The Department of Mathematics/ICT came into existence during the migration of Colleges of Education from Post-Secondary Teacher Education to Diploma in Basic Education awarding institutions. Hitherto the department was not an amalgam of two units of Mathematics and ICT.
Two sectional units; Mathematics and ICT combined under one umbrella to form this department. The first HoD was Mr. Gideon Fianya from the ICT section. He was succeeded by Mr. Albert Dominic Baidoo and followed by Mr. Daniel Kofi Nkum both from the mathematics section of the department. Then Mr. Osei Kojo Agyemang from the ICT Unit.
The current HoD is Rev. Wilson Kotey Kotei from the Mathematics Unit of the department.

Vision:
To be a core Centre for training and retraining of Mathematics and ICT teachers using modern processes, techniques and resources.

Mission:
To train high level manpower to assume instructional responsibilities in Mathematics and ICT and in the use of Information and Communication Technology for Teaching and Learning.

Philosophy of Programme:
Considering the crucial role of Mathematics and ICT, Mathematics and ICT in the development and advancement of our nation socially and economically, a necessity to train high level manpower in Mathematics and ICT Education cannot be over emphasized. The overall philosophy of the programme is that of developing professional educators and researchers in Mathematics and ICT. The Bachelor of Education programme in Mathematics and ICT is specially designed to enhance the quality of Mathematics and ICT teachers to actualize this philosophy.

Department:     Mathematics and ICT Education
Head of Department:     Wilson Kotey Kotei (Rev)
Email:   maths.ict.kmce@gmail.com
Contact Phone Number(s):  +233(0)244040190/+233(0)204547433

The department has worked assiduously in helping the college run the following programmes;
2 – Year Cert “B” | 4 – Year “A” | 2 – Year “A” | 3 – Year Specialist | 2 – Year Modular Course |
3 – Year Cert “A” (Post Sec) | 4 – Year (Untrained Diploma in Basic Education) | 3 – Year Diploma in Basic Education | 2 – Year Sandwich Diploma.
Currently, the department offers two major programmes; Mathematics and ICT (Mathematics/Science, Mathematics/ICT, ICT/Mathematics).
The department is responsible for the training of Basic School Teachers to acquire competencies in teaching of Mathematics and ICT in Ghanaian Basic Schools.

Objective of Programme:
Generally, the programme is designed to prepare first degree holders in Mathematics and ICT teaching at different levels of Ghana Basic Education. Specifically, the programme aims at:
Producing Mathematics and ICT educators who are skillful, knowledgeable and committed to curriculum implementation in Mathematics and ICT as well as national development,
Providing intellectual capacity in Mathematics and ICT to teachers for further development in their area,
Enhancing in Mathematics and ICT teachers with the concept of Mathematics and ICT literacy and citizenry
Developing a practical orientation in Mathematics and ICT teachers for better teaching in Mathematics and ICT delivery
Developing professional expertise of students in Mathematics and ICT

Our Core Values:
Our Student focus on;
Integrity
Total Quality Management in Mathematics and ICT Education
Team Work
Excellence

Academic Programmes:
 Mathematics:
 
Year 1, Semester 1
EGM 114: Introduction to Learning and Applying Number and Algebra
There is the need to do auditing of subject knowledge to establish and address student teachers’ learning needs, perceptions and misconceptions in Number and Algebra.  Knowledge, skills and understanding of fundamental concepts of Number and Algebra, as well as, the ability to identify one’s own individual characteristics (culture, ethnicity, religion, family constellation, socio-economic background, dis/ability, etc.), can lead to a student teacher’s ability to apply these two areas of mathematics in patterning, generalization and algebraic reasoning in reminding the student teachers of the role of deductive reasoning in developing mathematical ideas. Algebra is about generalized mathematical thinking arising from seeing patterns and relationships. Strong foundations in Number and Algebra can help student teachers to develop confidence in demonstrating their mathematical abilities. For that reason, this course is designed to help student teachers to develop demonstrable confidence to explain or justify their thinking, based on their observations, the patterns they have observed, or what they know about numbers and algebraic relationships. As they do so, they develop confidence in teaching related topics in Number and Algebra to their pupils at the respective grade levels.
Topics in Number and Algebra include recognizing and developing patterns, using numbers and number operations, properties of numbers, concept of sets, number bases and modulo arithmetic, and algebraic expressions. In addition, student teachers will explore operations on algebraic expressions, apply mathematical properties to algebraic equations and functions. Using many examples of different local and global contexts, student teachers will solve mathematical problems using equations, graphs and tables to investigate linear and quadratic relationships. ICT tools and other manipulative materials will be used to introduce student teachers to the concepts listed above and to extend their conceptual understanding of the areas under study.
The course will focus on mathematical content on one hand and the strategies and learning experiences in doing mathematics on the other hand. These will be combined to form an integrated instructional approach that addresses the course learning outcomes. Differentiated approach to teaching will be used to ensure that student teachers will be supported in the area of Number and Algebra. The instructional strategies will pay attention to all learners, especially girls and students with Special Education Needs. The course will be assessed using a variety of assessments methods including coursework (assignments, quizzes, project works and presentation) and end of semester examination to provide a comprehensive outlook of student teachers’ competencies and skills.
National Teachers’ Standard: 2b, 2f, 3j; NTECF p.30.
 
