Article Per Year (5 Year)
p-Index From 2021 - 2026
0.61
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This Author published in this journals
All Journal MEJ (Mathematics Education Journal) Journal of Innovation and Research in Primary Education Journal of Research in Mathematics, Science, and Technology Education
Ghunaimat, Mohammad Ali
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Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Teaching Mathematics To Students With Visual Impairment In Inclusive Education Schools In Jordan Ghunaimat, Mohammad Ali
Journal of Innovation and Research in Primary Education Vol. 3 No. 2 (2024)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v3i2.849

Abstract

The students with visual disabilities is considered part of Jordanian society, and the Jordanian Constitution guaranteed that they are provided with all rights, including education. The study aimed to investigate the teaching of mathematics to students with visual disabilities in inclusive schools in Jordan. The researcher used the qualitative approach by conducting an interview with a mathematics teacher with long experience in teaching mathematics in inclusive schools. The results of the interview showed that there are ways and methods for teaching the content of mathematics curricula to students. People with visual impairment, and there is a positive impact and benefits of integrating students with visual impairment into inclusive schools, although there are some challenges facing students and mathematics teachers.
Using distance learning strategy in students’ acquisition of conceptual and procedural knowledge in mathematics ghunaimat, mohammad Ali
Mathematics Education Journal Vol. 8 No. 2 (2024): MEJ Vol 8 No.2
Publisher : Department of Mathematics Education University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/mej.v8i2.34823

Abstract

The study investigates the effect of using Distance learning (DL) on students’ acquisition of conceptual and procedural knowledge in mathematics. The study used the quasi-experimental approach, where the study was applied by two groups of ninth grade students (experimental, 25 students, and control, 26 students), the experimental group was taught by using Distance learning, and the control group was taught in the usual way, after verifying the validity coefficients. And reliability for testing conceptual and procedural knowledge. The results demonstrated statistically significant differences favoring the experimental group, suggesting that Distance learning has a beneficial impact on mathematics instruction. The study included recommendations on the necessity of promoting Distance learning usage among students and teachers additionally the function of educational technology in the process of teaching and learning mathematics.
The Role of Realistic Mathematics Education in Teaching Mathematics from the Perspective of Mathematics Teachers Ghunaimat, Mohammad Ali
Journal of Research in Mathematics, Science, and Technology Education Vol. 3 No. 1 (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.v3i1.49

Abstract

The National Center for Curriculum Development, in cooperation with the Jordanian Ministry of Education, has implemented significant modifications to its mathematics curriculum. These modifications focus on connecting mathematics education to students’ real-life experiences and highlighting the role of mathematics in practical applications. Therefore, this study aimed to demonstrate the role of Realistic Mathematics Education (RME) in mathematics teaching and its positive impact as a teaching method, from the perspective of mathematics teachers using the revised curriculum. The study employed a descriptive research methodology, designing a questionnaire to assess the role of RME in mathematics instruction. Frequencies and averages of responses from mathematics teachers were calculated. Descriptive research, used in field research, helps to define the role of RME accurately and clearly. The study population consisted of 474 teachers, and the sample comprised 271 teachers. The findings show that RME plays a significant role in enhancing mathematics learning at the basic stage, with an overall high rating. Teachers emphasized that RME is most effective in providing students with meaningful mathematical knowledge and deep understanding, fostering creative and critical thinking through realistic activities, and encouraging learners to connect mathematical ideas with real-life examples. Overall, RME supports student-centered learning, strengthens enthusiasm, links mathematics to everyday situations, and promotes interdisciplinary connections, making mathematics more relevant, engaging, and deeply understood. The results also showed no significant differences in mathematics teachers’ responses to the questionnaire based on gender or academic qualifications. The study’s findings also help curriculum designers in Jordan evaluate the Jordanian curricula developed between 2019 and 2022 and obtain feedback on the updated curricula and their impact on teaching. This study is one of the few that has shed light on these curriculum developments.
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