Articles
<![CDATA[Cooperative learning as a strategy of improving mathematics performance and attitudes ]]>
<![CDATA[Ndebil, Matthew Bugre]]>;
<![CDATA[Ali, Clement Ayarebilla]]>
<![CDATA[ International Journal of Educational Innovation and Research Vol. 3 No. 1 (2024) ]]>
Publisher : <![CDATA[Universitas Majalengka ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.31949/ijeir.v3i1.7163
<![CDATA[There has been an increasing concerns that the traditional instructional methods militate against students’ performance and positive attitudes towards school mathematics. This study employs cooperative learning strategy to provide an innovation as a way of ameliorating the canker. We utilised the quasi-expermental (prepost non-equivalent) design. In this design, two senior high schools selected. One school was the experimental (SHS A) and the other was the control (SHS B). A sample of 224 students were assigned to the experimental (110) and control (114) groups. After treatments, mathematics achievement tests were used to gather the data. The data was analysed with means, standard deviations, percentages, p-values and t-statistics. The outcomes revealed that students who had tutorials in the cooperative strategy performed better than those who had tuition through the traditional. Even within the experimental group, there was no statistically significance differences between boys and girls. It was concluded that students’ performance and attitudes toward learning mathematics were positively enhanced by cooperative learning. It was therefore recommended that stakeholders make conscious efforts to inspire teachers to model more cooperative learning techniques in mathematics instruction.]]>
<![CDATA[Digital Didactics Embedded in Ethnomathematics Assessment of Online Mathematics Instruction ]]>
<![CDATA[Ali, Clement Ayarebilla]]>
<![CDATA[ Unnes Journal of Mathematics Education Vol. 13 No. 3 (2024): Special Issue ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.15294/ujme.v13i3.13292
<![CDATA[Online and e-learning programmes have shifted the power bloc to the learner within their cultural settings. In a case study-based qualitative design, the researchers sampled 40 student-teachers to produce and laminate works of prominent women scientists’ contributions. The data was collected through observations and unstructured interviews. The items were coded on four 7-point Likert scales to represent the planning and design (satisfaction), teaching and learning (reflection), as and through learning (priority), formative assessment (quality), and assessment of virtual class (satisfaction). In qualitative content analysis, the medians predominantly pooled 6 while the modes pooled between 5 and 8 (multimodal). In cases where the median was greater than the mode, we had positive skewness and the reverse was negative skewness. The Spearman’s correlation coefficients showed that only one pair recorded strong positive correlation and two to three pairs recorded strong negative correlations. The chi-square tests for independence showed the null hypothesis was rejected to mean that there were associations among the variables. It was concluded that digital didactics was the central point for the design and use of teaching and learning. It was therefore concluded that digital didactics innovated mathematics instruction and learning.]]>
<![CDATA[Pupils’ didactical Mileu in an inclusive discourse in basic triangle geometry ]]>
<![CDATA[Ali, Clement Ayarebilla]]>;
<![CDATA[Asemani, Emmanuel]]>;
<![CDATA[Tangkur, Michael]]>
<![CDATA[ International Journal of Didactic Mathematics in Distance Education Vol. 1 No. 2 (2024): ijdmde ]]>
Publisher : <![CDATA[Universitas Terbuka ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.33830/ijdmde.v1i2.9523
<![CDATA[The concept of inclusivity is the practice of placing pupils with disabilities in normal classrooms. However, the idea of the triangle continues to pose fundamental challenges. This study sought to explore didactical mediation on the learning of the triangle beyond the classroom. The research design used mixed methods sequential exploratory to help identify the pupil’s triangle interpretation. The researchers first conducted a semi-structured interview on their experiences in learning the triangle both in school and at home. The responses were transcribed and coded in themes. The themes that emerged were properties, types of angles, and applications to everyday life. The researchers then went further to test the pupils’ knowledge on the same themes. The findings showed that didactical mediation with the cultural artifacts, signs, and language largely explained