GES leadership urged to rethink morning mental mathematics practice in schools

The Executive Director of the Educate Africa Institute (EAI), William Boadi, has called on the Ghana Education Service (GES) to review the practice of morning mental mathematics exercises in basic schools, cautioning that the approach may be undermining meaningful learning and learner confidence.

According to the experienced educator, while the intention behind morning mental mathematics is to improve learners’ speed and numerical fluency, its current implementation in many classrooms places excessive emphasis on rapid responses rather than conceptual understanding.

He explained that mathematics is not merely about speed, but about reasoning, problem-solving, and the ability to apply knowledge effectively in real-life situations. In his view, the pressure placed on pupils to provide immediate answers under strict time constraints can be counterproductive to learning.

“In many classrooms, learners are expected to provide immediate answers under pressure. This does not only disadvantage slower learners but also creates anxiety, fear, and embarrassment for many pupils,” Boadi noted in a statement on June 5, 2026.

He warned that such classroom practices may gradually contribute to negative attitudes toward mathematics, reduced participation, absenteeism and in some cases, school dropout tendencies.

According to him, learners who repeatedly struggle in such environments may begin to lose confidence in their academic abilities.

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Boadi further argued that the system tends to favor faster learners while unintentionally marginalizing those with different learning needs and abilities.

He stressed that effective education systems must be inclusive and responsive to all categories of learners.

He emphasised that mathematics instruction should prioritize critical thinking, creativity, and deep conceptual understanding. Learners, he said, should be encouraged to explore multiple methods of solving problems, ask questions, and build confidence without fear of public failure or embarrassment.

“Education must not only produce fast thinkers but deep thinkers who understand and can apply mathematical concepts effectively,” he stated.

The EAI Executive Director therefore urged the Ghana Education Service to reconsider the widespread use of morning mental mathematics and adopt more learner-centered approaches that support understanding rather than speed-based assessment.

He maintained that the future of mathematics education in Ghana depends not on how quickly learners respond to questions, but on how well they understand and apply mathematical concepts to solve real-life challenges.

Boadi reaffirmed his commitment to advocating for reforms that promote inclusive, supportive, and effective learning environments across Ghana’s basic education system

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