Article Per Year (5 Year)
p-Index From 2021 - 2026
2.907
P-Index
This Author published in this journals
All Journal Al-Jabar : Jurnal Pendidikan Matematika Indonesian Journal of Science and Mathematics Education Journal of Instructional Mathematics International Journal of Educational Innovation and Research Journal of Mathematics Instruction, Social Research and Opinion Brillo Journal MATHEdunesa Indonesian Journal of Science, Technology, Engineering, Art, and Mathematics Education Unnes Journal of Mathematics Education International Journal of Didactic Mathematics in Distance Education Journal of Research in Mathematics, Science, and Technology Education
Ali, Clement Ayarebilla
Unknown Affiliation
Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

Published : 14 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 14 Documents
Search

 1   2 
Cultural Symbols Didactize Concreteness Fading in Basic Multiplication Ali, Clement Ayarebilla
Journal of Instructional Mathematics Vol. 5 No. 1 (2024): Influences on Mathematics Performance and Pedagogy
Publisher : Pendidikan Matematika STKIP Kusuma Negara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37640/jim.v5i1.1954

Abstract

The purpose of this study is to use cultural Adinkra artifacts to present “Concreteness Fading” in the basic multiplication of one-digit and one-digit numbers. Employing a quantitative approach, the researcher adopted a one-group pretest-posttest quasi-experimental design, and randomly selected 51 participants from 300 student teachers. Data collection involved two sets of tests, analyzed in two stages through task-based transcripts and paired-sample t-tests. The first stage analyzed the tasks the student teachers solved using “Concreteness Fading”. The results revealed smooth and joyful navigations of the stages of Concreteness Fading using the Adinkra symbols. The second stage analyzed the performance of the student teachers with t-test statistics to show significant differences between the control and experimental groups. The results of one sample t-test and paired samples t-test showed that student teachers solved more problems correctly using Concreteness Fading than the conventional concrete manipulatives. Following the findings, we concluded that heavy use of only concrete objects and examples without abstracting can be detrimental to teaching mathematics. We, therefore, recommended that student teachers should always avoid rushing to symbols and symbolic manipulations of mathematics but rather align their methods, techniques, and strategies in the transition through the three stages of Concreteness Fading.
APOS Framework Didactize Equivalence Linear Simultaneous Equations in Senior High School Mathematics Morkle, Chris Eric; Ali, Clement Ayarebilla
Journal of Research in Mathematics, Science, and Technology Education Vol. 1 No. 2 (2024): Journal of Research in Mathematics, Science, and Technology Education
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jrmste.v1i2.13

Abstract

Many students followed rote-learned procedural rules without thinking about the meaning of quadratic equations, and the Chief examiners’ reports attributed the trend to poor teaching methods. In certain instances, candidates cannot use even the conventional methods to factorize quadratics equations due to a lack of understanding of the zero-product property in graphing, factorizing, and completing the squares or quadratic formula. In the worst circumstances, the candidates failed to scaffold higher-order quadratic equations using the Conjugale and Equivalence Linear Simultaneous Equation methods. However, the action, process, object, and schema theory which came out of the constructivist learning theory and created by Dubinsky can be applied to teach mathematics. With the aid of the APOS framework, this study sought to digitize the Equivalence Linear Simultaneous Equations in senior high schools. In this mixed-method embedded design, there were 286 first-year students selected from one school. All the students received four phases of the APOS framework. The four phases were collected based on the Actions for Factorization, Processes for Quadratic Formula, Object for Conjugale, and Schema for ELSE method. The data, which was both qualitatively and quantitatively, was analyzed using IBM SPSS Statistics (Version 26) deterministic analytics software. The data collection covered four contact periods of a total duration of four hours. The results showed that students in the Actions and Processes were not statistically significant. However, the results were statistically significant at the Object and Schema phases. It was concluded that students’ learning through the APOS framework improved their academic performance. The positive effect was the triumphant mental constructions involving encapsulation and interiorization in the conjugale and ELSE methods. It was, therefore, recommended that the framework be promoted to find solutions to many other complex mathematics problems.
Mayer’s Model of Solving Routine and Non-Routine Problems in Linear Word Problems Awindago, Azobit Charles; Ali, Clement Ayarebilla
Journal of Research in Mathematics, Science, and Technology Education Vol. 3 No. 2 (2026): Journal of Research in Mathematics, Science, and Technology Education
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jrmste.v3i2.62

Abstract

The Mayer model posits that students learn better from words and pictures than from words alone [HPX1.1], since dual representation of knowledge helps learners to construct verbal and pictorial mental models together and build connections between them. This study adopted Mayer’s (1985) model, consisting of problem translation, problem integration, solution planning, and solution execution, to examine problem-solving tasks. The objectives of the study were to translate, integrate, plan, and execute the four phases of linear word problems [HPX2.1]. The methods deployed a convergent parallel design to collect quantitative and qualitative data to compare and interpret the findings. The population was 638 students, comprising 400 and 238 from schools A’ and B’, and the sample was 350 students, comprising 200 and 150, respectively. And the ages ranged from 15 to 19 years [HPX3.1]. The data were collected through questionnaires and interview guides to complement and enhance validity and reliability. The data was analyzed through descriptive statistics and documents. The respondents had ethical consent, anonymity, permission, and voluntary participation. The key findings showed that the translation phase showed a significant negative statement, but a high presence of undecided responses across both non-routine linear word problems. Integration showed higher performance of students at higher percentiles, even though there were pronounced disparities between routine and non-routine linear problems, with routine problems showcasing higher average scores and less variability compared to non-routine problems. The planning phase showed differences in solving non-routine linear problems in expansion errors, clearing fractions, opening brackets, and grouping like terms. The execution phase consistently showed high percentages of errors in variable definitions and distribution. To minimize errors, we concluded that targeted interventions should strengthen and promote multidisciplinary, transdisciplinary, and interdisciplinary approaches to allow learners to translate, integrate, plan, and execute the four phases of linear word problems.
Integration and Applications of Linear Algebra in STEM Programmes: A Case Study of Ghanaian Universities Ali, Clement Ayarebilla; Avivor, Eric Kwasi
MATHEdunesa Vol. 15 No. 2 (2026): Jurnal Mathedunesa Volume 15 Nomor 2 Tahun 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v15n2.p253-273

Abstract

Linear algebra serves as a critical tool in propelling Science, Technology, Engineering, and Mathematics. So, this study aims to explore the level of integration into university curricula, its applications, and challenges. The study adopts the systems theory and linear system theory frameworks to provide a structural and analytical perspective on the integration and application. A cross-sectional research design was employed to gather data from two University undergraduate students pursuing the domain in Ghana. The findings revealed the disparity between theoretical instruction and practical application, as 41.3% affirmed the perception, emphasizing the need for curriculum reforms, increased use of computational tools, and interdisciplinary collaborations. It was therefore recommended that stakeholders strive to improve pedagogical strategies, strengthen industry collaboration, and invest in modern technology tools to enhance the application of linear algebra education.
Co-Authors Asemani, Emmanuel Avivor, Eric Kwasi Awindago, Azobit Charles Baidoo, Joseph Gunu, Ibrahim Mohammed Morkle, Chris Eric Nabie, Michael Johnson Ndebil, Matthew Bugre Padmore, Edward Abatanie Tangkur, Michael