HOW KINDERGARTEN MATHEMATICS TEXTBOOKS ALIGN WITH THE NATIONAL KINDERGARTEN MATHEMATICS CURRICULUM IN GHANA
Abstract
Implementing the standard-based curriculum by the National Council for Curriculum and Assessment (NaCCA) in Ghana necessitated publishers to publish new school textbooks. This study compared the list of contents and the tasks in the national kindergarten (KG) mathematics curriculum and government-approved KG mathematics textbooks in Ghana.
Qualitative content analysis was done using the KG Curriculum and the five KG 1 and KG 2 mathematics textbooks approved by NaCCA. The study revealed that out of the five approved mathematics KG 1 and KG 2 textbooks by NaCCA, the list of contents of one of the textbooks aligned with the national KG 1 and KG 2 curricula in its approach and exactness in how the thematic contents were presented.
The contents of the four other textbooks did not comply with the national curriculum. Publishers of these four books used different approaches (non-thematic approach) in their presentation.
Therefore, it is recommended that publishers of mathematics textbooks adopt the thematic approach used by NaCCA by incorporating the storytelling and play approaches in the KG mathematics textbooks.