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All Journal Desimal: Jurnal Matematika MEJ (Mathematics Education Journal)
Age, Terungwa James
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Education Mathematics Social Sciences

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Effect of Social Justice Mathematics on Senior Secondary School Students’ Performance in Algebraic Expressions Age, Terungwa James; Machaba, Masilo France; Chaver, Japhet
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.v9i1.37244

Abstract

Mathematics education plays a crucial role in developing students’ problem-solving skills and critical thinking. However, traditional teaching methods often fail to address social inequalities, which can impact students’ engagement and performance. This study investigated the effectiveness of Social Justice Mathematics (SJM) in enhancing senior secondary school students’ performance in algebraic expressions. Conducted in Benue State, Nigeria, the research employed a quasi-experimental pretest-post-test design with non-equivalent groups. The instrument used for data collection was the Social Justice Mathematics Algebraic Expression Test (SJMAET). A pilot test was conducted with 20 students, and the instrument’s reliability was established using the Kuder-Richardson Formula 21 (K-R21), yielding a reliability coefficient of 0.86. Data analysis revealed that students in the experimental group, who were taught using Social Justice Mathematics, outperformed their counterparts in the control group who were taught using conventional method. The findings suggest that integrating social justice principles into mathematics instruction enhances students’ academic achievement and promotes an inclusive learning environment. Therefore, it is recommended that Social Justice Mathematics be adopted in teaching algebraic expressions and other mathematical concepts to foster equity, justice, and fairness in the classroom.
Digital Literacy Skills: A Sine Qua Non for Effective Teaching Practice Supervision of Mathematics Education Pre-service Teachers in an Open Distance and e-Learning Environment Age, Terungwa James; MACHABA, Masilo France
Desimal: Jurnal Matematika Vol. 9 No. 1 (2026): Desimal
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/djm.v9i1.30839

Abstract

The rapid expansion of digital learning environments in mathematics education has revealed fundamental limitations in how teaching practice supervision is conceptualized and implemented, particularly within Open Distance and e-Learning (ODeL) contexts where conventional supervisory models are increasingly inadequate. This study critically examines the role of digital literacy in shaping supervision practices and advances an integrated conceptual framework that links digital competencies with supervisory processes. A systematic literature review was conducted through a structured selection of ten studies, enabling a rigorous thematic synthesis of recurring patterns and relationships. The findings demonstrate that digital literacy operates as a multidimensional construct encompassing technical, pedagogical, communicative, and assessment-related competencies that collectively redefine how supervision is enacted in digitally mediated learning environments. The analysis further reveals that the effectiveness of digital literacy is inherently conditional, shaped by the interplay of infrastructure, institutional support, and professional training, thereby challenging assumptions that technological adoption alone enhances supervision quality. In addition, the study exposes a persistent fragmentation in the literature, where digital literacy and supervision are often treated as disconnected domains. Addressing this gap, this study advances a systemic and interactional framework that captures the dynamic relationships between digital literacy, supervision practices, and contextual conditions. This framework not only contributes to theoretical refinement but also provides a robust foundation for rethinking supervision in mathematics education within increasingly digitalized learning systems.
Beyond Algorithmic Coloniality: Toward a Decolonial Framework for AI-Mediated International Education in Global South Contexts Age, Terungwa James
Desimal: Jurnal Matematika Vol. 9 No. 2 (2026): Desimal
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/

Abstract

The rapid expansion of artificial intelligence (AI) in international education has transformed the processes through which knowledge is produced, distributed, and governed, while simultaneously creating new challenges related to inequality, representation, and epistemic justice. This study examines algorithmic coloniality as a critical issue in AI-mediated international education, particularly within Global South contexts where technological systems are frequently shaped by dominant epistemological assumptions and unequal structures of knowledge production. Employing a qualitative conceptual research design through critical conceptual synthesis, this study integrates perspectives from artificial intelligence, international education, decolonial theory, epistemic justice, and Global South epistemologies to develop a new theoretical framework. The analysis identifies five interconnected dimensions of algorithmic coloniality: epistemic exclusion, linguistic dominance, data colonialism, digital dependency, and algorithmic governance. To address these challenges, this study develops the Decolonial Ayatutu–Ubuntu Framework, which integrates epistemic reclamation, relational ethics, algorithmic accountability, critical AI literacy, and participatory governance as foundations for more equitable AI-mediated education. The framework extends existing approaches to AI governance by shifting attention beyond algorithmic efficiency and procedural fairness toward knowledge plurality, cultural recognition, and contextual responsibility. This study contributes to global debates on responsible artificial intelligence and international education by positioning Global South epistemologies as sources of theoretical innovation rather than merely contexts affected by technological transformation, providing a conceptual foundation for rethinking AI-mediated international education beyond algorithmic efficiency toward a more inclusive, culturally responsive, and epistemically just future.
Co-Authors Chaver, Japhet Machaba, Masilo France