Teaching mathematics for social justice: The challenges and the prospects in the Ghanaian senior high schools
Seth Amoako Atta 1 * , Ebenezer Bonyah 1
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1 Department of Mathematics, AAMUSTED, Kumasi, GHANA* Corresponding Author

Abstract

The 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.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

Journal of Mathematics and Science Teacher, 2023, Volume 3, Issue 1, Article No: em033

https://doi.org/10.29333/mathsciteacher/13082

Publication date: 15 Mar 2023

Article Views: 415

Article Downloads: 644

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