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All Journal Al-Jabar : Jurnal Pendidikan Matematika MEJ (Mathematics Education Journal) Journal of Medives: Journal of Mathematics Education IKIP Veteran Semarang Unnes Journal of Mathematics Education
Baidoo, Joseph
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Education Mathematics Other

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Mathematical Language Errors and Academic Performance in Preservice Calculus Teachers Baidoo, Joseph
Jurnal Pendidikan Matematika IKIP Veteran Semarang Vol 9 No 1 (2025): Journal of Medives : Journal of Mathematics Education IKIP Veteran Semarang
Publisher : Urogram Studi Pendidikan Matematika, Universitas Ivet

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31331/medivesveteran.v9i1.3318

Abstract

This study explores the impact of mathematical language errors (MLE) on the academic achievement of preservice calculus teachers, addressing the critical issue of how these errors impede mathematical understanding and performance. Conducted within the context of South Africa's education system, where effective mathematics instruction is vital for educational and economic development, this study aims to identify common mathematical language pitfalls, analyze their consequences, and propose strategies to mitigate these errors. An exploratory sequential mixed-methods design was employed, combining qualitative and quantitative approaches to understand the issue comprehensively. The study involved 120 preservice teachers divided into first and second-year cohorts. Data collection included qualitative analysis of student responses through thematic coding and quantitative analysis of assessment results using descriptive statistics, chi-square test, and ANOVA. Significant findings identified two major MLE types: incorrect terminology and ambiguous language errors, which were prevalent and significantly impacted academic performance. First-year students exhibited higher frequencies of these errors, correlating with lower academic scores than second-year students. Statistical analyses confirmed significant differences in error distribution and their impact on performance, highlighting the need for early and targeted interventions. The study contributes to the literature on mathematics education by highlighting the importance of mathematical language in education and provides evidence-based strategies for improving mathematical instruction. By addressing mathematical language errors through explicit instruction, interactive activities, and peer feedback, mathematics educators can enhance students' understanding and performance, ultimately fostering a more effective and inclusive learning environment.
Students’ mathematics and real life contexts in solving algebraic word problems Baidoo, Joseph; Ali, Clement Ayarebilla
Al-Jabar: Jurnal Pendidikan Matematika Vol 14 No 2 (2023): Al-Jabar: Jurnal Pendidikan Matematika
Publisher : Universitas Islam Raden Intan Lampung, INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ajpm.v14i2.19272

Abstract

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.
From Perception to Error: A Study of Ghanaian Learners’ Errors in Solving Algebra Tasks Baidoo, Joseph
Unnes Journal of Mathematics Education Vol. 14 No. 2 (2025): Reguler Issue
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ujme.v14i2.23433

Abstract

The nature of algebraic word problems can make such tasks daunting for learners, and this can be further exacerbated by factors including their perceptions. This study explored Ghanaian Junior High School learners’ perceptions of algebraic word problems, how these perceptions are reflected in their errors, and the factors influencing these perceptions and errors. A sequential explanatory mixed-method design was employed to collect data from 200 learners using a test, followed by semi-structured interviews with six learners: three high performers and three low performers. Stratified random sampling was used to recruit learners for the survey, while purposive sampling was applied in selecting learners for the interview. Data were analyzed using descriptive statistics and thematic analysis. The study found that many learners perceived algebraic word problems as “difficult,” “confusing,” or “tricky,” which lowered their confidence and willingness to engage with such tasks. These negative perceptions were closely linked to high rates of comprehension errors (misinterpreting unknowns, 77.5%), transformation errors (reversing subtraction order, 60.5%), and process skill errors (ignoring negative signs, 73.5%). Influential factors included inadequate individualized support from teachers, limited practice, unavailability of textbooks, and large class sizes. It is suggested that mathematics teachers use small-group learning to provide targeted attention and integrate algebraic word problems into daily lessons and assessments. Heads of schools should liaise with Parent-Associations (PAs) to provide adequate textbooks for learners and split classes into streams to reduce overcrowding.
Examining the Impact of Pedagogical Knowledge and Skills on Intermediate Phase Mathematics Teacher's Engagement in Chris Hani East Education District Kumanda , Nomaroma; Baidoo, Joseph; Mutesasira, Godfrey; Bulelwa, Makena; Harry, Kasumba; Anthony Kambi, Masha; Wendy, Mashologu
Mathematics Education Journal Vol. 9 No. 1 (2025): MEJ Vol 9 No.1
Publisher : Department of Mathematics Education University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/mej.v9i1.38974

Abstract

This study examines the impact of pedagogical knowledge and skills on the engagement of intermediate-phase mathematics teachers in the Chris Hani East Education District, framed within the context of Self-Determination Theory. Given the critical role that effective teaching plays in student learning outcomes, understanding how teachers' pedagogical competencies influence their engagement is essential. Utilizing a qualitative research approach, data were collected through semi-structured interviews and focus group discussions with mathematics teachers. The findings reveal that teachers with strong pedagogical knowledge and skills are likelier to create positive learning environments that foster student engagement, aligning with the principles of autonomy and competence. Teachers lacking adequate instructional strategies reported challenges in maintaining student interest and participation. The study also identifies barriers such as insufficient resources, pressure to adhere to strict curricula, and a lack of confidence in teaching complex mathematical concepts. These insights underscore the need for targeted professional development programs that enhance teachers' pedagogical competencies, ultimately aiming to improve both teacher engagement and student learning outcomes in mathematics education. This research highlights the importance of equipping South African teachers with the necessary skills and knowledge to engage and inspire learners, thereby improving the overall learning experience.
Co-Authors Ali, Clement Ayarebilla Anthony Kambi, Masha Bulelwa, Makena Harry, Kasumba Kumanda , Nomaroma Mutesasira, Godfrey Wendy, Mashologu