Do the practices of mathematics teachers in Ghana appear to reflect the same values and concerns as the curriculum standards?

Abstract

The study sought to explore the relationship between implementation of curriculum standards in Mathematics and teachers' Classroom practice in Ghana Basic Education Certificate Examination (BECE). I used teacher questionnaire survey to find out whether the practices of mathematics teachers appear to reflect the same values and concerns as the curriculum standards. The finding that emerges from the study suggests that practices of teacher seemed not to reflect the values and concern entrenched in the curriculum standard. I have not been able to make any generalized claims from these finding in view of a small sample size studied. The finding, however, provide the fundamental data required for a large long-term study into the problem.

Mathematics Connection Vol. 3 2003: 65-73