PRESS STATEMENT
GES Leadership Must Immediately End the Practice of Morning Mental Mathematics in Classrooms – William Boadi, EAI
As an experienced educator and Executive Director of Educate Africa Institute (EAI), I have observed with concern the growing reliance on morning mental mathematics exercises in many basic schools across Ghana.
While the objective may be to improve learners’ computational speed and numerical fluency, the practice often denies many pupils the opportunity to think critically and arrive at solutions through a meaningful learning process. Mathematics is not solely about speed; it is about understanding, reasoning, problem-solving, and applying knowledge effectively.
In many classrooms, learners are expected to provide immediate answers under strict time constraints. This places unnecessary pressure on pupils, especially those who require additional time to process information. Rather than building confidence, such practices can create anxiety, fear, and embarrassment among learners who are unable to respond quickly.
Over time, these experiences may contribute to negative attitudes toward mathematics, declining classroom participation, absenteeism, and in some cases, truancy. Learners who repeatedly struggle under these conditions may begin to view themselves as incapable, leading to reduced self-esteem and diminished academic motivation.
Additionally, morning mental exercises tend to favor fast learners while unintentionally marginalizing those with different learning abilities and styles. Education must be inclusive and responsive to the needs of all learners, not just those who can produce rapid answers.
Effective mathematics instruction should prioritize conceptual understanding, critical thinking, creativity, and learner engagement. Pupils should be encouraged to explore multiple solution pathways, ask questions, and develop confidence in their abilities without the fear of public failure.
I therefore respectfully call on the leadership of the Ghana Education Service (GES) to review the implementation of morning mental mathematics in our schools and consider more learner-centered approaches that promote deep understanding rather than mere speed.
The future of mathematics education in Ghana depends not on how quickly learners answer questions, but on how well they understand and apply mathematical concepts to solve real-life problems.
Signed
William Boadi
Experienced Educator and Executive Director
Educate Africa Institute (EAI), Educationist Political analyst and Social Worker.
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