Year 2, Semester 1
JBM 231: Theories in the Learning of Mathematics (JHS)
This course focuses on developing an understanding of what we know about how people think about mathematics and how an understanding of mathematics develops. It provides an overview of philosophies of mathematics and teaching mathematics in the Junior High School and explores the underlying conception about mathematics in the official mathematics curriculum and current classroom practice. It also covers how children learn mathematics and associated theories, and other psychological factors influencing learning. A number of learning theories that provide theoretical underpinnings for the use of ICTs in education will be examined with examples of ICT use based on each of the theories examined. Additionally, student teachers will develop awareness of equity and diversity issues, especially in respect of being able to identify the main developmental milestone of children in the Junior High School as well as the development of gender role and awareness. The course is expected to help student teachers learn how to teach mathematics and possibly construct their professional identities by reflecting and making connections between theory and practice. There is the need to do auditing of subject knowledge to establish and address student teachers’ learning needs, perceptions and misconceptions in Learning of Mathematics.
The course will focus on teachers as mediators and looking at learners’ characteristics as potential barriers to learning. It will inform and improve student teachers’ knowledge of foundational and contemporary theories and practices in teaching and learning mathematics at Junior High School, and can help them to consider effective classroom practices as they begin to think about how to plan and teach mathematics lessons in the Junior High School. Differentiated approach to teaching will be used to ensure that student teachers will be supported in learning theories in mathematics. The instructional strategies will pay attention to all learners, especially girls and students with Special Education Needs. The learning outcomes would be assessed through a combination of formative and summative assessments including coursework, individual and group assignments, presentations and mathematics histories.
National Teachers’ Standard:1a, 1f, 2c, 2e; NTECF, p. 21, 45
 
EGM 236: Theories in the Learning of Mathematics (JHS)
Students should have been taught psychological basis of teaching and learning and are familiar with concepts based on child growth, development, and maturation.
Different entry behaviours, socio-cultural issues, different learning needs, misconceptions about number and numeration system
PBM 231: Theories in the Learning of Mathematics (Upper Primary)
Students should have been taught psychological basis of teaching and learning and are familiar with concepts based on child growth, development, and maturation.
Different entry behaviours, socio-cultural issues, different learning needs, misconceptions about number and numeration system
JBM 232: Learning, Teaching and Applying Further Algebra
Algebra is an area of mathematics that provides those who study it with the opportunity to develop mathematical models that can be used to make a number of predictions including weather forecast, how much or less resources are needed to increase production in order to yield maximum or minimum profits. Yet, the teaching and learning of Algebra is out of sync with the benefits enumerated above because students are made to solve problems in Algebra without linking these activities to other areas of mathematics. To overcome these anomalies, all students, irrespective of their background, are to be supported not only to explore the uses of algebraic concepts in real life situations, but also to be able to exemplify how learners learn in different ways and how these and the core skills (such as problem solving, creativity and collaboration) can be used to support their own learning and that of their peers. The course is designed not only to give students an in-depth understanding of Algebraic concepts, but also to provide student teachers with the opportunity to apply these concepts both in other areas of mathematics and in real life situations. The topics covered include the learning and/or teaching of binary operations, binomial expansions, quadratics and other polynomials, series and sequences, matrices, simultaneous equations, introduction to linear programming. Differentiated approach to teaching will be used to ensure that student teachers will be supported in the area Further Algebra. The instructional strategies will pay attention to all learners, especially girls and students with Special Education Needs. The assessment procedure will include assignments, quizzes, project works with presentation, portfolio entries and end of semester examination (NTS,2c, 3k), (NTECF, p.21, p.34, p.39, p.45)

 
Year 3, Semester 1:
JBM 351: Teaching and Assessing Junior High School Mathematics (Intermediate)
In this course, student teachers will develop an understanding of the Ghanaian Curriculum for Change and Sustainable Development: Numeracy Standards for JHS. They will use the knowledge of theories in early learning and teaching of mathematics to enable them to conceptualize, plan and design learning, teaching and assessments. They will consider a range of strategies including play-based and inquiry learning as well as interpret student thinking and diagnose misconceptions to improve student learning. They will also explore the linkages with literacy, numeracy and ICT and develop their pedagogical content knowledge in JHS numeracy teaching. Topics covered in this course include the official JHS mathematics curriculum and learning outcomes covering key mathematical concepts in the Number, Geometry and Handling data content domains as well as the principles behind these. A combination of face-to-face sessions, practical activities, independent study, seminars and e-learning opportunities will be used to deliver the course. The course will be assessed using a variety of assessments methods including coursework, assignments, quizzes, project works with presentation. National Teachers’ Standard:1e,2c, 3j; NTECF, p.38, p.39.
 