the emergence of the four main properties and must be targeted for the theory, policy, and practice of inclusive education. The prototype testing also confirmed that even though pupils with hearing impairment obtained higher scores, both groups obtained higher mean scores on the post-test than did the pre-test. This indicated that the learning achievement was significantly higher in the post-test than in the pretest due to the didactical mediation. It was recommended that the triangle’s learning and teaching should not be limited to academic exercises but to real-life situations. Also, not visually friendly mathematics concepts should be explored to uncover the most suitable methods and techniques to make inclusive mathematics learning a reality for all groups of disabilities.]]>
<![CDATA[Availability and Use of Learning Resources for Basic School Mathematics Instruction in Ghana ]]>
<![CDATA[Padmore, Edward Abatanie]]>;
<![CDATA[Gunu, Ibrahim Mohammed]]>;
<![CDATA[Ali, Clement Ayarebilla]]>
<![CDATA[ Journal of Mathematics Instruction, Social Research and Opinion Vol. 4 No. 2 (2025): June ]]>
Publisher : <![CDATA[MASI Mandiri Edukasi ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.58421/misro.v4i2.376
<![CDATA[The study investigated the availability and use of mathematics learning resources at the basic school levels. Ascertaining the availability, use, and mathematics learning resources were the epicenters of this study. The methodology employed was the descriptive survey research design. Through the census technique, 102 junior high school mathematics facilitators participated in the study. The data collection instrument was the questionnaire. Experts and two lecturers validated the instruments using appropriate design, sampling techniques, and data collection tools. The repetitions of the same participants for four different research questions also yielded a 0.80 reliability coefficient. The researchers used frequency and percentage to analyze the data. The results showed that attribute blocks, base ten blocks, and geoboards were the worst unavailable resources. Also, even though facilitators were involved in improvising a few resources, most were not improvised. Lastly, the major challenges were curriculum content, textbooks, and school funds, making many mathematics learning resources nonimprovisable. It was therefore recommended that practical courses in mathematics learning resources construction and usage be incorporated into teacher training and regular professional training and retraining programs.]]>
<![CDATA[Re-enacting Mathematics Values through Cultural Symbols ]]>
<![CDATA[Ali, Clement Ayarebilla]]>
<![CDATA[ Indonesian Journal of Science, Technology, Engineering, Art, and Mathematics Education Vol. 2 No. 2 (2023): November 2023 ]]>
Publisher : <![CDATA[Indonesian Journal of Science, Technology, Engineering, Art, and Mathematics Education ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.33578/
<![CDATA[More attention and concentration are paid to cognitive and psychomotor than affective learning of mathematics. The problem may have arisen from the symbolic nature of mathematics values which makes it difficult to understand. Another loophole could have popped up from teachers’ perceptions that mathematics values have little relationship with cultural symbols in the classroom, as well as in affective values. In this study, the researcher explored five prominent mathematics values of respect’, ‘commitment to excellence’, ‘truth and integrity’, ‘teamwork’, and ‘equity’ through cultural symbols, called ‘Adinkra’. With a case study design involving ten student teachers, the researcher assembled over 60 Adinkra symbols. The student-teachers then selected and matched at least five of the symbols that fall into each of the five values and analyzed their values. In five separate tables, the results showed that ‘respect’ ranked highest, and was closely followed by ‘commitment to excellence’, and ‘truth and integrity’. The least values were ‘teamwork’ and ‘equity’. Having given this culturally responsive pedagogy, it was recommended that many more cultural symbols should be explored to equip teachers and students to apply mathematics values for life-long learning.]]>
<![CDATA[Mathematics teachers’ knowledge of indigenous games in teaching mathematics ]]>
<![CDATA[Tangkur, Michael]]>;
<![CDATA[Nabie, Michael Johnson]]>;
<![CDATA[Ali, Clement Ayarebilla]]>
<![CDATA[ Al-Jabar: Jurnal Pendidikan Matematika Vol 13 No 1 (2022): Al-Jabar: Jurnal Pendidikan Matematika ]]>
Publisher : <![CDATA[Universitas Islam Raden Intan Lampung, INDONESIA ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.24042/ajpm.v13i1.11693
