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All Journal Journal of Advanced Sciences and Mathematics Education
Age, Terungwa James
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Chemistry Education Mathematics Physics Social Sciences

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Ubuntulisation of mathematics classroom for the enhancement of learner’s interest and achievement Age, Terungwa James
Journal of Advanced Sciences and Mathematics Education Vol 4, No 1 (2024): Journal of Advanced Sciences and Mathematics Education
Publisher : CV. FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jasme.v4i1.367

Abstract

Background: One of the primary challenges confronting African mathematics educators and students is the wholesale adoption of external methods, approaches, and ideas in the teaching and learning of mathematics. In response to this challenge, the concept of ethnomathematics has emerged, although it remains largely unadopted across many African countries. Recently, Social Justice Mathematics has been developed, a concept closely aligned with the principles of Ubuntu, which emphasizes equality and justice in all aspects of human life. Aim: This paper aims to highlight the ubuntulisation of mathematics classrooms. Instead of fully adopting Social Justice Mathematics as a contemporary solution to enhance students' interest and achievement in mathematics, this paper proposes an Africanized approach by integrating Ubuntu as a foundational element of ethnomathematics. This approach is posited to achieve greater success among learners. Methods: The study involves a comprehensive review of existing literature on ethnomathematics, Social Justice Mathematics, the benefits of Social Justice Mathematics in learning, Ubuntu pedagogy, and the ubuntulisation of mathematics classrooms.Results: The paper presents relevant examples that emphasize the need for mathematics educators to incorporate African cultural contexts in the planning and teaching of mathematics.Conclusion: The study concludes by recommending the ubuntulisation of mathematics classrooms as an effective alternative to Social Justice Mathematics for enhancing students' interest and achievement in mathematics.
Mathematics student teachers external supervisors beliefs about mathematics: ODeL environment in focus Machaba, Masilo France; Age, Terungwa James; Rankweteke, Puleng Edwin
Journal of Advanced Sciences and Mathematics Education Vol 4, No 2 (2024): Journal of Advanced Sciences and Mathematics Education
Publisher : CV. FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jasme.v4i2.411

Abstract

Background: There are diverse beliefs regarding the nature of mathematics, which directly influence the teaching and learning approaches adopted in mathematics education. These beliefs range from mathematics being a collection of facts, rules, and skills, to viewing it as a dynamic and ever-evolving discipline.Aim: This study investigates the beliefs of mathematics student teachers external supervisors regarding the nature of mathematics, learning mathematics, mathematics achievement, and their preparedness for teaching mathematics within an Open Distance e-Learning (ODeL) environment to address challenges and improve the effectiveness of Teaching Practice (TP) supervision.Method: A quantitative survey design was employed, utilizing a structured questionnaire adapted from the Firstmath Project. Data were collected from 43 respondents out of a population of 76 mathematics student teachers external supervisors, selected through random sampling across six provinces in South Africa. The analysis framework was guided by Ernest, three conceptions of mathematics: problem-solving, Platonist, and Instrumental views. Descriptive statistics were used to analyze the data.Results: The findings revealed a significant gap in external supervisors understanding of the mathematics classroom as a dynamic environment for teaching and learning. Many supervisors lacked exposure to contemporary pedagogical strategies tailored for the ODeL context.Conclusion: The study recommends the implementation of developmental programs aimed at equipping mathematics external supervisors with innovative approaches to teaching and learning mathematics. Such initiatives would enhance their readiness to support student teachers effectively in an ODeL environment.
Alternative conceptions and students’ achievement in basic science and technology: Evidence from upper basic education Yaapera, Johnson Mhile; Age, Terungwa James
Journal of Advanced Sciences and Mathematics Education Vol. 6 No. 1 (2026): Journal of Advanced Sciences and Mathematics Education
Publisher : CV. FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jasme.v6i1.1099

Abstract

Background: In science education, students are expected to develop an understanding of concepts, principles, and scientific reasoning. However, many learners enter the classroom with pre-existing alternative conceptions shaped by their everyday experiences. These prior understandings may not always align with scientific explanations and can influence how students engage with and interpret new knowledge in Basic Science and Technology. Aims: Building on this concern, the present study examined the relationship between alternative conceptions and students’ achievement in Basic Science and Technology among Upper Basic Education learners. Method: To address this aim, an ex-post facto descriptive research design was employed. A total of 398 Upper Basic Education 1 students were selected from three educational zones in Benue State, Nigeria. Data were collected using the Basic Science Alternative Conceptions Identification Checklist and the corresponding achievement test. The data were analyzed using frequency counts, percentages, mean, standard deviation, and t-test at a 0.05 level of significance. Results: The analysis indicated that students held alternative conceptions across multiple Basic Science concepts. These conceptions were found to have a significant negative influence on students’ achievement. In addition, the findings revealed no significant difference in the influence of alternative conceptions on achievement between male and female students. Conclusion: Overall, the study highlights that alternative conceptions remain prevalent among Upper Basic Education students and play a significant role in shaping their achievement in Basic Science and Technology. Addressing these conceptions through appropriate instructional strategies is therefore essential for improving students’ learning outcomes.
Co-Authors Machaba, Masilo France Rankweteke, Puleng Edwin Yaapera, Johnson Mhile