MASTERING THE MATH MINDSET: NAVIGATING THE GAP BETWEEN WHAT TEACHERS KNOW AND WHAT THEY TEACH

Nurideen Yakubu Gbegini, Mohammed Yikehere Marifa, Bismark Basigi, Patrick Alade, Johnson Kwadwo Ankomah, Daniel Kudjo Adiku, Collins Oteng, Dennis Offei Kwakye

Abstract


In Ghana, Senior High School mathematics curriculum standards strongly advocate for inquiry-based and problem-centered pedagogies. However, empirical evidence regarding how teachers’ pedagogical knowledge translates into classroom practice remains scarce, particularly in marginalized administrative regions. This study investigated the self-reported knowledge levels, classroom instructional practices, and the theory-practice alignment amongst public SHS mathematics teachers in the Wa Municipality of the Upper West Region, Ghana. Adopting a quantitative descriptive survey design, data were collected from N = 76 mathematics teachers using a self-developed structured questionnaire. Descriptive statistics (means and standard deviations) and inferential statistics (paired-samples t-test) were utilized for data analysis. Findings revealed high overall self-reported knowledge (M = 3.27, SD = 0.72) and implementation levels (M = 3.23, SD = 0.70). Teachers reported highest competence in assessing learner reasoning processes (M = 3.49) and selecting real-world problems (M = 3.34) but demonstrated lower scores in theoretical underpinnings (M = 3.11) and providing extension activities (M = 3.17). The paired-samples t-test indicated no statistically significant difference between teachers’ perceived knowledge and instructional practices, t(70) = 0.34, p = .738, d = 0.06, revealing strong self-efficacy alignment. Continuous professional development should focus on strengthening foundational theoretical frameworks and diagnostic formative assessment strategies.

Keywords


math mindset, pedagogical content knowledge, problem-solving, problem-solving pedagogy, theory-practice gap

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References


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DOI: http://dx.doi.org/10.46827/ejes.v13i11.7068

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