<![CDATA[We explored junior high school teachers' knowledge and the impact of indigenous games in teaching basic mathematical concepts. The researchers employed the qualitative phenomenological design to address the purpose, objectives and research questions. The accessible sampling was used to sample 70 teachers (65 males, 5 females) for phase one of the study. Out of 70 teachers, five (three males and two females) were purposively sampled for the study's second phase. Two instruments, a semi-structured interview guide and an observation checklist were used to collect data. The data was analyzed thematically to reflect the research questions. The findings of both phases revealed that most teachers had adequate knowledge of indigenous games and knew the impact of indigenous games on students’ learning of mathematics. In particular, the observation checklist showed that some teachers still adhered to the traditional approach (a direct teaching method) and required the knowledge of indigenous games to enhance their teaching skills and techniques. Therefore, in-service training, workshops and other continuous professional development should be organized to update teachers' knowledge on the effective use of indigenous games in the teaching and learning of mathematics.]]>
<![CDATA[Students’ mathematics and real life contexts in solving algebraic word problems ]]>
<![CDATA[Baidoo, Joseph]]>;
<![CDATA[Ali, Clement Ayarebilla]]>
<![CDATA[ Al-Jabar: Jurnal Pendidikan Matematika Vol 14 No 2 (2023): Al-Jabar: Jurnal Pendidikan Matematika ]]>
Publisher : <![CDATA[Universitas Islam Raden Intan Lampung, INDONESIA ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.24042/ajpm.v14i2.19272
<![CDATA[Background: Algebra involves rules of operations, signs of operations, equations, and algebraic structures. Previous studies have indicated that students often struggle with mathematics in both academic and real-life contexts.Aim: The main objective of this study was to explore how students handle word problems in both mathematics and real-life contexts.Method: The study utilized a cross-sectional design to examine these issues in the developing world, specifically targeting junior high school students in Ghana. A total of 200 students, comprising 91 males and 109 females from various public Junior High Schools, were randomly sampled. The research categorized problems into mathematics context and real-life context, with analysis further divided into 'attempt statuses' (either 'attempted' or 'not attempted') and 'performance statuses' (either 'correct' or 'wrong'). Follow-up interviews, each lasting 15 minutes, were conducted with three groups of both male and female students.Results: The results from the independent samples t-test revealed that the mean score for male students (M =15.37, SD =3.435) was not significantly different from that of female students (M = 15.35, SD = 3.619). It was observed that male students attempted all word problems, while some problems were not attempted by female students.Conclusion: The study concluded that there is no statistically significant difference in the ability of male and female students to solve algebraic word problems. The lack of attempts by female students on some items suggests a potential lack of understanding in context problems. It is recommended that teachers employ multiple representations, technology tools, and metacognitive strategies to help bridge these gaps.]]>
<![CDATA[Ghanaian indigenous conception of real mathematics education in mathematics teaching and learning ]]>
<![CDATA[Ali, Clement Ayarebilla]]>
<![CDATA[ Indonesian Journal of Science and Mathematics Education Vol. 4 No. 1 (2021): Indonesian Journal of Science and Mathematics Education ]]>
Publisher : <![CDATA[Universitas Islam Negeri Raden Intan Lampung ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.24042/ijsme.v4i1.7382
<![CDATA[Ghana's rich cultural heritage has not been fully incorporated into mathematics education despite its potential to enhance students' understanding of mathematical concepts. This study explores the integration of Ghanaian cultural elements, including signs, symbols, artifacts, and technology, into mathematics teaching using the Realistic Mathematics Education (RME) approach. A quasi-experimental design with non-equivalent groups was employed, involving 80 students in the experimental group and 70 in the control group. The experimental group was taught using four real mathematics trends, while the control group followed a traditional approach. Data were collected through pretest and posttest assessments, and statistical