Maths curriculum must be rooted in cultural context — Prof. Davis

Professor Ernest Kofi Davis, a Mathematics Education expert at the University of Cape Coast, advocates for a mathematics curriculum deeply rooted in the cultural context of Ghana.

Speaking during his inaugural lecture themed “Socio-Cultural Issues: A missing ingredient in mathematics curriculum development and delivery in Ghana,” he emphasized the importance of integrating local values, ideals, and socio-cultural norms into mathematics education.

This approach, he argues, would not only make mathematics more approachable and engaging for students but also enhance their overall competence in the subject.

Prof. Davis, who also serves as the Provost of the College of Distance Education at UCC, pointed out the dismal mathematics performance among Sub-Saharan students, attributing it to the reliance on foreign pedagogical models.

These models, he explained, often introduce mathematical concepts that are abstract and disconnected from the students’ daily experiences and cultural backgrounds.

He criticized the current educational framework for its heavy reliance on Western methodologies, which fail to consider the local socio-cultural realities of students.

This disconnection, according to Davis, hinders students’ ability to relate mathematical concepts to familiar, everyday contexts, thereby impacting their interest and performance in the subject.

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The implications of this approach are far-reaching, affecting not only primary education but also secondary and higher education levels across Sub-Saharan Africa.

Poor foundational knowledge in mathematics, as observed by Prof. Davis, limits students’ opportunities in Science, Technology, Engineering, and Mathematics (STEM) fields, thereby affecting their career paths and future economic opportunities.

Prof. Davis strongly advocated for a curriculum that respects and integrates the local mathematical practices and cultural insights of Ghana.

He believes that every student has the potential to excel in mathematics if taught in a context that is relevant and understandable to them.

To achieve this, he called for a significant revision of the educational curricula to include these critical cultural components, urging educational policymakers and stakeholders to foster a more inclusive and effective learning environment.

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