Abstract:
Valuing constitutes an important aspect of mathematics pedagogy and hence student learning
outcomes. This study surveyed 416 students from Cape Coast, Ghana to explore what senior high
school students in this country in West Africa valued in their study of mathematics. The data
collected were analyzed using principal component analysis. The results suggest that Ghanaian
senior high school students found connections, understanding, fluency, learning technologies,
feedback, instructional materials, open-endedness and problem-solving important in their
mathematics learning. Implications of the findings for curriculum delivery in mathematics and
future research opportunities are also discussed.