analysis was conducted using ANOVA and MANCOVA. Findings reveal that Ghanaian indigenous culture is primarily represented through signs, symbols, artifacts, instruments, tools, and technology, with signs and symbols playing the most significant role in supporting students' mathematical understanding. The study concludes that integrating local cultural elements into mathematics teaching enhances students’ problem-solving abilities and deepens their appreciation of cultural heritage. The implications of this study highlight the necessity of incorporating indigenous cultural elements into mathematics instruction to create a more meaningful and contextually relevant learning experience, ultimately fostering both academic success and cultural preservation.]]>
<![CDATA[Preservice Teachers’ Experiences in Experiential Instruction in Place Value ]]>
<![CDATA[Ali, Clement Ayarebilla]]>
<![CDATA[ Indonesian Journal of Science and Mathematics Education Vol. 6 No. 1 (2023): Indonesian Journal of Science and Mathematics Education ]]>
Publisher : <![CDATA[Universitas Islam Negeri Raden Intan Lampung ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.24042/ijsme.v6i1.10440
<![CDATA[This study explored Kolb’s four-phase experiential learning cycle in the teaching and learning of place value at the University level. I deployed quasi-experimental pretest-posttest design with a sample of 42 preservice teachers who are undergoing education and training in the University to be become teachers. The first 21 received Kolb’s experiential model (experimental group) while the second 21 received traditional problem solving models as control group. In the tests, the performance of the preservice teachers in the experimental and control groups were compared using robust statistical t-test and ANCOVA analyses. The results showed that even though traditional Polya’s problem solving and scientific models were widely acknowledged, Kolb’s experiential principles of concrete experience, reflective observation, abstract conceptualization and active experimentation propelled educational theory and practice into a new direction and focusing on much on the role that experience plays in the learning process. A follow up content analyses of four students’ sample work showed that Kolb’s experiential learning better developed their critical thinking and problem solving skills, effective communication skills, modern technology use, self-directions, and understanding in place value problems. Based on these findings, it is recommended that mathematics educators refocus and tailor their instructional techniques to Kolb’s experiential model of problem solving while bridging the gaps with the traditional problem solving strategies.]]>
<![CDATA[Errors and misconceptions in solving linear inequalities in one variable ]]>
<![CDATA[Biney, Samuel Kojo]]>;
<![CDATA[Ali, Clement Ayarebilla]]>;
<![CDATA[Adzifome, Nixon Saba]]>
<![CDATA[ Journal of Advanced Sciences and Mathematics Education Vol 3, No 1 (2023): Journal of Advanced Sciences and Mathematics Education ]]>
Publisher : <![CDATA[CV. FOUNDAE ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.58524/jasme.v3i1.195
<![CDATA[Linear inequalities are mathematical expressions that compare two expressions using the inequality symbol, in either be algebraic or numerical or both. However, in solving either of these types some student-teachers commit errors that have been backed by associated misconceptions. This research examined these errors and the associated misconceptions thereafter. Guided by two research questions, the researchers adopted the qualitative narrative inquiry design. The purposive sampling was employed to select 15 student-teachers who met the best requirement that fits the purpose, problem, and objective of a qualitative narrative inquiry. The main instruments were interview guides, where the participants and researchers collaborated with each other to ensure that the story was properly told and aligned with linear inequalities through field notes, observations, photos and artefacts. The narrative analysis started with verbatim transcription of the narratives and ended with deductive coding. The results were scanned copies of participant sample narratives that were pasted at appropriate places and discussed. Consequently, it was concluded that student-teachers lacked the basic rules, procedural fluency and skills, and formulation of linear inequalities. These errors emanated from misconceived methods and rote memorization. It was therefore recommended that educators imbibe practical and everyday methodologies into the teaching and learning of linear inequalities.]]>
