High School Teachers' Perceptions and Practices of Mathematics Curriculum in Ghana

Emmanuel Oppong-Gyebi, Seth Amoako Atta, Amo Asante Kwadwo, Shashidhar Belbase, Ebenezer Bonyah, Maxwell Peprah Opoku

Research output: Contribution to journalArticlepeer-review


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.

Original languageEnglish
Article number4304267
JournalEducation Research International
Publication statusPublished - 2023

ASJC Scopus subject areas

  • Education


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