Using Cuisenaire Rods to Overcome the Problem of Pupils’ Inability to Solve Addition of Proper Fractions in Some Selected Schools in the Krachi East Municipality

Patrrick Kwabena Amoakoh, Samuel Abotowuro


Excellent performance in the study of mathematics in basic and high schools today is a key global development priority. However, despite high-level educational policy efforts and financial investments by government and other policy bodies, the idea still remains an elusive goal.

The researchers examine the use of Cuisenaire rod in teaching addition of fractions as an effort to teach and make learning interesting for pupils.

This research adopted a multi-case study approach, documenting the impact of the Cuisenaire rod and some other dynamic approaches in teaching and learning mathematics in our schools. Data was gathered through observation, structured interviews and tests. It was found that the use of the Cuisenaire rod, some other teaching methods, as well as, dynamism of teachers and pupils is a key enabling factor in ensuring excellent performance in mathematics in our schools today.

The use of Cuisenaire rod demonstrated a great potential to make a real difference to achievement in mathematics by teaching addition of fractions. However, current formulations of policies and development overlook the key contribution of dynamic structured teaching approaches: this is vital to ensuring long term success.

This research paper explains why and how this new knowledge can be used to inform future policy and initiatives on the ground.

Keywords: Cuisenaire rod, Fraction, Performance

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