Bridging the Gap: A Comparative Study of Mathematics Curriculum Reforms in Ghana and the United States
Abstract
This study provides an in-depth comparative examination of mathematics curriculum reforms within two contrasting educational contexts—Ghana and the United States—offering critical insights into how policy frameworks, pedagogical philosophies, and systemic structures shape the evolution of mathematics education. The purpose of the research was to explore the similarities and differences in reform approaches, assess the effectiveness of implementation strategies, and draw meaningful lessons to inform future policy directions. Guided by a qualitative comparative methodology, the study employed a thematic analysis of educational policy documents, scholarly literature, and empirical findings to construct a coherent understanding of the reform trajectories in both nations. The analysis revealed that while both Ghana and the United States aspire to enhance mathematical literacy, problem-solving capacity, and student-centered learning, their reform strategies are conditioned by contextual realities. The United States emphasizes standardization, accountability, and evidence-based instruction, supported by decentralized governance and advanced assessment mechanisms. Conversely, Ghana’s reforms are anchored in post-colonial reconstruction, seeking to balance global pedagogical trends with local relevance, cultural identity, and equitable access to quality education. The study identified teacher preparedness, resource adequacy, and curriculum coherence as critical determinants of reform success. Findings further indicated that meaningful curriculum transformation depends not solely on content innovation but on robust teacher education, continuous professional development, and reflective policy implementation. The study concludes that sustained reform requires a contextualized yet globally informed framework that prioritizes inclusivity, adaptability, and lifelong learning competencies. Recommendations emphasize strengthening teacher professionalization, investing in technology-enhanced instruction, and promoting collaborative policy learning across national contexts. This research contributes to the global discourse on educational transformation, providing a blueprint for aligning mathematics curriculum reforms with 21st-century demands.
Keywords
Curriculum Reform, Mathematics Education, Comparative Analysis, Educational Policy, Teacher Development, Global Learning.
Citations
IRE Journals:
Kenneth Boakye, Samuel Darkey Ofori, Chuks Sunday Ogbona, Thomas Jerome Yeboah, Mforchive Abdoulaye Bobga "Bridging the Gap: A Comparative Study of Mathematics Curriculum Reforms in Ghana and the United States" Iconic Research And Engineering Journals Volume 5 Issue 3 2021 Page 429-450 https://doi.org/10.64388/IREV5I3-1714180
IEEE:
Kenneth Boakye, Samuel Darkey Ofori, Chuks Sunday Ogbona, Thomas Jerome Yeboah, Mforchive Abdoulaye Bobga
"Bridging the Gap: A Comparative Study of Mathematics Curriculum Reforms in Ghana and the United States" Iconic Research And Engineering Journals, 5(3) https://doi.org/10.64388/IREV5I3-1714180
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