P-ISSN 1945-7502
E-ISSN 1945-7448
Vol. 18, Issue 2, 2025December 31, 2025 PDT
Perceptions of Inquiry-Based Mathematics Instruction in Technical and Vocational Schools in Ghana
Perceptions of Inquiry-Based Mathematics Instruction in Technical and Vocational Schools in Ghana
Fred Asante-Mensa, Samuel Kwesi Asiedu- Addo, Samuel Owusu Ansah, Isaac Ansah, Benedict Celestine Agbata, William Obeng-Denteh,
Articles in Vol. 18, Issue 2, 2025
Vol. 18, Issue 2, 2025
- Table of ContentsSong A AnBirgit Brandt
- Creating Inclusive and Equitable Mathematics Classrooms for Multilingual Learners Through Professional DevelopmentHelen BrandonKimberly Taber
- Perceptions of Inquiry-Based Mathematics Instruction in Technical and Vocational Schools in GhanaFred Asante-MensaSamuel Kwesi Asiedu- AddoSamuel Owusu AnsahIsaac AnsahBenedict Celestine AgbataWilliam Obeng-Denteh
- Helping Pre-Service Teachers Transition to the Role of Teacher Through Co-PlanningJoanne CanigliaMichelle MeadowsNathan Stevenson
- Framing Mistakes: Elementary Teaching Practices and the STEM Trajectories of Minoritized StudentsMariana Alvidrez
- Mathematical Identity: Creating PK-12 Mathematics Environments of Inclusion, Representation, and BelongingTenisha Marcel-HerbertNatalie Parker-Holliman
- Differentiating Instruction in Diverse Classrooms: A Case Study on Preservice Elementary Teachers’ Math Teaching Practices During InternshipMuhammad S. Uddin
Asante-Mensa, F., Kwesi Asiedu- Addo, S., Owusu Ansah, S., Ansah, I., Celestine Agbata, B., & Obeng-Denteh, W. (2025). Perceptions of Inquiry-Based Mathematics Instruction in Technical and Vocational Schools in Ghana. Journal of Mathematics Education, 18(2), 29–46. https://doi.org/10.26711/007577152790193