JBM 352: Learning, Teaching and Applying Calculus
Calculus is an area of mathematics that provides those who study it with the opportunity to develop mathematical models that can be used to make a number of predictions including weather forecast, how long it takes to empty or fill a vessel, and how many insects can leave or enter a room anytime it is opened. It also makes it possible to calculate the exact values of areas and volumes, making it possible to maximize the use of resources. Yet, the teaching of calculus is out of sync with the benefits enumerated above because students are made to find derivatives and integrals of functions without linking these activities to other areas of mathematics or guiding all students, irrespective of their background, to explore the uses of these two concepts in real life situations. Also, students are made to explore patterns and shapes without any opportunity for them to use these to solve problems either in different areas of mathematics or in their day to day lives. There is the need to do auditing of subject knowledge to establish and address student teachers’ learning needs, perceptions and misconceptions in Calculus.
The course is designed to give student-teachers an in-depth understanding of differential and integral calculus and their applications in real life situations. Topics to be covered include: limits, continuity and derivatives of algebraic functions; derivatives of transcendental functions, implicit functions; inverse trigonometric functions and their derivatives; hyperbolic functions and their inverses; application of derivatives; curve sketching, maxima and minima; linear kinematics. It also covers the concept of integration, techniques of integration – by substitution, parts, and use of partial fractions, improper integrals, numerical methods (Trapezium and Simpson’s rules), reduction formulae, applications to area between curves and volumes of solids of revolution. Differentiated approach to teaching will be used to ensure that student teachers will be supported in the area of Calculus.
The course will be taught in 3-hour face-to-face sessions weekly, focusing on mathematical content on one the hand and the strategies and learning experiences in doing mathematics on the other hand. These will be combined to form an integrated instructional approach that addresses the course learning outcomes. The instructional strategies will pay attention to all learners, especially girls and students with Special Education Needs. The course will be assessed using a variety of assessments methods including coursework, assignments, quizzes, project works with presentation and end of semester examination to provide a comprehensive outlook of student teachers competencies and skills
National Teachers’ Standard: 2c, 2e, 3j, 3k; NTECF, p. 21, p.39.
 
EGM 356: Teaching and Assessing Numeracy II for Early Grade
Over the last two decades, official reports have consistently identified a problem regarding how Mathematics is taught and learnt in Ghanaian schools. Teachers often tend to present mathematical concepts, work several examples on the chalkboard, and then assign exercises in which pupils practice whatever has just been presented; an approach that has been widely criticised. Although, the current teacher education programmes attempt to expose student teachers to theories on how children learn mathematics, it would appear that the emphasis is on cognitive psychology (constructivism) and the behaviourist perspectives (behaviourism) of children learning, regardless of contemporary perspectives including socio-constructivist’ and situated cognition theories and teacher beliefs about the nature of mathematics. Teacher beliefs, for example, do not only affect the way they teach, but also what and how their pupils learn. A belief that mathematics should be focused on engaging tasks that encourage critical thinking and problem solving leads to teachers developing lessons that promote discourse between students and making sense of concepts and procedures.
To address the foregoing issues, this course is designed to provide a comprehensive overview of various theoretical and philosophical approaches used to better understand the teaching and learning of mathematics, with a focus on the Early Grade level. The readings and assignments in this course will allow for insight into the existing evidence accumulated on teaching and learning mathematics and inspire reflective thoughts on the emerging thinking around how children learn mathematics. Specific attention is given to the importance of mathematics; teacher’s beliefs about learning and teaching mathematics; the nature of teachers’ mathematical knowledge; making connections and developing mathematical talk; meaning and scope of development; psychology of teaching early grade students: behaviorists, cognitivists and constructivists; implications for teaching mathematics in the Early Grade; socio-cultural, attitude, anxiety, and other teaching mathematic involving the concepts of inclusivity, reflective, gender and equity.
 
Year 4, Semester 1
Teaching Internship
 
Year 1, Semester 2
EBC 122: Learning, Teaching and Applying Geometry and Handling Data
Geometry is a critical component of mathematics education because student teachers are required to relate concepts from geometry to geometric phenomena. It provides the necessary mathematical tools for complex reasoning and solving problems in the sciences, technology, engineering, and many skilled trades and professions. Handling Data also provides tools for describing variability in data and for making informed decisions. This course is designed to develop and consolidate the basic mathematical knowledge and skills in the domain of Geometry and Handling Data taking into account uses of mathematics in different local contexts as well as exploring learners’ misconceptions and difficulties in these domains. Student teachers will be required to demonstrate good understanding of all the areas covered by the senior high school core mathematics, especially areas where the chief examiners’ reports have highlighted as difficult. There is the need to do auditing of subject knowledge to establish and address student teachers’ learning needs, perceptions and misconceptions in Geometry and Handling Data. These areas include, but not limited to, bearing – representing the given information on a correct diagram; circle geometry and its applications; mensuration of plane and three dimensional shapes; drawing required diagrams correctly; geometrical construction; geometry and basic trigonometry with applications; representation of information in diagrams; congruence and similarities; finding angles and distances; global mathematics, introductory statistics and probability; cumulative frequency curve; drawing and reading from graphs; reading and answering questions from graphs; probability: meaning and application in real-life situations. The student teacher will also be required to demonstrate the ability to identify how their own individual characteristics (culture, ethnicity, religion, family constellation, socio-economic background, dis/ability, etc.). Differentiated approach to teaching will be used to ensure that student teachers will be supported in the area of Geometry and Handling Data. The course will focus on mathematical content on one hand and the strategies and learning experiences in doing mathematics on the other hand. These will be combined to form an integrated instructional approach that addresses the course learning outcomes. The instructional strategies will pay attention to all learners, especially girls and students with Special Education
Needs. The course will be assessed using a variety of assessments methods including coursework (assignments, quizzes, project works, and portfolio entries with presentation) and end of semester examination to provide a comprehensive outlook of student teachers’ competencies and skills.
National Teachers’ Standard: 2b, 2f, 3j, 3m; NTECF p.30, p.39
 
