Teaching mathematics for social justice: The challenges and the prospects in the Ghanaian senior high schools

Abstract

The<b> </b>study aimed to explore the prospects and challenges of teaching mathematics for social justice at Ghanaian senior high schools (SHSs). A non-random sample of seven respondents, including two experienced mathematics educators and five SHS students, were interviewed and analyzed qualitatively using thematic analysis. The analysis revealed seven themes: individual differences, students’ mathematics interests, participatory lessons, extracurriculars, non-interactive teaching, technology use, and cultural diversity. These thematic findings are related to technical, practical, and emancipatory knowledge constituent interests in schools and Ghanaian social, cultural, and historical settings. A teacher should utilize egalitarian pedagogy so that the students will gain practical and emancipatory skills.

Exploration of the Benefits of Linking the Teaching and Learning of Geometry at the Senior High School to the Akan Cultural Practices

“…According to researchers that support ethnomathematics and mathematics education, it's critical to help students understand the cultural context of mathematics by teaching them in a way that is appropriate for their culture (Rosa, 2020;Rosa et al, 2016). Mathematics instruction must be based on cultural relevance and rst-hand experiences that provide students a deeper grasp of reality, culture, society, and themselves if it is to have an impact on the political and social dynamics of culture (Atta & Bonyah, 2023b).…”

Connectivity and Application of the Principle of Multiple Intelligences in the Three Domains of Learning Mathematics

“…Mathematical concepts are learned through building or constructive processes, and however less focus has been placed on how different students approach this task. Notably, the impact of preferred learning styles on the creation of mathematical concepts and their implications for mathematics education have received little attention [4].…”

Role of multiplicity in examination oriented teaching destroying mathematics quality education

“…It is the subject, which develops reasoning intelligence, sharps mind, and makes mind creative. It is a common perception that the citizens who cannot reason mathematically, are cut off from whole realms of human endeavor (Atta & Bonyah, 2023;Cynthia et al, 2019). Learning of mathematics completely depends on thinking power of the learners that to what extent s(he) will learn and digest the subject (Da, 2023).…”