The traditional method of teaching Mathematics has been
criticised by researchers as learner passive paving the way for Problem Based Learning
(PBL) strategy into the teacher education curriculum in Ghana. This development
has aroused concerns about the effectiveness of lesson plans designed for teaching
using the traditional method. Consequently, the introduction of a PBL lesson plan
that is learner-centred, interactive, and involves the cooperation of learners in
small group activities has become indispensable. The study seeks to determine
the features of the PBL lesson plan that fits into the realities in the teaching
and learning of Mathematics for pre-service teachers at the colleges of education
in Ghana. The methodology employed in this study involved a literature review
of a traditional lesson plan for pre-service teachers in Ghana alongside a proposed
PBL lesson plan for pre-service teachers through a qualitative analysis before the
enactment of the instructional process. The result and discussions of the two lesson
plans placed the PBL lesson plan as a more constructive and a deeper reflection
of the three domains of learning (cognitive, affective, and psychomotor) which are
crucial in stating instructional objectives and for teaching Mathematics. The paper
recommended that the PBL strategy should be integrated into the teacher education
curriculum in Ghana since its features better fit into the realities in Mathematics
education in Ghana.
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