Year 2, Semester 2
JBM 242: Learning, Teaching and Applying Further Algebra
Algebra is an area of mathematics that provides those who study it with the opportunity to develop mathematical models that can be used to make a number of predictions including weather forecast, how much or less resources are needed to increase production in order to yield maximum or minimum profits. Yet, the teaching and learning of Algebra is out of sync with the benefits enumerated above because students are made to solve problems in Algebra without linking these activities to other areas of mathematics. To overcome these
anomaly, all students, irrespective of their background, are to be supported not only to explore the uses of algebraic concepts in real life situations, but also to be able to exemplify how learners learn in different ways and how these and the core skills (such as problem solving, creativity and collaboration) can be used to support their own learning and that of their peers.
The course is designed not only to give students an in-depth understanding of Algebraic concepts, but also to provide student teachers with the opportunity to apply these concepts both in other areas of mathematics and in real life situations. The topics covered include the learning and/or teaching of binary operations, binomial expansions, quadratics and other polynomials, series and sequences, matrices, simultaneous equations, introduction to linear programming. Differentiated approach to teaching will be used to ensure that student teachers will be supported in the area Further Algebra. The instructional strategies will pay attention to all learners, especially girls and students with Special Education Needs. The assessment procedure will include assignments, quizzes, project works with presentation, portfolio entries and end of semester examination
National Teachers’ Standard:2c, 3k; NTECF, p.21, p.34, p.39, p.45
 
EGM 245: Teaching and Assessing Numeracy I for Early Grade
Demonstrate a comprehensive knowledge of the official P4-P6 Mathematics Curriculum and learning outcomes covering counting and number relationships; place value 10 to 1,000, addition and subtraction: numbers within 99; shape, space and measurement, as well as the principles behind these [NTS 2.b] [CfCSD]. Demonstrate knowledge of instructional practices for teaching P1- P3 mathematics curriculum
Use manipulative and TLMs including ICT in a variety of ways in teaching mathematics concepts. NTS 3j
Demonstrate understanding of syllabus guidelines for classroom assessment and skills of effective
assessment for teaching mathematics in the specialism including design an assessment tools
with the rubrics and design assessment tool with the rubrics. NTS 2b, 3l, 3m
Value as well as respect equity and inclusivity in the mathematics classroom NTS 1f; Demonstrate awareness of sociocultural issues in teaching and learning mathematics in the content domains by (PP 13).
Face-to-face, practical activity, work-based learning, independent study, group presentations and e-learning opportunity. Maths posters, Manipulatives and visual aids, Computers and other technological tools, Set of Mathematical instruments, Graph sheets
 
JBM 241: Teaching and Assessing Junior High School Mathematics (Introductory)
Sustainable Development: Numeracy Standards for Junior High School. They will use the knowledge of theories in early learning and teaching of mathematics to enable them to conceptualise, plan and design learning, teaching and assessments. They will consider a range of strategies including play-based and inquiry learning as well as interpret student thinking and diagnose misconceptions to improve student learning. They will also explore the linkages with literacy, numeracy and ICT and develop their pedagogical content knowledge in junior high school mathematics teaching. Topics covered in this course include the curriculum, standards-based versus objective- based curriculum; counting and number relationships; place value, addition and subtraction: numbers within 99; shape, space and measurement; college-based classroom micro lessons; using technology to teach number sense and operations sums within 99). Differentiated approach to teaching will be used to ensure that student teachers will be supported in the teaching and assessing Junior High School mathematics. A combination of face-to-face sessions, practical activities, independent study, seminars and e-learning opportunities will be used to deliver the course. The instructional strategies will pay attention to all learners, especially girls and students with Special Education Needs. The course will be assessed using a variety of assessments methods including coursework, assignments, quizzes, project works with presentation and end of semester examination to provide a
comprehensive outlook of student teachers’ competencies and skills. (NTS 2b, 2c, 3e, 3j, 3l,) (NTECF 39).
PBM 241: Teaching and Assessing Mathematics for Upper Primary (Introductory)
In this course, student teachers will develop an understanding of the Ghanaian Curriculum for Change and Sustainable Development: Numeracy Standards for Junior High School. They will use the knowledge of theories in early learning and teaching of mathematics to enable them to conceptualize, plan and design learning, teaching and assessments. They will consider a range of strategies including play-based and inquiry learning as well as interpret student thinking and diagnose misconceptions to improve student learning. They will also explore the linkages with literacy, numeracy and ICT and develop their pedagogical content knowledge in junior high school mathematics teaching. Topics covered in this course include the curriculum, standards-based versus objective-based curriculum; counting and number relationships; place value 10 to 1,000, addition and subtraction: numbers within 99; shape, space and measurement; college-based classroom micro lessons; using technology to teach number sense and operations sums within 99). A combination of face-to-face sessions, practical activities, independent study, seminars and e-learning opportunities will be used to deliver the course. Differentiated approach to teaching will be used to ensure that student teachers will be supported in the area of teaching and assessing upper primary mathematics. The course will focus on mathematical content on one hand and the strategies and learning experiences in doing mathematics on the other hand. These will be combined to form an integrated instructional approach that addresses the course learning outcomes. The instructional strategies will pay attention to all learners, especially girls and students with Special Education Needs. The course will be assessed using a variety of assessments methods including coursework, assignments, quizzes, project works with presentation and end of semester examination to provide a comprehensive outlook of student teachers competencies and skills. (NTS 2b, 2c, 3e, 3j, 3l,) (NTECF 39). (NTS,2c, 3k), (NTECF, p.21, p.34, p.39, p.45)
 
