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<p>In this paper, we identify storylines relating to mathematics education from Ghanaian and Nigerian media and policy documents. We consider the educational implications of these storylines, with a focus on how students and teachers are positioned. The paper takes a post-colonial turn to examine the historical experiences that are (re)produced by the storylines in mathematics education and society. In this consideration, this paper is guided by the following research questions: 1) what mathematics storylines exist in media and policy documents in Ghana and Nigeria, and 2) What historical experiences are reproduced in these storylines in Ghana and Nigeria? The storylines underpin patterns of discourse, which shape how mathematics is perceived and learned in these countries. The storylines we identified and then elaborated and analysed in the paper include: ‘International organizations use results-based financing’, ‘Mathematics for national growth and development’, ‘Mathematics as a gatekeeper to STEM’, ‘The gender gap in mathematics learning can be bridged through interventionary programs’, ‘Mathematics is abstract and difficult’, and ‘Instructional practices affect how children learn mathematics—a call for pedagogical shift in math learning’. We hope the identified storylines in these contexts can be used to (re)imagine new positionings and practices in mathematics classrooms and in schools to position African students and youths in asset-based ways.</p>

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A Post-colonial Analysis of Public Media & Policy Representations of Mathematics Education in Ghanaian and Nigerian Contexts

  • 期刊论文

  • 发表日期：

    2026年3月21日

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  • Kwesi Yaro,
  • David Wagner,
  • Abiemwense Edokpayi Omoregie,
  • Albert Henry Ntarmah,
  • Cynthia Ogeleka Ajose

摘要

In this paper, we identify storylines relating to mathematics education from Ghanaian and Nigerian media and policy documents. We consider the educational implications of these storylines, with a focus on how students and teachers are positioned. The paper takes a post-colonial turn to examine the historical experiences that are (re)produced by the storylines in mathematics education and society. In this consideration, this paper is guided by the following research questions: 1) what mathematics storylines exist in media and policy documents in Ghana and Nigeria, and 2) What historical experiences are reproduced in these storylines in Ghana and Nigeria? The storylines underpin patterns of discourse, which shape how mathematics is perceived and learned in these countries. The storylines we identified and then elaborated and analysed in the paper include: ‘International organizations use results-based financing’, ‘Mathematics for national growth and development’, ‘Mathematics as a gatekeeper to STEM’, ‘The gender gap in mathematics learning can be bridged through interventionary programs’, ‘Mathematics is abstract and difficult’, and ‘Instructional practices affect how children learn mathematics—a call for pedagogical shift in math learning’. We hope the identified storylines in these contexts can be used to (re)imagine new positionings and practices in mathematics classrooms and in schools to position African students and youths in asset-based ways.