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

Authors

  • Nurideen Yakubu Gbegini Islamic Senior High School, Wa, Upper West Region, Ghana orcid.org/0009-0009-8295-0678
  • Mohammed Yikehere Marifa Ullo Senior High School, Upper West Region, Ghana orcid.org/0009-0007-6283-689X
  • Bismark Basigi University of Business and Integrated Development Studies, Ghana orcid.org/0009-0009-1533-5704
  • Patrick Alade Department of Teaching and Learning, American College of Education, 1515 Eastcrest Dr, Charlotte, NC 28205, USA orcid.org/0009-0007-5757-7918
  • Johnson Kwadwo Ankomah West Mecklenburg High School, 7400 Tuckaseegee Road, Charlotte, NC 28214, USA orcid.org/0009-0003-9488-6702
  • Daniel Kudjo Adiku Public Schools of Robeson County, 100 Hargrave Street, Lumberton, NC 28358, USA orcid.org/0009-0002-6238-7127
  • Collins Oteng Department of Mathematics, Charles County Public Schools, 5980 Radio Station Road, La Plata, MD 20646, USA orcid.org/0009-0000-8822-4575
  • Dennis Offei Kwakye Department of Mathematics, Langston University, 655 NW Sammy Davis Jr Dr, OK 73050, USA orcid.org/0000-0002-6368-7116

DOI:

https://doi.org/10.46827/ejes.v13i11.7068

Keywords:

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

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.

Author Biographies

  • Nurideen Yakubu Gbegini, Islamic Senior High School, Wa, Upper West Region, Ghana orcid.org/0009-0009-8295-0678

    Nurideen Yakubu Gbegini is a dedicated Mathematics educator, researcher, and published author from Walembelle, Upper West Region, Ghana. He holds a Diploma, Bachelor of Education, and MPhil in Mathematics Education, backed by approximately ten years of teaching experience across basic and senior high school levels. Currently teaching Mathematics and serving as a form master at Islamic Senior High School in Wa, Ghana, his professional focus centers on mathematics pedagogy, problem-solving approaches, and teacher development. His recent research includes the 2026 article, “Unlocking Mathematics Teaching Through Problem-Solving: A Study of Teachers’ Perspectives,” published in the European Journal of Teaching and Applied Sciences (EJTAS). Looking ahead, he aims to pursue doctoral studies, transition into university lecturing, and contribute meaningfully to Ghana’s educational sector by mentoring future educators.

  • Mohammed Yikehere Marifa, Ullo Senior High School, Upper West Region, Ghana orcid.org/0009-0007-6283-689X

    Mohammed Yikehere Marifa is an experienced Mathematics Education researcher, instructor at Ullo Senior High School in Ghana, and a part-time tutor at the College of Distance Education, University of Cape Coast. He holds an MPhil in Mathematics Education from the University of Technology and Applied Sciences and a First-Class Bachelor of Education in Mathematics from the University of Cape Coast. His academic expertise bridges advanced quantitative foundations, including calculus, numerical analysis, and statistics, with empirical research on problem-solving pedagogy, learning styles, and gender dynamics in secondary mathematics performance. His scholarly work has been published in peer-reviewed journals such as the European Journal of Theoretical and Applied Sciences and Kalamatika.

  • Bismark Basigi, University of Business and Integrated Development Studies, Ghana orcid.org/0009-0009-1533-5704

    Bismark Basigi is an experienced mathematics educator and researcher at the University of Business and Integrated Development Studies (UBIDS), Ghana, as an adjunct lecturer with over seven years of teaching experience. He holds an MPhil in Mathematics Education from the University of Technology and Applied Sciences and a bachelor’s degree in mathematics education from the University for Development Studies, Tamale. His expertise spans quantitative and qualitative research, with scholarly contributions to journals including the European Journal of Theoretical and Applied Sciences and Frontiers of Contemporary Education, particularly in mathematics education and inclusive pedagogy.

