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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.

Keywords

Ethnomathematics Social Justice Critical Pedagogy Critical Thinking Problem-Solving Skills

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Author Biographies

Seth Amoako Atta, Akenten Appiah-Menka University of Skills Training and Entrepreneurial Development (AAMUSTED)

 

 

Ebenezer Bonyah, Akenten Appiah-Menka University of Skills Training and Entrepreneurial Development (AAMUSTED)

 

 

How to Cite
Amoako Atta, S. ., & Bonyah, E. . (2023). Teaching Mathematics for Social Justice: The Challenges and the Prospects in The Ghanaian Senior High Schools. Golden Ratio of Social Science and Education, 3(1), 50–60. https://doi.org/10.52970/grsse.v3i1.231
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