Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal International Journal of Mathematics and Mathematics Education (IJMME)
Larbi, Ernest
Unknown Affiliation
Mathematics

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Mathematical Modeling of Forgetfulness and Memorization of Mathematical Concepts Ebenezer Bonyah; Larbi, Ernest; Raphael Owusu
International Journal of Mathematics and Mathematics Education (IJMME) Vol. 1 No. 1 (2023)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (893.543 KB) | DOI: 10.56855/ijmme.v1i1.212

Abstract

Memorization and forgetfulness in Mathematics Education have been major issues in most developing countries, including Ghana. This work explored forgetfulness and memorization in the context of the fractional calculus domain using the Mittag-Leffler function. The Sumudu transform was employed to obtain a special solution. The existence and uniqueness of solutions was established using the concept of the fixed-point theory. It is established that fractional order plays a major role in memorization and forgetfulness of mathematical concepts. It is concluded that factors that enhance the teaching and learning of mathematical concepts should be encouraged.
Senior High School Students’ Competence in the Use of Calculator in Mathematics Learning Larbi, Ernest; Appiagyei , Ebenezer; Banson, Gideon Mensah
International Journal of Mathematics and Mathematics Education (IJMME) Vol. 2 No. 2 (2024)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/ijmme.v2i2.986

Abstract

Scientific calculators serve as valuable tools for teaching and learning mathematics. Calculators help learners to understand mathematical concepts and computation. This study investigated students’ knowledge of the use of calculators in learning mathematics. The sample comprised 98 senior high school students, selected using a simple random technique. The quantitative study used a developed questionnaire with an internal consistency of 0.72 and a mathematics achievement test (MAT) to collect data. Mean and standard deviation, frequency, and Pearson product-moment correlation were used to analyse the data. The findings showed that the students have high hopes (above 3.72) about their ability to use calculators to solve problems in mathematics. The study also found that the student’s proficiency in using the calculator to solve the tasks involved was moderate. In addition, findings show that although there was a positive correlation between the students’ perceived competence and proficiency in calculator use, the correlation coefficient was weak (r = 0.341). Thus, the degree of their perceived capability did not match their actual calculator use. Teachers should continue to provide the needed support to enhance students’ understanding of the basic functions of the calculator and enhance their efficient use.  
Co-Authors Appiagyei , Ebenezer Banson, Gideon Mensah Ebenezer Bonyah Raphael Owusu