JBM 242: Learning, Teaching and Applying Euclidean Geometry and Trigonometry
Euclidean geometry has many applications in real life. It helps visualizing and thinking in three-dimensional terms and this helps one to understand 3-D shapes encountered in everyday life. The study of geometry also helps to build the skills of logic, analytical reasoning, deductive reasoning and problem-solving. These benefits call for inclusive geometry lessons in which all learners are given the opportunity to participate and work at their own pace in differentiated tasks.
This course is therefore designed help the teacher to demonstrate how they can boost learners’ self-esteem and, as a consequence, enhance their learning potential. It is to give students in-depth knowledge and understanding of the basic concepts of geometry. Topics to be treated include: Euclidean Geometry Proofs – proofs for theorems about congruent and similar triangles, Pythagoras theorem, Circle theorems, etc. Describe Lines and Circles; Equation of a Line (Loci); Describe the Relationship between Lines and Circles. Geometrical constructions. It also covers Trigonometric ratios and their reciprocals, Trigonometric Identities, Inverse, Circular Functions of Angles of any magnitude and their Graphs; Trigonometric formulae including multiple angles and half angles; Maxima and minima of Trigonometric expressions; Solution of Trigonometric Equations; Solution of Triangles; Three-Dimensional Problems. The assessment procedure will include assignments, quizzes, project works with presentation and end of semester examination.
The course will be taught in 3-hour face-to-face sessions weekly, focusing on mathematical content on one the hand and the strategies and learning experiences in doing mathematics on the other hand. These will be combined to form an integrated instructional approach that addresses the course learning outcomes. The course will be assessed using a variety of assessments methods including coursework, assignments, quizzes,
project works with presentation, portfolio and end of semester examination to provide a comprehensive outlook of student teachers competencies and skills. (NTS, 2c) (NTS, 3k, NTECF, p.28).

Year 3 Semester 2
JBM 361: Teaching and Assessing Junior High School Mathematics (Advanced)
The course, Pedagogical Content Knowledge in Mathematics is a required course in the One of the major requirements of the NTS is in-depth knowledge and specialism of the student teachers on the contents of the basic education Mathematics curriculum. This course is intended to equip student-teachers with knowledge and understanding of the aims of teaching and learning in the basic school. It will also help them to identify the learning outcomes of the JHS 1- 3 mathematics curriculum; overview of the scope, sequence and how to assess the four domains, that is, Number, Algebra, Geometry and Handling Data. These can be achieved through the study and analysis of the national mathematics standards (i.e., syllabus) textbooks and other policy documents.
This course will also focus on lesson design and analysis, including the development of micro lesson plans and tasks for new concept development, practice, review and trialling these in micro-teaching sessions. It will be relevant during STS placement as well as engagement in action research to improve student learning within a community of practice.
The course aims at translating current theory into practice related to mathematics education. This includes effective planning, implementing and assessment strategies employed at the JHS level. The course provides opportunities for student teachers to engage in analysis and design of college-based classroom micro lessons as well as observing and reflecting upon a mathematics lessons in schools.
Topics covered in this course include how to teach the following: Shape and Space, Mensuration, Rigid Motion, Indices and Logarithms, Handling Data, Probability, Percentages and applications, Vectors and Bearings. The integration of ICT tools will be considered essential in the teaching and learning of concepts within the topics mentioned above. Differentiated approach to teaching will be used to ensure that student teachers will be supported in the area of Handling Data.
The instructional strategies will pay attention to all learners, especially girls and students with Special Education Needs. The course will focus on the strategies and learning experiences used by JHS pupils in the study of mathematics. It will be assessed using a variety of assessments methods including coursework, assignments, quizzes, project works with presentation and end of semester examination to provide a comprehensive outlook of student teachers competencies and skills.
National Teachers’ Standard:1a, 3b, 3e, 3k, 3j; NTECF p.28, p.29.

Year 4, Semester 2
JBM 481: Learning, Teaching and Applying Analytical Geometry
Analytical geometry establishes a link between geometry and algebra. This relationship makes it possible to translate problems in geometry into equivalent problems in algebra, and vice versa. The methods of one of these two subjects can then be used to solve problems in the other. This characteristic of analytical geometry makes it an important subject and helps student to learn both algebra and geometry.
This course is to give students an in-depth understanding of areas in analytical geometry and their applications. Coordinates of a point of division of line segment in a given ratio; graphing algebraic equations in two variables as lines and circles; calculating angles and distances between lines/circles; equation of a line; distance of a point from a line; conic sections: equation of a circle, equation of parabola, equation of an ellipse, equation of a hyperbola, asymptotes to a hyperbola, polar coordinates: relations between polar and Cartesian coordinates; area of a sector, length of a curve, arc length; parametric equations and polar equations. Differentiated approach to teaching will be used to ensure that student teachers will be supported in the area of Analytical Geometry. The course will be taught through guided learning activities using a variety of methods, including discussion, group work, verbal exposition, investigation, and student teacher presentations. The instructional strategies will pay attention to all learners, especially girls and students with Special Education Needs. The assessment procedure will include assignments, observation, quizzes, project works with presentation, portfolio entries on reflections and end of semester examination
National Teachers’ Standard: 2c, 2e, 3h, 3j, 3k; NTECF, p. 39.

