Implementation of the common core mathematics curriculum in the Effutu municipality. The perspective of mathematics teachers.

Abstract

The successful implementation of the school curriculum depends on how stakeholders acknowledge facilitators' perceptions. This study, therefore, investigated Junior High School Mathematics teachers’ perspectives on the implementation of the Common Core Mathematics Curriculum Programme (CCP). The study was situated into the interpretivist philosophy, influenced by the qualitative approach and directed by the phenomenology research design. Twelve (12) Junior High school mathematics teachers from public schools were selected to constitute the sample for the study. Purposive sampling technique based on specific criteria was used to select participants for the study. A semi-structured interview guide was used for data collection and data were analysed using thematic analysis. The study revealed that teachers expressed a nuanced understanding of CCP’s potential benefits including promoting critical thinking and problem-solving skills, and challenges related to complexity and resource availability. Furthermore, teachers reported various forms of preparation for implementing the mathematics component of the Common Core Programme (CCP). Based on the findings, it was concluded that mathematics facilitators have a nuanced array of perceptions about the Common Core program. While some educators embraced CCP as a promising avenue for cultivating critical thinking and problem-solving skills, others exhibited more ambivalent opinions. The study, therefore, recommended that educational institutions provide a diverse range of professional development opportunities through workshops, seminars, and training sessions to address both the positive aspects and challenges identified by teachers. Also, Junior High School Mathematics teachers should encourage collaboration among themselves to develop lesson plans, share best practices, and collectively address challenges.