Investigating the Role of Students’ Prior Mathematical Knowledge in Conceptual Understanding and Problem-Solving Confidence

Despite ongoing curriculum reforms and teacher training initiatives, many students in Ghana still face challenges in learning mathematics effectively. One factor that may contribute to these difficulties is the level of mathematical knowledge students bring to the classroom before encountering new concepts. This study explored how prior mathematical knowledge influences students’ understanding of new mathematical ideas and their confidence in solving problems. A qualitative research approach was employed to gain a deeper understanding of students’ experiences. Data were collected through semi-structured interviews with fifteen Form 2 students, allowing them to share their views and learning experiences in their own words. The interview data were analyzed thematically to identify common patterns and recurring themes. The findings showed that students who had a strong foundation in mathematics were generally more confident when learning new topics. They were able to relate new concepts to what they had already learned, making it easier for them to understand lessons and solve mathematical problems. These students also participated more actively in class and were less likely to feel overwhelmed when faced with challenging tasks. In contrast, students with weak prior mathematical knowledge often struggled to connect new ideas to previous learning. As a result, they experienced confusion, found problem-solving more difficult, and reported lower levels of confidence in mathematics. Based on these findings, the study recommends that teachers regularly assess students’ existing knowledge before introducing new topics. Lessons should be designed to build on what students already know while addressing gaps in understanding. Strengthening foundational mathematical skills can improve conceptual understanding, increase confidence, and ultimately support better mathematics learning outcomes among students in Ghanaian schools.