School mathematics education through the eyes of students in Ghana: Extrinsic and intrinsic valuing

Abstract

1256 students from 18 primary and secondary public schools across urban and rural settings in the Cape Coast Metropolis of Ghana responded to the “What I Find Important (in my mathematics learning)” questionnaire. The data analysed suggested that students in Ghana valued in their mathematics learning: achievement, relevance, fluency, authority, ICT, versatility, learning environment, strategies, feedback, communication, fun, connections, engagement, applications, and accuracy. The students’ embracing of these attributes is explained by reflecting on the societal and pedagogical norms in Ghana. When compared to high performing economies in East Asia, it was found that most of the Ghanaian attributes represent extrinsic (versus intrinsic) valuing. Implications and suggestions for policy-making and for classroom teachers are provided.