  • Patrick Alade, Department of Teaching and Learning, American College of Education, 1515 Eastcrest Dr, Charlotte, NC 28205, USA orcid.org/0009-0007-5757-7918

    Patrick Alade holds a Master of Arts in Educational Leadership and Management from the University of Ghana, a Bachelor of Education in Special Education (Intellectual Disability) and Mathematics from the University of Education, Winneba, and a Postgraduate Diploma in Project Management. He has served as an Undergraduate Course Tutor with the College of Distance Education, University of Cape Coast, where he facilitated courses in College Geometry, Elementary Algebra, and Educating Individuals with Diverse Learning Needs. He is currently a Doctoral student in Special Education, with a focus on Curriculum and Instruction, at American College of Education, USA. His research interests include inclusive education, neurodevelopmental disabilities, autism spectrum disorder, intellectual and learning disabilities, evidence-based behavioral and instructional interventions, family-school partnerships, and the application of quantitative methods and data-informed approaches to improving educational and social outcomes.

  • Johnson Kwadwo Ankomah, West Mecklenburg High School, 7400 Tuckaseegee Road, Charlotte, NC 28214, USA orcid.org/0009-0003-9488-6702

    Johnson Kwadwo Ankomah is a dedicated Mathematics educator with 20 years of teaching experience in Ghana and the United States. He holds a Teaching Certificate (A) and a Bachelor of Education in Mathematics. He is a Fulbright Teaching Excellence and Achievement (TEA) Scholar and was promoted to Assistant Director I in the Ghana Education Service in 2023. Currently, he teaches Mathematics III and IV and serves as Mathematics Department Chair at West Mecklenburg High School in the United States. He also mentors new teachers and teacher residents, supports curriculum development, and promotes student engagement through STEM activities. Mr. Ankomah is passionate about STEM education and educational innovation. He founded and mentored a STEM Club in Ghana, led successful STEM projects, and served as a master trainer for educators. He received the Excellence in STEM Application Award in 2022 and the All-Star Award in 2023 through his involvement in the World Smarts STEM Challenge. In 2023, he also hosted two American teachers through the Fulbright Teachers for Global Classrooms Program. He is committed to improving teaching and learning through effective instructional strategies, technology integration, leadership, and teacher mentorship.

  • Daniel Kudjo Adiku, Public Schools of Robeson County, 100 Hargrave Street, Lumberton, NC 28358, USA orcid.org/0009-0002-6238-7127

    Daniel Kudjo Adiku is a dedicated and results-driven mathematics educator with more than 19 years of experience teaching middle and high school mathematics in Ghana and the United States of America. He holds a Master of Science in Industrial Mathematics from the Kwame Nkrumah University of Science and Technology, Kumasi and Bachelor of Education in Mathematics from the University of Cape Coast. He is skilled in differentiating instruction, integrating technology into math instruction, and improving student achievement through data-driven strategies. He is passionate about fostering critical thinking, problem-solving skills, and real-world mathematical applications.

  • Collins Oteng, Department of Mathematics, Charles County Public Schools, 5980 Radio Station Road, La Plata, MD 20646, USA orcid.org/0009-0000-8822-4575

    Collins Oteng is a dedicated mathematics educator with over 7 years of teaching experience in Ghana and the United States. He currently teaches mathematics at Westlake High School in Charles County Public Schools, Maryland, USA. He holds a Bachelor of Education in Mathematics from the University of Cape Coast, Ghana, and is currently pursuing a Master of Education in Mathematics Education. His interests include mathematics education, educational technology, artificial intelligence in teaching, and improving students’ problem-solving and critical-thinking skills. He enjoys helping students build confidence in mathematics and finding creative ways to make difficult concepts easier to understand. He believes that every student could succeed in mathematics with the right guidance and support. His goal is to continue growing as an educator, explore effective teaching strategies, and contribute to research that improves mathematics teaching and learning.

  • Dennis Offei Kwakye, Department of Mathematics, Langston University, 655 NW Sammy Davis Jr Dr, OK 73050, USA orcid.org/0000-0002-6368-7116

    Dennis Offei Kwakye is an Assistant Professor in the Department of Mathematics at Langston University, Langston, Oklahoma, USA. I hold a Ph.D. in Mathematics (Education) from the University of Cape Coast. My research and teaching interests focus on Modelling, Mathematics Education, Calculus, Algebra and Curriculum development, with a strong commitment to advancing innovative educational methodologies and academic excellence.

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Published

2026-10-12

Issue

Vol. 13 No. 11 (2026)

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Articles

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