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.

Teaching mathematics as a STEM subject in this 21^st century must be challenging enough to inspire learning, especially in the basic schools. This also depends on the pedagogical content knowledge and skills of the teachers handling the subject. Therefore, there is a need to design modern instructional strategies for training future teachers handling the pupils at the primary schools. Flipped classroom approach is one of the emerging pedagogical strategies that has proven to be very efficacious in teaching almost all subjects. Therefore, this research aimed to investigate the impact of flipped classrooms as a pedagogy in equipping the pre-service teachers with the knowledge and concepts of plane geometry, which happens to be one of the main branches of mathematics. A sample of 101 basic school pre-service teachers was purposively sampled for the study. A pre- and post-test design were used to gather quantitative data for analysis using a quasi-experimental approach. Based on the analysis of the results, the null hypothesis was rejected since there was a statistically significant difference in the pre-service teachers’ performance before and after the intervention. The study concluded that there was an improvement in performance due to the intervention. Therefore, the researcher recommends the flipped classroom approach as a formidable pedagogy for teaching pre-service teachers.

Introduction: The 21st century comes with its own challenges so far as the teaching and learning of mathematics is concern. This is because most of the senior students have access to digital devices that allow them to navigate the social media channels like the WhatsApp, Twiter, instagram, SnapChat, Facebook, TikTok and the likes. Unfortunately these handles are loaded with various forms of videos and other stuffs that these innocent young ones turned to love to follow more than their studies, thereby affecting their academic achievements. Purpose: The motive of this study was to enhance students’ conceptual understanding in circle theorems using the flipped classroom approach. Methodology: A sample of Fifty (50) Remedial students from the Bekwai Municipal Assembly in the Ashanti Region of Ghana was selected by means of purposive sampling method for the study. With the use of quasi- experimental design, a pretest post test method was use to gather the data on the students to ascertain the impact of the interventional design. In addition to the tests, a questionnaire was also used to find out how students feel about the flipped classroom pedagogy in teaching and learning. Findings: The analysis of the questionnaire came out that students enjoyed the lessons and their performance appreciated as a result. A statistical significant improvement in the students’ performance made the researcher reject the null hypothesis and concluded that flipped classroom approach impacted positively on students’ performance. Recommendations: It was therefore recommended that the flipped classroom should be adopted as one of the pedagogical strategies in teaching mathematics at the Senior High school.

How do mathematics teachers view about the curriculum can affect their role in classroom activities. In this context, this study examined teachers’ perceptions of the math curriculum for senior high schools in Ghana and their interrelation with classroom practices. Quantitative data were collected from a random sample of 69 mathematics teachers across the senior high schools in the Ashanti Region of Ghana. The results of the data showed that the teachers have confidence toward the subject. However, they view math curriculum as a rigid and abstract with more theoretical practices rather than practical connection, which they think is nonrealistic and irrelevant in the current form. Most of the math teachers were not confident about linking the classroom activities to students’ real life. They do not have sufficient knowledge and experience in curriculum design. In this sense, the core mathematics curriculum for Ghanaian senior high schools is not realistic and relevant. Some curriculum recommendations have been suggested at the end of this paper.

This paper sought to determine if the Basic School Mathematics learning experience has any influence on the individual when it comes to program selection in higher education and career choice. The researcher employed a qualitative approach in order to obtain detailed information about the topic. This led to the adoption of the Narrative Paradigm, where one experienced person was interviewed to obtain first-hand information for analysis. It was revealed if a student develops an interest in mathematics at Basic School it improves their performance. More so such a student is more likely to enroll in mathematics-related courses as he or she moves higher on the academic ladder. It was also observed that if teachers adopt methods of teaching that are learner-centered, it motivates the learner to learn mathematics as an integral part of life but not as abstract information that needs to be chewed. The study confirmed that mathematics has various applications in the workplace, and knowledge of mathematics can be self-gratifying. The study makes the following recommendations; even though students learn as a group, the teacher must focus on the individual learners by giving them extra attention, teachers must be interested in what the students learn after school, and teachers must keep parents and guardians informed about the academic achievements progress of their wards.