Abstract
Valuing constitutes an important aspect of mathematics pedagogy and hence student learning outcomes. This study surveyed 416 students from Cape Coast, Ghana to explore what senior high school students in this country in West Africa valued in their study of mathematics. The data collected were analyzed using principal component analysis. The results suggest that Ghanaian senior high school students found connections, understanding, fluency, learning technologies, feedback, instructional materials, open-endedness and problem-solving important in their mathematics learning. Implications of the findings for curriculum delivery in mathematics and future research opportunities are also discussed.
Keywords
connections, explicit values, implicit values, pedagogical values, understanding
DOI
10.5038/2577-509X.5.1.1096
Recommended Citation
Davis, E., Seah, W., Howard, N., & Wilmot, E. (2021). The attributes of mathematics learning which Ghanaian senior high school students value. Journal of Global Education and Research, 5(1), 1-14. https://www.doi.org/10.5038/2577-509X.5.1.1096
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