JBM 482: Learning, Teaching and Applying Data Handling
Handling Data consists of Statistics and Probability (chance). Statistics is a branch in mathematics that deals with the collection, organising and analysing data. It is an important area which support the teaching of probability. Teaching both areas of mathematics together provides learners with the opportunity to establish links between these areas and other areas in mathematics.

This course is to give students an in-depth understanding of Statistics and Probability. There is the need to do auditing of subject knowledge to establish and address student teachers’ learning needs, perceptions and misconceptions in Statistics and Probability. Topics to be treated include Statistics and its importance, nature and types of data; identifying problems for data collection; designing instruments for data collection; methods of organizing data – frequency tables, cross tabulations, graphs, computing. Descriptive statistics, sampling distributions, linear correlation: Pearson Product-moment Correlation Coefficient; Regression by the method of least squares; concept of probability; axioms of probability theory and their deductions. Counting Techniques: tree diagram; permutations and combinations; algebra of events; independence and conditional probability; total probability and Bayes’ Theorem will also be covered. This will enhance the development of skills of presentation, communication and evaluation of statistical results. Differentiated approach to teaching will be used to ensure that student teachers will be supported in the area of Handling Data.

The course will focus on mathematical content on one the hand and the strategies and learning experiences in doing mathematics on the other hand. These will be combined to form an integrated instructional approach that addresses the course learning outcomes. The instructional strategies will pay attention to all learners, especially girls and students with Special Education Needs. The course will be assessed using a variety of assessments methods including coursework, assignments, quizzes, project works with presentation and end of semester examination to provide a comprehensive outlook of student teachers competencies and skills (NTS, 2c, 3k); (NTECF 21)
 
 
ICT:
Year 2, Semester 1:
JBT 231: Educational and Instructional Technologies
This course is designed to cover the theories, frameworks, and practices of computer – and web-based applications in various instructional settings, paradigms, and research regarding the use of technologies in teaching. It also aims to help the student teachers refine, redefine, and reshape their perspectives and views of technology as they relate to the society, teaching, learning, and training.
It is designed to deepen student teachers’ awareness of technology concepts and provide experiences that facilitate individual thinking. The course also seeks to introduce student teachers to a range of approaches used to integrate ICT tools across the curriculum; focusing on classrooms that integrate technology into teaching and learning, and research. Student teachers will be equipped with knowledge and skills required for effective integration of educational and instructional technologies in teaching and learning.
Interactive discussions will be used to critically examine the Current Technological trends shaping education.  Interactive multimedia presentations and video analysis will be used to evaluate the Cognitive Science and Research- Based attributes of effective technology enabled learning environments. These strategies must respond to inclusivity and equity. Assessment will be done through, observation, Video Analysis, individual and group project to synthesize knowledge and concepts. Assessment will also evaluate student teachers’ ability to use self-help features to learn use of hardware and software
National Teachers’ Standard: 1a, 1b, 2c, 2e, 3a, 3b, 3c, 3d, 3e, 3h, 3i, 3k, 3n, 3p/ NTECF: Pillar 1, 2 & 3, crosscutting issues; Core skills, Professional values and attitudes, Assessment
 
 
JBT 232: Multimedia Authoring in Education
This course intends to introduce student teachers to the creation of educational material and interactive lessons using practical multimedia tools. Emphasis will be placed on the integration of a variety of delivery systems in the production of instructional products. Student teachers will examine the use of a variety of media, including audio, video, text, and graphics to produce instructional multimedia products. Emphasis will also be placed on understanding the problem-solving skills associated with production relating to business and/or educational products reflecting a client’s or target audience’s needs. The course emphasizes the use of multimedia application in developing multimedia content.
This course will equip student teachers with the skills to design and create Web pages. It will also provide student teachers with first-hand experience in the methodologies of multimedia presentation development in the educational setting as well as skills to analyze and use a variety of techniques and methods to develop effective and relevant multimedia learning activities to suit the 21st century classroom.
National Teachers’ Standard: 1a, 1b, 2c, 2e, 3a, 3b, 3c, 3d, 3e, 3h, 3i, 3k, 3n, 3p/ NTECF: Pillars 1, 2 & 3, crosscutting issues; Core skills, Professional values and attitudes, Assessment
 
 
Year 3, Semester 1:
 
JBT 351: Database Systems and Software Development
This course is designed to introduce student teachers to application development with emphasis on database applications and object-oriented programming techniques. It will also introduce students to database design and implantation concepts and software testing and verification. Students will use Integrated development tools, software development kits, and software subsystems are to develop database applications. Learning activities in this course should include classroom, laboratory, and online tasks to develop the knowledge and skills necessary to write effective computer programs for information system applications. Authentic assessment will be mostly used to assess students on the course and student teachers will also be encouraged to build professionalism into their work.
National Teachers’ Standard: 1a, 1b, 1c, 2c, 2e, 3b, 3c, 3d, 3e, 3h, 3i, 3k, 3n, 3p/ NTECF: Pillar 1, 2 & 3, crosscutting issues; Core skills, Assessment, Professional values and attitudes
 
