Dr Prince Hamid Armah, a distinguished academic, curriculum specialist and former head of the National Council for Curriculum and Assessment (NaCCA), has announced the forthcoming publication of a practical teaching companion aimed at strengthening Junior High School mathematics instruction in Ghana.

In a Facebook post on Monday, 2 March 2026, Dr Armah said the book was written to address a key challenge in mathematics education: learners who can “reproduce memorised steps, yet [are] unable to explain a method, justify an answer, interpret a representation, or connect an idea to a real situation.”

“This is not simply a learner problem. It reflects how mathematics is often taught and assessed, with lessons shaped by examination habits, rushed coverage, and too little attention to classroom talk, misconceptions, and inclusive participation,” he explained, noting that this “results in weak conceptual foundations, anxiety about the subject, and widening learning gaps.”

The book, he said, is “a practical teaching companion for the Junior High School Mathematics Curriculum, designed to help teachers teach with clarity, structure, and fidelity.”

Dr Armah emphasised that the work is not “a summary of the curriculum, and it is not a collection of isolated teaching tips.” Rather, it “helps teachers turn learning indicators into clear learning intentions, purposeful classroom tasks, and assessable evidence, while keeping inclusion and equity at the centre of daily instruction.”

Its “central organising idea,” he wrote, is traceability — “the disciplined connection between curriculum intentions, teaching decisions, and evidence of learning.”

Dr Armah said he hopes the book will support teachers in “teaching mathematics with greater clarity, stronger professional confidence, and higher intellectual ambition for every learner.”

“If it leads to better lesson preparation, richer classroom conversations, and fairer assessment decisions, then it will have fulfilled its purpose,” he added.

Dr Armah’s announcement comes against the backdrop of his extensive career in education and public service. A PhD holder in Mathematics Education from the University of Aberdeen (UK), he has served as Director-General of NaCCA, where he led the overhaul of Ghana’s national curriculum, including the introduction of the Standards-Based Curriculum and the Common Core Curriculum for Junior High Schools. He also played a key role in teacher training and curriculum alignment efforts.

Dr Hamid Armah is a senior education and public policy consultant and Lecturer in the Department of Mathematics Education at the University of Education, Winneba, Ghana.

He is an experienced Mathematics educator with over 15 years of teaching in primary, secondary, and university settings in Ghana and the United Kingdom.

He holds Qualified Teacher Status (Secondary Mathematics) in the United Kingdom, a PhD in Mathematics Education from the University of Aberdeen, United Kingdom, an M.Ed. in Mathematics, and a B.Ed. (Hons) in Mathematics, an MSc in Development Finance, and an LLB.

His work integrates classroom teaching, teacher education, curriculum practice, and assessment. He previously served as Director-General of the National Council for Curriculum and Assessment, where he led major curriculum and assessment reforms, including the Standards-Based Curriculum and the Common Core Programme.

He has also provided consultancy on education projects funded by the World Bank, USAID, the Education Commission, the United Kingdom’s FCDO, and other development partners.

Beyond his academic contributions, Dr Armah has been active in politics, serving as a Member of Parliament and holding roles such as Deputy Minister for Works and Housing.

The book’s release is expected to contribute to ongoing efforts to improve classroom practice, deepen conceptual understanding for learners and enhance mathematics teaching across the country.

He has urged interested persons or organisations to place an order for copies of the book.