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All Journal Journal of Research and Advances in Mathematics Education International Journal of Mathematics and Mathematics Education (IJMME) JRAMathEdu (Journal of Research and Advances in Mathematics Education)
Taley, Isaac Bengre
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Education Mathematics

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Junior high school mathematics teachers’ knowledge in calculators Taley, Isaac Bengre; Adusei, Matilda Sarpong
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 5 Issue 1 February 2020
Publisher : Department of Mathematics Education, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v5i1.9523

Abstract

Helping junior high school students to use calculators and computers for problem solving and investigating real-life situations is an objective of the junior high school mathematics curriculum in Ghana. Ironically, there is a technological drought in junior high school mathematics instruction in Ghana, with a suspicion that mathematics teachers’ competency in the use of calculators for teaching may be the source of this lack of use. This study sought to establish a correlation between junior high school mathematics teachers’ competence and the motivation supporting the use of calculators in teaching.  A descriptive survey comprising of a test and questionnaire was used to collect data from junior high school mathematics teachers in an educational district in Ghana. Teacher characteristics such as educational attainment, age, and gender in relation to teachers’ competency in the use of calculators were discussed in the study. The results showed that about 70% of the teachers exhibited a low level of calculator competence. Besides, novice teachers outperformed expert teachers in the calculator competency-based test. Additionally, mathematics teachers’ enthusiasm for using calculators in teaching was directly associated with the teachers’ level of competency. The findings may send a signal to stakeholders in their efforts to revising the Ghana JHS curriculum in order to actualize the curriculum desire for the integration of technology in the teaching and learning of JHS mathematics.
College students’ perceived teaching presence in emergency remote online mathematics teaching Taley, Isaac Bengre
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 7 Issue 3 July 2022
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v7i3.17589

Abstract

In this period of the Covid-19 outbreak, the interest in replacing conventional face-to-face teaching with online teaching in Ghana's Colleges of Education has sown amidst concerns about the presence of teaching. Through an online survey, 452 students from three education colleges responded to the teaching presence scale. This study examined college students' perception of mathematics teaching presence and how gender and the mode of interaction affected students' sense of teaching presence during the emergency remote online teaching of mathematics. The results showed that about 82.7% of the students had a moderate to a high sense of mathematics teaching presence in the emergency remote online teaching. This means that mathematics teachers were unable to identify the mathematics learning needs, neither were teachers able to manage collaborative and reflective work, nor averted undirected discourse among 27.3% of the students. Although the gender of students did not affect the sense of mathematics teaching, the result indicated that in the absence of asynchronous mode of interaction, synchronous and blended modes of interaction positively affected students' perceived mathematics teaching presence. Altogether, this study urges mathematics teachers to employ creative pedagogical approaches that make teaching presence more conspicuous to students in emergency remote online mathematics teaching.
Junior high school mathematics teachers’ knowledge in calculators Taley, Isaac Bengre; Adusei2, Matilda Sarpong
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 5 Issue 1 February 2020
Publisher : Lembaga Pengembangan Publikasi Ilmiah dan Buku Ajar, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v5i1.9523

Abstract

Helping junior high school students to use calculators and computers for problem solving and investigating real-life situations is an objective of the junior high school mathematics curriculum in Ghana. Ironically, there is a technological drought in junior high school mathematics instruction in Ghana, with a suspicion that mathematics teachers’ competency in the use of calculators for teaching may be the source of this lack of use. This study sought to establish a correlation between junior high school mathematics teachers’ competence and the motivation supporting the use of calculators in teaching. A descriptive survey comprising of a test and questionnaire was used to collect data from junior high school mathematics teachers in an educational district in Ghana. Teacher characteristics such as educational attainment, age, and gender in relation to teachers’ competency in the use of calculators were discussed in the study. The results showed that about 70% of the teachers exhibited a low level of calculator competence. Besides, novice teachers outperformed expert teachers in the calculator competency-based test. Additionally, mathematics teachers’ enthusiasm for using calculators in teaching was directly associated with the teachers’ level of competency. The findings may send a signal to stakeholders in their efforts to revising the Ghana JHS curriculum in order to actualize the curriculum desire for the integration of technology in the teaching and learning of JHS mathematics.
College students’ perceived teaching presence in emergency remote online mathematics teaching Taley, Isaac Bengre
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 7 Issue 3 July 2022
Publisher : Lembaga Pengembangan Publikasi Ilmiah dan Buku Ajar, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v7i3.17589

