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.

This study illustrates some practical steps lecturers could use to enable students to apply the chi-square concept. The study relied on a definition and theorem based on the chi-square theoretical model. The participants consisted of seventy (70) (fifty-five (55) males and fifteen (15) females) level 100 mathematics students from a university in Ghana. They were all admitted from the public senior high schools across the country. The students completed the tasks assigned to them in their various groups through active learning, as their lecturer facilitated the process. The lecturer guided the students to complete tasks related to the applications of the chi-square test in solving problems. The results indicated that active learning exposed the students to varied ways to apply the chi-square test. An implication of this study is that lecturers should teach their students about theorems and their related proofs and applications. These theorems are significant in mathematics learning because they are absolute truths. They enable students to develop a deeper understanding of the underlying concepts. The study concludes that by working with concrete examples, students gradually internalized their concept-acquisition skills to the extent that they confidently identified what concept to apply to every question.

This study illustrates the teaching strategies that undergraduate mathematics lecturers might employ to improve their students' conceptual knowledge of the confidence interval for the population mean. The study employed an action research method. It allowed the researcher to deepen his knowledge of the subject matter by planning, acting, evaluating, refining, and learning from this experience (Koshy, 2010). The participants consisted of sixty (60) level 200 mathematics students, who were randomly selected from a cohort of mathematics students from a mid-sized university in Ghana. The students completed the tasks assigned to them in their various groups by working collaboratively together, with their lecturer helping the process. They determined the particular theorem to apply in any given situation and applied the confidence interval formula to calculate the confidence intervals. The results indicated that collaborative learning, combined with effective instructional methods, improves students' conceptual knowledge of the confidence interval. An implication of this study is that students’ prior experiences act as a catalyst to enhance their conceptual knowledge. Thus, students who have a conceptual grasp of sampling techniques can conceptualise confidence intervals with ease. The study concludes that students should thoroughly understand the definitions and theorems relating to a statistical concept before they examine concrete examples relating to confidence intervals.