ReviewFrontiers in psychology2026
Reimagining inclusive mathematics education in Ghana through ethnomathematics.
Review in Frontiers in psychology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
1 author.
Funding
No grant is acknowledged in the PubMed record.
Abstract
This study investigates the integration of ethnomathematics into Ghana's mathematics curriculum as a pathway to achieving inclusive and culturally responsive education. Despite multiple post-independence curriculum reforms, mathematics education in Ghana remains predominantly influenced by Western paradigms, often neglecting the rich indigenous mathematical knowledge embedded in the country's diverse cultural practices. This disconnects between formal schooling and the lived experiences of learners, particularly in rural and marginalized communities, contributes to low engagement, limited comprehension, and reduced academic confidence. Grounded in theories of Culturally Responsive Pedagogy, Social Constructivism, and Funds of Knowledge, the study critically examines the extent to which the current curriculum, teacher practices, and instructional resources reflect local knowledge systems. Drawing on literature, policy documents, and curriculum analysis, the paper argues the need for policy reforms, teacher training, and the systematic inclusion of ethnomathematics to foster equity, relevance, and engagement in mathematics classrooms. Ultimately, the study advocates for a culturally affirming and inclusive curriculum that bridges the gap between school mathematics and Ghana's sociocultural realities, aligning with the goals of Sustainable Development Goal 4 and Ghana's Education Strategic Plan 2018-2030.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.