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

Seth Amoako Atta; Ebenezer Bonyah

doi:10.29333/mathsciteacher/13082

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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.

Keywords

ethnomathematics
social justice
critical pedagogy
critical thinking
problem-solving skills
egalitarian pedagogy

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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, Volume 3, Issue 1, 2023, Article No: em033

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

Publication date: 15 Mar 2023

Article Views: 1101

Article Downloads: 1365

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How to cite this article

APA

Atta, S. A., & Bonyah, E. (2023). Teaching mathematics for social justice: The challenges and the prospects in the Ghanaian senior high schools. Journal of Mathematics and Science Teacher, 3(1), em033. https://doi.org/10.29333/mathsciteacher/13082

Vancouver

Atta SA, Bonyah E. Teaching mathematics for social justice: The challenges and the prospects in the Ghanaian senior high schools. Journal of Mathematics and Science Teacher. 2023;3(1):em033. https://doi.org/10.29333/mathsciteacher/13082

AMA

Atta SA, Bonyah E. Teaching mathematics for social justice: The challenges and the prospects in the Ghanaian senior high schools. Journal of Mathematics and Science Teacher. 2023;3(1), em033. https://doi.org/10.29333/mathsciteacher/13082

Chicago

Atta, Seth Amoako, and Ebenezer Bonyah. "Teaching mathematics for social justice: The challenges and the prospects in the Ghanaian senior high schools". Journal of Mathematics and Science Teacher 2023 3 no. 1 (2023): em033. https://doi.org/10.29333/mathsciteacher/13082

Harvard

Atta, S. A., and Bonyah, E. (2023). Teaching mathematics for social justice: The challenges and the prospects in the Ghanaian senior high schools. Journal of Mathematics and Science Teacher, 3(1), em033. https://doi.org/10.29333/mathsciteacher/13082

MLA

Atta, Seth Amoako et al. "Teaching mathematics for social justice: The challenges and the prospects in the Ghanaian senior high schools". Journal of Mathematics and Science Teacher, vol. 3, no. 1, 2023, em033. https://doi.org/10.29333/mathsciteacher/13082