Senior High School Teachers' Perception and Use of Learners' Everyday Mathematical Representations in Teaching Geometry
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This study investigated Senior High School (SHS) mathematics teachers’ perceptions of learners’ everyday mathematical representations in geometry and how these perceptions shape instructional strategies. Grounded in Realistic Mathematics Education (RME), the study employed a cross-sectional survey design within an explanatory sequential mixed methods approach. A total of 320 SHS mathematics teachers from four districts in Central Region of Ghana were selected through multistage sampling to complete questionnaires, followed by in-depth interviews with 15 purposively chosen teachers. Quantitative data were analysed using means and standard deviations, while qualitative data were examined thematically and presented narratively. Findings showed that although teachers acknowledged the pedagogical value of learners’ everyday experiences, these were rarely incorporated into geometry instruction. Teaching experience significantly influenced both teachers’ perceptions and classroom practices. However, constraints such as limited instructional time, inadequate resources, institutional demands, and assessment pressures restricted meaningful integration of learners’ real-world experiences into mathematics lessons. The study highlights the importance of professional development and supportive policies to empower teachers to connect classroom mathematics with everyday realities of learners. These insights have implications for strengthening mathematics teaching and enhancing its relevance in Ghanaian Senior High Schools.
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