Culturally responsive pedagogy model integration in mathematics education: Perceptions and practices among Ghanaian teachers

This study investigates the integration of culturally responsive pedagogy (CRP) in mathematics instruction, assessment, and learning among Senior High School teachers in Ghana's Central Region. It further analyses the extent to which their practices align with the seven dimensions of the CRP model and explores the relationship between teacher characteristics and CRP implementation. The study employs an adapted version of Ladson-Billings' theoretical framework, highlighting the integration of students' everyday experiences into instructional practices that position mathematics as a social and cultural construct. Using an explanatory sequential mixed methods design, the study collected data through surveys and document analysis. A multistage sampling technique yielded a large and diverse sample of 522 SHS mathematics teachers, including 344 from public schools and 178 from private schools across six districts. This substantial sample size enhances the generalisability of the findings. We analysed the quantitative data using frequency counts, percentages, means, standard deviations, and factorial ANOVA, and conducted directed content analysis on the qualitative data. The integration of document analysis offered important perspectives on actual classroom practices, revealing a disconnect between teachers stated perceptions and their instructional practices. The findings indicate that SHS mathematics teachers generally have low perceptions of CRP integration in teaching, learning and assessment, with evidence pointing to a significant gap between theoretical understanding and practical application in mathematics instruction across the seven-dimensional CRP model.