Creating equitable learning opportunities in mathematics classrooms is essential for inclusive education and addressing disparities in student participation and achievement. However, limited empirical evidence exists on how mathematics lecturers in teacher education institutions implement equity-oriented instructional practices in the Ghanaian context. This study examined the instructional practices mathematics lecturers engage themselves in Creating Equitable Learning Opportunities in inclusive mathematics classrooms in Ghanaian Colleges of Education. The study adopted a sequential explanatory mixed-methods design, where quantitative data were collected and analyzed first, followed by qualitative data to explain the results. Survey data were collected from 40 mathematics lecturers and 480 pre-service mathematics teachers from eight public Colleges of Education in the Ashanti Region of Ghana and analyzed using descriptive statistics and independent samples t-tests. Follow-up interviews with selected lecturers provided deeper insights into the quantitative findings. Results showed that lecturers frequently connect mathematics to real-life contexts but less often engage students’ diversity and collaborative learning as instructional resources. Structural constraints such as large class sizes, rigid curricula, and limited professional development were found to influence these practices. The findings highlight the need for institutional support to strengthen equitable and inclusive mathematics instruction.
Moses Agyemang (Sat,) studied this question.