Teaching Mathematics for Social Justice: The Challenges and the Prospects in The Ghanaian Senior High Schools

Abstract

The study aimed to explore the prospects and challenges of teaching mathematics for social justice at Ghanaian Senior High Schools. A non-random sample of seven (7) respondents, including two experienced mathematics educators and five Senior High School students, were interviewed and analysed quantitatively 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 utilise egalitarian pedagogy so that the students will gain practical and emancipatory skills.

Senior High School Mathematics Teachers’ Perception of the Teaching and Learning of Logarithm in the Kwahu East District

“…When working in mathematical circumstances, a lack of confidence is typically the root cause of math anxiety Perina, as mentioned in Amankwah [31]. The cultural mindset that prevents pupils from seeing the importance and making meaning of mathematics when they are uncomfortable with it is the result of society viewing mathematics as hard and pointless due to technology [32]. This notion has undermined the value of mathematics.…”