Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
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All Journal Journal of Mathematics Instruction, Social Research and Opinion International Journal of Mathematics and Mathematics Education (IJMME)
Francis Ohene Boateng
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Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences

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Connectivity and Application of the Principle of Multiple Intelligences in the Three Domains of Learning Mathematics Vivian Maanu; Francis Ohene Boateng; Ebenezer Appiagyei; Hatsu Edo; Klu kwasi, Theophilus
Journal of Mathematics Instruction, Social Research and Opinion Vol. 3 No. 2 (2024): July
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v3i2.200

Abstract

The study aimed to examine how Gardner's Multiple Intelligences applied to Ghana's Senior High School's core mathematics curriculum and instruction. The Core Mathematics curriculum was the primary document reviewed for the study. The action verbs used in the objective, section teacher-learner activities section, and the evaluation section of the core mathematics syllabus were identified and grouped with respect to the multiple intelligences. The analysis revealed that the mathematics curriculum was linked to several intelligences, although some intelligence was underserved. The Senior High School Mathematics Curriculum fails to consider diverse learning styles and preferences. It should provide a diverse range of topics using various instructional techniques. However, children with different intelligences should not experience mathematics as a hindrance. A re-evaluation is necessary to address these issues.
The Mediating Role of Teacher Effective Communication on the Relationship between Students’ Mathematics Interest and their Mathematics Performance Paul Agmabire Akendita; Francis Ohene Boateng; Yarhands Dissou Arthur; Gideon Mensah Banson; Maccarthy Abil; Marfo Ahenkorah
International Journal of Mathematics and Mathematics Education (IJMME) Vol. 3 No. 1 (2025)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/ijmme.v3i1.1214

Abstract

The study investigated how teacher-effective communication mediated the relationship between students’ mathematics interest and performance. The descriptive survey design, which is anchored on the quantitative research approach of the positivism paradigm, was used, and 200 second-year students of a Senior High School in the Talensi district of the Upper East Region were selected through the means of stratified sampling procedures as well as random selections from the strata. A structural equation model (SEM) with bootstrap samples was used to analyze the gathered data, and it was discovered that students' performance in mathematics was positively and statistically impacted significantly on their interest in the subject. In addition, teacher-effective communication was found to have a significant direct positive statistical effect on students’ mathematics performance. Furthermore, students’ mathematics interests correlated positively with the teacher's effective communication. The findings indicated that there existed a partial mediation effect of teacher-effective communication on the relationship between students’ mathematics interest and students’ mathematics performance. Teachers should be allowed to grow professionally in teaching mathematics to communicate vividly and efficiently in mathematical concepts. This will strengthen their mathematical communication skills and also imbibe in them the abilities to incorporate different kinds of collaborative learning techniques to aid students in making faster progress in their mathematical proficiency.
Co-Authors Ebenezer Appiagyei Gideon Mensah Banson Hatsu Edo Klu kwasi, Theophilus Maccarthy Abil Marfo Ahenkorah Paul Agmabire Akendita Vivian Maanu Yarhands Dissou Arthur