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All Journal Al-Jabar : Jurnal Pendidikan Matematika Indonesian Journal of Science and Mathematics Education Journal of Instructional Mathematics Journal of Advanced Sciences and Mathematics Education International Journal of Educational Innovation and Research Journal of Mathematics Instruction, Social Research and Opinion Brillo Journal 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
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Humanities Chemistry Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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Comparison between concept-based and procedure-based in circle theorems Gadaglo, Dickson Edem; Ali, Clement Ayarebilla
Journal of Advanced Sciences and Mathematics Education Vol 5, No 1 (2025): Journal of Advanced Sciences and Mathematics Education
Publisher : CV. FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jasme.v5i1.468

Abstract

Background: The debate between concept-based instruction and procedure-based approaches to improving students’ performance, understanding, and skill development in Circle Theorems cannot be over-emphasized. The researchers employed the non-equivalent quasi-experimental design to investigate the effectiveness and appropriateness of the two methods, using circle theorems.Aim: This study aims to compare the effectiveness of concept-based and procedure-based instructional approaches in the teaching of Circle Theorems among senior high school students.Method: A quasi-experimental design was adopted involving 70 students selected from two purposively sampled schools. One school was assigned as the experimental group (concept-based instruction) and the other as the control group (procedure-based instruction). Geometry achievement tests were administered as pre-tests and post-tests. Data were analyzed using paired sample t-tests, independent sample t-tests, and effect size calculations with a significance level set at 5%.Result: The findings showed statistically significant differences between the experimental and control groups. Students taught using concept-based instruction performed significantly better than those taught through procedure-based instruction. High effect sizes further supported the superiority of the concept-based approach.Conclusion: Concept-based instruction enhances students’ understanding and performance in Circle Theorems. It is recommended that mathematics educators adopt teaching methods that promote conceptual understanding and active knowledge construction over algorithmic procedures.
Student-teachers’ technological pedagogical content knowledge preparedness for mathematics instruction Addico, Anita Larteley; Ali, Clement Ayarebilla; Adzifome, Nixon Saba
Journal of Advanced Sciences and Mathematics Education Vol 2, No 2 (2022): Journal of Advanced Sciences and Mathematics Education
Publisher : CV. FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jasme.v2i2.116

Abstract

The study aimed to assess student-teachers preparedness for technological pedagogical content knowledge of Mathematics instruction. The design was the survey, and the sampling technique was the simple random technique. A structured questionnaire was used to collect data to analyze the research questions. The data for research question one was analyzed using means and standard deviations, while we used a One-way Multivariate Analysis of Variance to analyze data for research question two. The results and findings revealed that student-teachers were generally prepared. However, they were more prepared for technological knowledge. This was depicted in the significant differences in preparedness. It was concluded that stakeholders assess the content needs and include mathematical models that address needs, pedagogy, and content knowledge. This finding calls for continuous updates of the mathematics curriculum to ensure comprehensive and effective preparedness.
An Analysis of Ethnomathematics Didactical Contract in the Sums of Interior and Exterior Angles Ali, Clement Ayarebilla
Brillo Journal Vol 3 No 2 (2024): Ethnomathematics and Resilience in Mathematics Education Innovations
Publisher : S&Co Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/bj.v3i2.52

Abstract

Teachers and students have different ideas and expectations about the didactical situation that evolves in the classroom. It needs rules that determine teachers’ and students’ unique responsibilities relating to the didactical situation or contract. The division of roles and responsibilities moves from the teacher as the centre to the students as the centre. The results of a case study design of 42 students showed that the transition from ostentation to Mayeutic Socrate and then to the adidactical contracts was smooth and progressive if the teacher and the participants cooperated and actively participated in the milieu. It was therefore recommended that teachers streamline method-friendly guidelines, strategies, and techniques at the ostentation contract for students to emulate, students cooperate and support the teacher at the mayeutic Socratic contract and the knowledge of both local indigenous and exotic artifacts must complement each other at the adidactical contract.
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.
Co-Authors Addico, Anita Larteley Adzifome, Nixon Saba Asemani, Emmanuel Baidoo, Joseph Biney, Samuel Kojo Gadaglo, Dickson Edem Gunu, Ibrahim Mohammed Morkle, Chris Eric Nabie, Michael Johnson Ndebil, Matthew Bugre Padmore, Edward Abatanie Tangkur, Michael