Curriculum can be envisaged from different perspectives.

It is such a broad topic which

has generated different interpretations from different scholars with various school of thoughts.
According to Kelly (1990), curriculum is negatively viewed as a syllabus which may limit the
planning of teachers to a consideration of the content or the body of knowledge they wish to
transmit or a list of the subjects to be taught or both. A very comprehensive definition of
curriculum can be defined as the totality of experience learners pass through under the
guidance of a school. From the above definitions syllabus can be concluded as a subset of the
curriculum. The aspect of curriculum which this piece tends to focus is the mathematics
syllabus in Ghana. The mathematics syllabus has over the years been subjected to many
reforms and modifications as the need arises to meet the needs of a particular era of time.
Taking a critical look at the mathematics syllabus in Ghana, there have been some
commendable policies and initiatives such as the School based assessment (SBA) and the
provision of teaching and learning materials incorporated into the mathematics curriculum but
as there is a saying that there is a bad side to every good thing and this particular one is no
different. For this reason we suggest the following additions and modifications should be made
to the existing syllabus (2010 edition) to help in the teaching and learning of mathematics at
the senior high level,
Firstly, we strongly recommend for some continuity in the arrangements of the
units topics. Taking a critical look at the mathematics syllabus, you could see some unit topics
have been divided and treated at different academic years which has created serious
inconvenience for most students. These students base their arguments on the difficult nature of
having to recall what has already been taught in order to learn its continuation after some
topics have been treated in between, which in its sense has no direct linkage to what is to be
taught in its continuation. A clear scenario of this case is the case of having to teach statistics (l)
in the first academic year only to treat eight (8) different topics in between before teaching
statistics (ll) and in addition to that students are also made to treat rigid motion (l) in the first
academic year and made to treat its continuation i.e. rigid motion (ll) after been taught thirteen
(13) different topics which in its sense will not have any direct linkage in the treatment of the
continuation of the said topic. Percentages, trigonometry, mensuration and plane geometry are
a number of unit topics which also follow the same pattern. We think the idea of continuity is
feasible because looking at the previous edition of the mathematics syllabus (2007 edition, in
the 4-year system) a topic like percentages was divided into three sections and treated at
different academic years but was later merged in the latest edition of the syllabus to make way
for the three year system to be treated in two academic years. So in conclusion we are of a
strong view that once a topic is started it must be finished entirely to avoid the hectic nature of
teachers having to review entirely what has been taught already in order teach/treat the
continuation of that particular topic.
Another modification worth considering is the introduction of information
communication technology tools like computers, projectors etc. in the teaching of
mathematics. ICT is one of the general subjects taught at the senior high level which in its own
sense is commendable but we are advocating that the above listed tools should be directly and
primarily used in the teaching of mathematics at the senior high level. Taking a powerful
mathematics software like excel which is taught in ICT as a general topic can specifically be used
to teach mathematics topics like probability and statistics, linear programming, quadratic
graphs etc. to make teaching and understanding of concepts easier. Mathematics is generally
viewed as a subject which is difficult, abstract and less interesting to learn but we advocate that
with the usage of projectors, concepts in mathematics can be made to look real enough to
arouse and sustain interest and also to make it less abstract. In conclusion we argue that in as
much as ICT is taught at the senior high level we think it should be used directly and inseparably
in teaching mathematics at the senior high level.
In addition to the above suggestions we also recommend for the relation of locally
indigenous games in the teaching of mathematics at the senior high level to enhance
understanding. On a critical look at most indigenous Ghanaian games like oware, ampe,
kwasiada frankaa, bukre, kope , ludo, draft etc mathematical concepts like probability,
counting, relations, measurement etc. can be deduced from them. Since children are
conversant with those games we recommend that we link our teaching of mathematical
concepts to them for the purpose of reality and better understanding of concepts. Furthermore
we recommend that on the basis of assessment, things in our local surroundings that are
already familiar to us should be used in construction of test items to make students appreciate
the impact of mathematics in our lives.

The introduction of mathematics literature books is another addition we advocate

should be inculcated in the teaching and learning of mathematics at the senior high level. The
introduction of mathematics concepts is one the challenges for most mathematics teachers and
an effort to help teachers overcome this problem will go along a long way to make the teaching
and learning of mathematics interesting and real. This can be achieved by making mathematics
literature books available for usage by teachers and learners to help them to be abreast with
the various ways by which mathematics concepts can be introduced and understood
respectively. The importance of this cannot be overemphasized for the following reasons;
 it enables learners to make meanings of abstract concepts
 it enable one to experience how mathematics is connected to everyday life
 it can also provide a smooth transition from semi concrete to abstract reasoning
 it also stimulates children enjoyment of mathematical language.

We recommend for the restructuring of the unit topics in the various academic levels.
There are 13, 12 and 4 unit topics to be treated in the course of the three years respectively in
the syllabus. We are advocating for the unit topics in the first year to be reduced. In as much as
topics supposed to be treated in the first year are continuation of what has been learnt at the
junior high school, we believe that the first term of the first academic year is practically wasted
due to activities like orientation, late admissions and the need to adjust to new surroundings so
therefore if any year should be loaded then it has to be the second year.
Last but not least we suggest there should be some alteration in the grading policy.
We recommend that the marking scheme should be raised so that 85%-100% is graded as A1.
We suggest so because this can go a long way in enhancing seriousness and students work rate.
This will help to prepare learners in the senior high schools adequately and comprehensively
towards their final exams and other aspects of their lives.
In conclusion, we sincerely believe that if the above suggestions and recommendations
are put into consideration in the construction and designing of the mathematics syllabus, will
go a long to have a huge and positive impact on the standard of mathematics education at the
senior high level.