Abstract

In this period of the Covid-19 outbreak, the interest in replacing conventional face-to-face teaching with online teaching in Ghana's Colleges of Education has sown amidst concerns about the presence of teaching. Through an online survey, 452 students from three education colleges responded to the teaching presence scale. This study examined college students' perception of mathematics teaching presence and how gender and the mode of interaction affected students' sense of teaching presence during the emergency remote online teaching of mathematics. The results showed that about 82.7% of the students had a moderate to a high sense of mathematics teaching presence in the emergency remote online teaching. This means that mathematics teachers were unable to identify the mathematics learning needs, neither were teachers able to manage collaborative and reflective work, nor averted undirected discourse among 27.3% of the students. Although the gender of students did not affect the sense of mathematics teaching, the result indicated that in the absence of asynchronous mode of interaction, synchronous and blended modes of interaction positively affected students' perceived mathematics teaching presence. Altogether, this study urges mathematics teachers to employ creative pedagogical approaches that make teaching presence more conspicuous to students in emergency remote online mathematics teaching.
Mathematics Teachers’ Dilemma in Choosing Linguistically Framed Tasks for Instructional Discourse: A Qualitative Study Taley, Isaac Bengre; Nkrumah, Frank Kwarteng
International Journal of Mathematics and Mathematics Education (IJMME) Vol. 3 No. 3 (2025)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/ijmme.v3i3.1376

Abstract

Purpose – This study investigates the factors influencing high school mathematics teachers’ decision-making processes in selecting linguistically framed tasks (LFTs) for instructional purposes. Since LFTs are widely embedded in curriculum materials and standardized assessments, understanding teachers’ considerations is crucial for improving task design and classroom practice. Methodology – A qualitative research design was employed, combining semi-structured interviews with 12 Ghanaian high school mathematics teachers and curriculum document analysis. The data were analyzed thematically, guided by constructivist learning theory and assessment theory, to identify key patterns and pedagogical orientations shaping task selection. Findings – The analysis revealed four major considerations that shape teachers’ decisions: progression of difficulty, differentiated task design, engagement and real-life relevance, and alignment with curriculum standards and exam preparation. Teachers reported scaffolding LFTs from simple to complex, tailoring tasks to diverse learners, emphasizing authentic connections to students’ experiences, and strategically preparing them for high-stakes assessments. These practices reflect an interplay between pedagogical intentions and systemic demands. Novelty – The study contributes original insights into the pedagogical underpinnings of task selection, showing that teachers’ choices are not merely technical but are deeply grounded in curriculum policy, learning theories, and professional autonomy. It highlights the need to empower teachers with skills to adapt and design LFTs that address contextual and learner diversity. Significance – The findings are significant for mathematics teachers, curriculum developers, policymakers, and teacher educators, as they underscore the importance of aligning curriculum goals with responsive instructional practices to enhance equitable and meaningful learning.
College students’ perceived teaching presence in emergency remote online mathematics teaching Taley, Isaac Bengre
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 7 Issue 3 July 2022
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v7i3.17589

Abstract

In this period of the Covid-19 outbreak, the interest in replacing conventional face-to-face teaching with online teaching in Ghana's Colleges of Education has sown amidst concerns about the presence of teaching. Through an online survey, 452 students from three education colleges responded to the teaching presence scale. This study examined college students' perception of mathematics teaching presence and how gender and the mode of interaction affected students' sense of teaching presence during the emergency remote online teaching of mathematics. The results showed that about 82.7% of the students had a moderate to a high sense of mathematics teaching presence in the emergency remote online teaching. This means that mathematics teachers were unable to identify the mathematics learning needs, neither were teachers able to manage collaborative and reflective work, nor averted undirected discourse among 27.3% of the students. Although the gender of students did not affect the sense of mathematics teaching, the result indicated that in the absence of asynchronous mode of interaction, synchronous and blended modes of interaction positively affected students' perceived mathematics teaching presence. Altogether, this study urges mathematics teachers to employ creative pedagogical approaches that make teaching presence more conspicuous to students in emergency remote online mathematics teaching.
Co-Authors Adusei, Matilda Sarpong Adusei2, Matilda Sarpong Nkrumah, Frank Kwarteng