Farouq Sessah Mensah
Biographic Data
| ID | 10104723 |
|---|---|
| NAME | Farouq Sessah Mensah |
| GIVEN NAMES | Farouq Sessah |
| FAMILY NAME | Mensah |
| SIGNATURE | MENSAH F S |
| AFFILIATIONS | Stockholm University |
| ORCID | 0000-0002-5437-6199 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2025 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
When mathematics remains trade-blind
Mathematics is essential to vocational competence, yet its occupational relevance may remain obscured when taught as generic academic content. This study examines a specific form of mathematics-vocational misalignment in Ghanaian Welding and Fabrication education: the gap between the formal inclusion of mathematics in the curriculum and its functional integration into trade-specific practice . Using an interpretive qualitative case-study design, …
Unlocking potential in the midst of constraints
Calls for integrating instructional technology into mathematics education often assume ideal classroom conditions that rarely exist in Global South contexts. Such assumptions overlook the complex realities faced by educators who must adapt global pedagogical visions to resource-constrained and structurally fragile ecologies. In response to this disconnect, this study examines how mathematics teacher educators (MTEs) in Ghana support pre-service t…
Reclaiming agency in instructional technology integration
The integration of instructional technology in mathematics teacher education is often guided by demonstration-based approaches that centralize authority and limit opportunities for Pre-Service Teachers (PSTs) to engage meaningfully with pedagogical decision-making. Such practices risk reducing instructional technology integration to performance rather than empowering future educators to develop techno-didactic competence. This study critically ex…
No prominent works on this page.
Reclaiming agency in instructional technology integration
The integration of instructional technology in mathematics teacher education is often guided by demonstration-based approaches that centralize authority and limit opportunities for Pre-Service Teachers (PSTs) to engage meaningfully with pedagogical decision-making. Such practices risk reducing instructional technology integration to performance rather than empowering future educators to develop techno-didactic competence. This study critically ex…
When mathematics remains trade-blind
Mathematics is essential to vocational competence, yet its occupational relevance may remain obscured when taught as generic academic content. This study examines a specific form of mathematics-vocational misalignment in Ghanaian Welding and Fabrication education: the gap between the formal inclusion of mathematics in the curriculum and its functional integration into trade-specific practice . Using an interpretive qualitative case-study design, …
Unlocking potential in the midst of constraints
Calls for integrating instructional technology into mathematics education often assume ideal classroom conditions that rarely exist in Global South contexts. Such assumptions overlook the complex realities faced by educators who must adapt global pedagogical visions to resource-constrained and structurally fragile ecologies. In response to this disconnect, this study examines how mathematics teacher educators (MTEs) in Ghana support pre-service t…
Mathematics Education and Teaching Techniques (3 works) · Educational Theory and Curriculum Studies (2 works) · Grounded theory (2 works) · Qualitative research (2 works) · Teaching method (2 works) · Thematic analysis (2 works) · Curriculum (1 works) · Education and Digital Technologies (1 works) · Educational Tools and Methods (1 works) · Focus group (1 works)