 
JBT 353: Web and Mobile Application Development in Education
This course is designed for student teachers to learn web technologies that are widely used in developing web-based
systems and applications. It extends the student teacher’s knowledge and skills in computing, network programming, web design, and system analysis, design and development. This course also introduces student teachers to programming technologies, design and development related to mobile applications. Topics include accessing device capabilities, industry standards, operating systems, and programming for mobile applications using an OS Software Development Kit
(SDK).
Student teachers will be taken through face-to-face discussions of concepts and practical sessions. They will also be required to undertake projects solving real life educational problems to support their learning. These will also form the basis of the authentic assessment which will constitute the bulk of their assessment. Artefacts developed in these projects will be documented in a professional portfolio.
National Teachers’ Standard: 1a, 1b, 2c, 2e, 3a,3b, 3c, 3e, 3d, 3h, 3i, 3k, 3n, 3p/NTECF: Pillars 1, 2 & 3, crosscutting issues; Core skills, Assessment, Professional values and attitudes
 
 
Year 4, Semester 1:
Teaching Internship
 
 
Year 1, Semester 2:
 
EBC 121: Introduction to Information and Communications Technology
This course is designed to introduce student teachers to computer-based information systems and their applications, implications and issues surrounding their use. It provides student teachers with background information in the use of computers and serves to meet their general technology/computer literacy requirement. The course provides practical skills in various ways to incorporate technology into the student teacher’s personal educational programme as well as integrating word processing, spreadsheets, presentation software, Internet Applications and Services in teaching and learning. The course will also explore past and present developments in the field of ICT. Ethical, health and safety, privacy, security and intellectual property issues will be discussed. The case of inclusivity and equity and other social issues within the context of Ghanaian core values including honesty, creativity and informed citizenry and lifelong learning that inform professional practice will also be discussed.
National Teachers’ Standard: 1a, 1b, 2c, 2e, 3a, 3b, 3c, 3d, 3e, 3h, 3i., 3k, 3n, 3p/NTECF: Pillar 1, 2 & 3, crosscutting issues; Assessment, Core skills, Professional values and attitudes)

 
Year 2, Semester 2:
 
JBT 241: Data Communication a Computer Networking
This course is designed to convey the essentials of data communication and networking including a study of the Open Systems Interconnection (OSI), TCP/IP and Internet models. It covers various protocols, architectures and performance analysis of interconnection technologies. In this course, the student teachers will be exposed to several concepts to understand and apply the concepts of data communication and networking technology.
In addition, student teachers will gain the competency to use network application, troubleshooting and configuring basic network using guided and unguided media.
National Teachers’ Standard: 1a, 1b, 2c, 2e, 3a,3b, 3c, 3e, 3d, 3h, 3i, 3k, 3n, 3p/NTECF: Pillars 1, 2 & 3, crosscutting issues; Core skills, Professional values and attitudes, Assessment.
 
 
JBT 242: Application Development in Education
The course is primarily aimed at preparing student teachers to teach systems development, computer programming and its related concepts and provide basic systems development capabilities to schools. It aims at introducing student teachers to systems application development and will take students through the various steps of the systems development cycle. It assumes student teachers have little prior programming experience and introduces the concepts needed and progresses to an intermediate level in programming.
The course would adopt a practical hand-on approach to educational systems development and will focus on systems development concepts, such as requirements analysis, cost estimation, design, computer programming, quality control, configuration management, introduction to robotics.
National Teachers’ Standard: 1a, 1b, 2b, 2c, 2e, 3a, 3b, 3c, 3e, 3d, 3h, 3i, 3k, 3n, 3p/NTECF: Pillars 1, 2 & 3, crosscutting issues; Core skills, Professional values and attitudes, Assessment.

Year 3, Semester 2:
JBT 361: Technology Leadership and Management
This course exposes student teachers to the role of leadership as it relates to the implementation of information and communications technology in schools. It is designed to help student teachers develop competence and confidence by learning to manage the information systems as a single system and as part of an organisation. Educational leaders have significant and timely issues to deal with in the school environment and need to be socially responsible leaders for a rapidly changing technologically-rich world. It examines the role of leadership as it relates to the implementation of educational technology in schools. It will expose student teachers to various aspects of management including strategic human resources, finance and procurement management and IT management best practices. The course will employ face to face interactive discussions and some authentic instructional teaching methods to enable student teachers produce some management artefacts. A mix of traditional and authentic assessment methods will be used to assess student teachers.
National Teachers’ Standard: 1a, 1b, 2c, 2e, 3a, 3b, 3c, 3e, 3h, 3d, 3i, 3k, 3p, 3n/NTECF: Pillar 1, 2 & 3, crosscutting issues; Core skills, Assessment, Professional values and attitudes
 
 
Year 4, Semester 2:
 
JBT 481: PC Maintenance and Laboratory Management
This course is aimed at preparing student teachers with the requisite knowledge and skills to manage and maintain computers and educational computer laboratories. It will also provide hands-on training in the installation, configuration, optimization and upgrading of computer systems. Again, it will focus on computer hardware systems and maintenance including concepts like computer systems, computer system parts, maintenance techniques, approaches and tools; diagnostic techniques; system assembly and installation; troubleshooting and repair of computer systems and accessories, computers, etc. The course will mainly be practical and hands-on and will rely mostly on authentic assessments.

National Teachers’ Standard: 1b,1c, 2c, 2e, 3a, 3b, 3c, 3d, 3e, 3h, 3i., 3k, 3n, 3p/NTECF: Pillar 1, 2 & 3, crosscutting issues; Assessment, Core skills, Professional values and attitudes.
 
