Abstract:

This paper explores Ghanaian junior secondary school students’ understanding of the concept of dividing a non-zero real number by zero (0), and then uses a guided-discovery method to enhance their understanding. The design for the study was an explanatory mixed-method design, comprising fifty (70) students, who were randomly selected from seven (7) schools in the central region. A test on division by zero with non-zero real numbers was given to participants to gather and establish an initial baseline quantitative scores on students’ understanding of division by zero. Ten (10) of the participants were interviewed to gather the qualitative data. The participants were later put into fourteen (14) groups, with five (5) participants in each group, while their class teacher helped them to explore series of non-zero real number divisions. The results of the initial baseline test indicated that all the participants initially had a wrong conception of division by zero. The participants’ conception greatly improved after their teacher had taken them through series of non-zero real number divisions. The implications of this study are that use of guided-discovery method for mathematics instruction helps students build conceptual understanding. Hence, mathematics teachers need to help students understand concepts by starting gradually with simple-case scenarios and transitioning into complicated ones.

Keywords:

Guided-discovery, baseline, conceptual understanding, explanatory mixed-method design, simple-case scenarious.