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All Journal International Journal of Evaluation and Research in Education (IJERE) MEJ (Mathematics Education Journal) Journal on Mathematics Education
Spangenberg, Erica Dorethea
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Education Mathematics Social Sciences Other

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Revitalizing geometry education: The role of indigenous pedagogies in Kalomo district’s secondary schools Mulenga, Eddie Mumba; Folokwe, Kingster; Spangenberg, Erica Dorethea
Journal on Mathematics Education Vol. 16 No. 3 (2025): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.v16i3.pp889-914

Abstract

Mainstream education often marginalizes the cultural heritage and indigenous knowledge systems of local communities, particularly in mathematics instruction. This study investigates the integration of indigenous pedagogies into geometry education to enhance student engagement and cultural responsiveness. Grounded in a critical constructivist paradigm, the study recognizes knowledge as co-constructed through learners’ cultural experiences and emphasizes the transformative potential of indigenous worldviews in shaping mathematical understanding. It employs a qualitative case study design to explore how traditional knowledge impacts student performance and the challenges faced in its incorporation. Data were collected from teachers, administrators, community elders, and students through interviews, focus groups, and classroom observations. Findings through thematic analysis revealed that indigenous pedagogies, such as traditional geometric patterns and community involvement, enhance student engagement, cultural pride, and geometry performance. Moreover, students demonstrated improved conceptual understanding and enthusiasm when learning activities reflected their cultural contexts. However, challenges include resource limitations, curriculum rigidity, and insufficient professional development. The study recommends creating resources tailored to indigenous pedagogies, greater curricular flexibility, and enhanced administrative support. It concludes by emphasizing the long-term value of integrating indigenous knowledge in mathematics education, not only to improve learning outcomes but also to contribute to cultural sustainability and educational equity in Zambia.
Evaluating mathematics teachers’ usage of online tools to enhance learning performance of high school students Salami, Olajumoke Olayemi; Spangenberg, Erica Dorethea
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 6: December 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i6.33960

Abstract

The application of digital technologies to teach mathematics is increasing and how educators use these tools and their impact on the performance of students needs to be sufficiently researched. In this study, we explore middle school mathematics teachers’ utilization of Algebra Nation (AN), an online instructional resource, to supplement instruction and improve the performance of their mathematics students, particularly in algebra. A survey was conducted involving 596 teachers and a quasi-experimental trial. We examined the relationship between AN use and Algebra I end-of-course (EOC) exam performance. The findings showed that engagement in AN observed through student login, video watches, and professional teacher development is associated with improved student’s success rates in mathematics. This study also revealed that challenges such as digital disparity, data privacy issues, and professional teacher development were identified to impact the effective implementation of digital technologies in teaching mathematics. This study recommends that there should be systematic integration of web resources, combined with targeted teacher training to significantly enhance mathematics instruction. These conclusions inform future technology adoption and policymaking, with emphasis on equal access and systemic teacher support.
Secondary School Students' Entrepreneurial Education and Mathematical Problem-Solving Abilities: A Preventive Measure Against Unemployment Salami, Olajumoke Olayemi; Spangenberg, Erica Dorethea
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.v9i1.36803

Abstract

This study investigated problem solving skills and entrepreneurship education among secondary school students: an antidote for unemployment in Kwara State, Nigeria. The study was conducted in Ilorin Educational Zone of Kwara State. It was guided by three research question and one hypothesis. The survey research design was adopted. The population of the study covers mathematics students of both public and private secondary schools in the zone. 80 students (35 male and 45 female) were selected using the simple random sampling as sample for the study. One instrument tagged Opinion on Problem Solving Skills and Entrepreneurship Education Questionnaire (OPSEEQ) was used to collect data. OPSEEQ was validated and had a reliability of 0.86 when subjected to the split-half method. The research questions were answered using the mean and standard deviation score while the hypothesis was analyzed using the Pearson Product Moment Correlation (PPMC) at 0.05 level of significance. The result revealed that there was a significant relationship between problem solving skills and entrepreneurship education among students. It was concluded that problem solving skill enhances entrepreneurship education skill. Based on the findings, it was recommended that teachers should encourage students in problem solving skills and teachers of entrepreneurship education should be trained in problem solving to enhance their teaching.
Co-Authors Folokwe, Kingster Mulenga, Eddie Mumba Salami, Olajumoke Olayemi