 
JBT 482: Legal and Security Issues in ICT
This course provides understanding of the fundamentals of information security. This will be accomplished by defining key terms, explaining essential concepts, and providing the knowledge and understanding of information security. The course will also discuss access control devices commonly deployed by modern operating systems, and new technologies that can provide strong authentication to existing implementations. This course also examines the various definitions and categorizations of firewall technologies and the architectures under which firewalls may be deployed. The course also discusses security technologies by examining the concept of the intrusion, and the technologies necessary to prevent, detect, react, and recover from intrusions. Specific types of intrusion detection and prevention systems (IDPSs)—the host IDPS, network IDPS, and application IDPS. This course explores national laws that guide the field and use of ICT and presents a detailed examination of the computer ethics that the users and those who implement information security must adhere to. This course will be taught through interactive discussions, seminars and presentation of the various concepts to student-teachers. The course will be assessed through assignments, quizzes and classroom exercises to evaluate student-teachers’ understanding and knowledge of Information security concepts.
National Teachers’ Standard: 2c, 2e, 3a, 3e, 3h, 3i, 3k, 3p/ NTECF: Pillar 1, 2 & 3, crosscutting issues; Core skills, Assessment. Core skills, Professional values and attitudes

Admission Requirements:
The entry requirements for admission to the new 4 -Year B.Ed. degree is as follows:
WASSCE Holders: CREDIT (A1-C6) in Six (6) subjects comprising Three (3) Core subjects, including English Language and Core Mathematics, and Three (3) Elective subjects relevant to the course of study, including Elective Mathematics.
SSSCE Holders: CREDIT (A-D) in Six (6) subjects comprising Three (3) Core subjects, including English Language and Core Mathematics, and Three (3) Elective subjects relevant to the course of study, including Elective Mathematics.
Holders of TVET Qualifications: CREDIT in Three Core subjects including English Language and Mathematics and PASSES in Three Elective subjects relevant to the course of study.
Candidate awaiting the MAY/JUNE WASSCE and NAPTEX RESULTS can also apply.

Exit Requirements:
Student teachers are expected to accumulate a minimum of 165 credits. The student teacher must:
i.            fully meet the National Teachers’ Standards (NTS)
ii.            achieve a minimum CGPA of 1.5 in all courses
iii.            successful completion of 168 days’ school experience (supported teaching in schools) 

Staff:
For Mathematics Unit:
Male = 4          Female = 2.     Total = 6
For ICT Unit:
Male = 2          Female = 0.     Total = 2
Grand Total:
Male = 6          Female = 2      Total = 8
 
Students:
For Level 100,            Males = 43,                 Females = 15.              Total = 57
For Level 200,            Males = 52,                 Females = 11.              Total = 63
For Level 300,            Males = 71,                 Females = 11.              Total = 82
For Level 400,            Males = 75,                 Females = 16.              Total = 91
Grand Total,                    Males = 244,               Females = 53.              Total = 293

Full – Time Staff
1.      Rev Wilson Kotey Kotei – HoD (Mathematics) and College Chaplain
2.      Mr. Daniel Kofi Nkum – Mathematics and Dean of Academic Affairs

  1. Dr. Daniel Gbormittah – Academic Board Rep (Mathematics) and a Hall Tutor
  2. Mr. Edward Ninsin – Mathematics
    5.      Mr. Daniel Paa Korsah – ICT and Head of ICT Technical Department.
  3. Mrs. Leticia Nana Sam – Mathematics and Department Rep for Academic AffairsPart – Time Staff
    1.      Ms. Yvonne Mawusi Ntow – Mathematics
  4. Mr. Godsway Believer Gbedze – ICT

Headship of the Department from 2012 – Till Date:
 
Dominic Albert Baidoe                                                  2012 – 2016
Daniel K. Nkum                                                                 2017 – 2020
Osei Kojo Agyeman                                                        2021 – 2022

Wilson Kotey Kotei (Rev)                                             2022 – Date

Academic Staff:
Name: NKUM, Daniel Kofi
Qualifications: M. Ed. (Mathematics Education)/ B. Ed. (Mathematics Education)
Unit: Mathematics
Status: Senior Tutor
Research Area:

Name: NINSIN, Edward
Qualifications: M. Ed. (Mathematics Education)/ B. Ed. (Mathematics Education)
Unit: Mathematics
Status: Tutor
Research Area:

Name: GBORMITTAH, Daniel
Qualifications: PhD. (Mathematics Education) / M. Phil. (Mathematics Education)/ B. Ed. (Mathematics Education)
Unit: Mathematics
Status: Tutor
Research Area:
i. Teaching in Context Pedagogy
ii. Philosophical Foundations of Mathematics Education
iii. Assessment Integration in Mathematics Education
iv. Technology Integration in Mathematics Education
 
Name: KOTEI, Wilson Kotey (Rev)
Qualifications: M. Phil. (Mathematics Education)/ B. Ed. (Mathematics Education)/

MDiv.  (Theology Education)

Unit: Mathematics
Status: Tutor
Research Area:

Name: KORSAH, Daniel Paa
Qualifications: M.Ed. IT/ B. Ed. (Computer Science)
Unit: ICT
Status: Senior Tutor
Research Area:
i.  Technology Acceptance
ii.  Online Learning

 
Name: SAM, Leticia Nana (Mrs.)
Qualifications: MPHIL (Basic Education)/ B. Ed. (Mathematics Basic Education)
Unit: Mathematics
Status: Tutor
Research Area:
 
Name: NTOW, Yvonne Mawusi
Qualification: MPhil. (Mathematics Education)
Unit: Mathematics
Status: Tutor
Research Area: Algebra

Non-Academic Staff:
Yet to have.