Work

Impact of demographic factors on senior high school mathematics teachers’ perceptions of core mathematics as an enculturating curriculum

Year: 2025

Type: article

Abstract: An enculturating curriculum embeds the cultural values, practices, and knowledge systems of a specific community into the educational process. It aligns learning with students’ sociocultural contexts, enhancing relevance, respect, and educational impact. The study investigated how senior high school mathematics teachers perceived core mathematics as an enculturating curriculum. The study also investigated the impact of teacher demographic factors on Senior High School (SHS) mathematics teachers’ perception of core mathematics as an enculturating curriculum. The study employed a descriptive survey design. The study consists of 256 SHS mathematics teachers. We selected these respondents from four public senior high schools in the Offinso municipality using the census sampling procedure. We analysed the data using both descriptive and inferential statistics. This study reveals that teachers’ perceptions for enculturating the mathematics curriculum is generally low and shaped by differences in age, gender, pedagogical orientation, and teaching experience. The study recommended, among other things, the need for more robust professional development to support teachers in integrating culturally relevant approaches into their teachings.

Source: Discover Education

DOI: 10.1007/s44217-025-00929-1

Authors: Peter Reindorf Okyere, Christopher Yarkwah, Daniel Gbormittah

Institutions: Offinso College of Education, University of Cape Coast

Language: English

Topic: Mathematics Education and Teaching Techniques

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDGs: Quality education, Reduced inequalities

Open Access status: gold

Estimated APC paid: $1,390