Challenges of secondary school mathematics education in São Tomé and Príncipe: a holistic approach

Abstract

Paper based on an investigative study aimed to improving São Tomean secondary students’ mathematical skills. The methodological option considered an interpretative paradigm, with a qualitative approach, once a path analysis was performed for a given educational context, namely in what concerns discursive, observational, and documentary interpretation. The results hinted challenges to the educational system in São Tomé and Príncipe in what concerns a concerted and sustainable action of essential components of curricula, teachers, students, and school.