The African Institute for Mathematical Sciences Ghana (AIMS Ghana) and the University of Waterloo Centre for Education in Mathematics and Computing are leading a charge for better mathematics education across Africa. They recently spearheaded the 2026 edition of the Helping Teachers Teach Mathematics Conference (HTTMC 2026). The conference welcomed over 500 participants. They joined physically and online to discuss the theme "Bridging the Gap: Strengthening Africa’s Mathematics Classrooms Through Resilience, Innovation and Hope." The gathering took place at the ISSER Conference Hall at the University of Ghana in Accra.
This important event provided a platform for educators, researchers, and mathematics enthusiasts. They exchanged ideas and explored new teaching methods. The goal is to improve how students learn mathematics across the continent. Prince K. Osei spoke at the opening ceremony. He emphasized the critical need for improved mathematics education in Africa. Mr. Osei reaffirmed AIMS Ghana's dedication to supporting teachers. He also highlighted their commitment to learner-centred teaching methods. These methods aim to create a lasting positive effect in classrooms.
The conference also featured a key address from Ken Abitey. Mr. Abitey represented the National STEM Resource Unit of the Ghana Education Service. He spoke on behalf of Olivia Serwaa Opare, the Director of STEM Education. Mr. Abitey stressed the importance of resilience, collaboration, and innovation. These are seen as vital for transforming mathematics classrooms. He urged teachers to adopt practical and technology-driven methods. The conference included plenary sessions, workshops, and panel discussions. Experts from Ghana and other nations led these sessions. Noted speakers included Bernard Oduoku Bainson and Joseph Ansong.
Sessions explored practical teaching techniques. Bruce Bayly led a highly interactive session. He showed simple ways to teach geometry. Activities involved drawing shapes and using balloons to model concepts. Organizers noted this session showed the value of learning by doing. This experiential learning helps students grasp complex math ideas. The conference also featured breakout sessions on inclusive teaching. One session was titled "Mɛtumi Ayɛ Maths: Building Confidence in Every Classroom." Organisers, including Comfort Mintah and Angela Tabiri, stated the conference's aim. It was to give educators practical strategies to improve math teaching and learning.
This push for better mathematics education is vital for Ghana's future. Strong math skills are essential for science, technology, engineering, and mathematics (STEM) fields. These fields are crucial for economic growth. Ghana is working to develop its technological capabilities. Improved mathematics education can lead to a more skilled workforce. This can attract more investment and create better job opportunities. The involvement of AIMS Ghana, a leading research institution, and the University of Waterloo, a renowned academic body, signifies the seriousness of these efforts. The conference's focus on resilience and innovation suggests a forward-looking approach to educational challenges.
The implications of these discussions are significant for education policy. They highlight the need for continuous professional development for teachers. The emphasis on practical and technology-driven methods suggests a move towards modernizing the curriculum. Future initiatives will likely focus on implementing these strategies nationwide. Increased investment in STEM education is expected. This could involve new funding for resources and teacher training programs. The conference outcomes could influence curriculum reforms. These reforms would aim to equip students with the skills needed for a digital economy.