assessment techniques. Three major challenges limited the use of problem solving and investigations: curriculum, student-related, and teacher-related issues. Ghana should make problem solving and investigations in mathematics integral parts of in-service professional development and teacher education programs.

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