Viability Problem-Solving Approach in Teaching Mathematics at This Era: Retrospection of the Six Decades of Mathematics Education in Ghana

Abstract

This paper attempts to preview the viability of the problem-solving approach in teaching mathematics in Ghana in this digital age. The historical development of mathematics Education in Ghana since the nation's independence from British rule in 1957; and how these have influenced current practice in teaching mathematics and beyond, detailing the reliance on traditional instructional strategies such as lectures and quizzes and how reformed instructional practices were students have the opportunity to link mathematical concepts to real-life situations (problem-solving and inquiry-based learning) have been provided. Some recommendations such as enrolling back in the TIMSS Assessment as it embraces the modern pedagogies in mathematics problem-solving in order to train the young ones to be innovative, creative, critical thinkers and problem solvers, opting for other mechanisms of assessment with international repute that can help transform the country’s school mathematics than the continuous reliance on WAEC as the monopolist examination body and the intensification of continuous professional teacher development to ensure that the serving teachers are abreast with modern best practices have been made to improve students’ performance in the subject as a means of adopting modern pedagogical skills in delivering mathematics education in Ghana.