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Reimagining inclusive mathematics education in Ghana through ethnomathematics

Artigo2026

Bright Asare ORCID

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Resumo

This study investigates the integration of ethnomathematics into Ghana's mathematics curriculum as a pathway to achieving inclusive and culturally responsive education. Despite multiple post-independence curriculum reforms, mathematics education in Ghana remains predominantly influenced by Western paradigms, often neglecting the rich indigenous mathematical knowledge embedded in the country's diverse cultural practices. This disconnects between formal schooling and the lived experiences of learners, particularly in rural and marginalized communities, contributes to low engagement, limited comprehension, and reduced academic confidence. Grounded in theories of Culturally Responsive Pedagogy, Social Constructivism, and Funds of Knowledge, the study critically examines the extent to which the current curriculum, teacher practices, and instructional resources reflect local knowledge systems. Drawing on literature, policy documents, and curriculum analysis, the paper argues the need for policy reforms, teacher training, and the systematic inclusion of ethnomathematics to foster equity, relevance, and engagement in mathematics classrooms. Ultimately, the study advocates for a culturally affirming and inclusive curriculum that bridges the gap between school mathematics and Ghana's sociocultural realities, aligning with the goals of Sustainable Development Goal 4 and Ghana's Education Strategic Plan 2018–2030.

Dados da obra

Tipo
Artigo
Periódico
Frontiers in Psychology, v. 17, p. 1835750
Editora
Frontiers Media S.A.
Ano
2026 (2026-09)
Idioma
en
Palavras-chave
curriculum; ethnomathematics; Ghana; inclusivity; mathematics; inclusive mathematics education; culturally responsive teaching; funds of knowledge; social constructivism; curriculum reform; teacher professional development; equity in mathematics education; Sustainable Development Goal 4
Temas
Currículo, Etnomatemática, Formação de Professores de Matemática, Inclusão
DOI
10.3389/fpsyg.2026.1835750
ISSN
1664-1078
Licença
cc-by
Acesso
Download disponível
Fontes
DOAJ — Directory of Open Access Journals; OpenAlex
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
ASARE, Bright. Reimagining inclusive mathematics education in Ghana through ethnomathematics. Frontiers in Psychology, v. 17, p. 1835750, 2026. DOI: https://doi.org/10.3389/fpsyg.2026.1835750.

APA

Asare, B. (2026). Reimagining inclusive mathematics education in Ghana through ethnomathematics. Frontiers in Psychology, 17, 1835750. https://doi.org/10.3389/fpsyg.2026.1835750

BibTeX
@article{asare2026,
  author = {Asare, Bright},
  title = {Reimagining inclusive mathematics education in Ghana through ethnomathematics},
  year = {2026},
  journal = {Frontiers in Psychology},
  volume = {17},
  pages = {1835750},
  publisher = {Frontiers Media S.A.},
  doi = {10.3389/fpsyg.2026.1835750},
  language = {en}
}
RIS
TY  - JOUR
AU  - Asare, Bright
TI  - Reimagining inclusive mathematics education in Ghana through ethnomathematics
PY  - 2026
JO  - Frontiers in Psychology
VL  - 17
SP  - 1835750
DO  - 10.3389/fpsyg.2026.1835750
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS

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