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.