International Journal of Mathematics and Mathematics Education (IJMME)
International Journal of Mathematics and Mathematics Education (IJMME) invites academics and researchers who do original research in the fields of Mathematics and Mathematics Education including but not limited to: Mathematics other relevant fields will also be considered: Pure Mathematics: Algebra, Number Theory, Geometry, Analysis, Topology, Logic, Discrete Mathematics, Combinatorics, Graph Theory. Applied Mathematics: Numerical Analysis, Mathematical Modelling, Dynamical Systems, Operational Research, Optimization, Financial Mathematics, Actuarial Mathematics, Computational Mathematics. Statistics: Mathematical Statistics, Multivariate Statistics, Time Series Analysis & Forecasting, Statistical Methods, Probability, Nonparametric Statistics, Circular Statistics, Spatial Analysis, Predictive Analytics, Prescriptive Analytics. Applied Statistics and Data Science: Big Data Analytics, Data Visualization, Statistical Modeling & Simulation, Data Mining, Machine Learning, Artificial Intelligence, Quality Control, Computational Statistics. Mathematics Education other relevant fields will also be considered: Innovative Mathematics Teaching and Learning applying various approaches such as Realistic Mathematics Education, Contextual Teaching and Learning, Project based Learning, Problem Based Learning, and many others. Mathematics Ability includes the following abilities: reasoning, connection, communication, representation, and problem-solving. A paper is eligible for this topic if it comprehensively discusses those abilities. Technology and Media in Mathematics Teaching and Learning the advance of information and communication technology (ICT) has been the concern of all human life, including in education. Assessment in Mathematics such as Mathematical Literacy, Critical Thinking, HOTS. Design/Development Research in Mathematics Education includes the following abilities STEM, STEAM, Ethnomathematics.
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<![CDATA[Mathematics Teachers’ Dilemma in Choosing Linguistically Framed Tasks for Instructional Discourse: A Qualitative Study ]]>
<![CDATA[Taley, Isaac Bengre]]>;
<![CDATA[Nkrumah, Frank Kwarteng]]>
<![CDATA[ International Journal of Mathematics and Mathematics Education (IJMME) Vol. 3 No. 3 (2025) ]]>
Publisher : <![CDATA[EDUPEDIA Publisher ]]>
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DOI: 10.56855/ijmme.v3i3.1376
<![CDATA[Purpose – This study investigates the factors influencing high school mathematics teachers’ decision-making processes in selecting linguistically framed tasks (LFTs) for instructional purposes. Since LFTs are widely embedded in curriculum materials and standardized assessments, understanding teachers’ considerations is crucial for improving task design and classroom practice. Methodology – A qualitative research design was employed, combining semi-structured interviews with 12 Ghanaian high school mathematics teachers and curriculum document analysis. The data were analyzed thematically, guided by constructivist learning theory and assessment theory, to identify key patterns and pedagogical orientations shaping task selection. Findings – The analysis revealed four major considerations that shape teachers’ decisions: progression of difficulty, differentiated task design, engagement and real-life relevance, and alignment with curriculum standards and exam preparation. Teachers reported scaffolding LFTs from simple to complex, tailoring tasks to diverse learners, emphasizing authentic connections to students’ experiences, and strategically preparing them for high-stakes assessments. These practices reflect an interplay between pedagogical intentions and systemic demands. Novelty – The study contributes original insights into the pedagogical underpinnings of task selection, showing that teachers’ choices are not merely technical but are deeply grounded in curriculum policy, learning theories, and professional autonomy. It highlights the need to empower teachers with skills to adapt and design LFTs that address contextual and learner diversity. Significance – The findings are significant for mathematics teachers, curriculum developers, policymakers, and teacher educators, as they underscore the importance of aligning curriculum goals with responsive instructional practices to enhance equitable and meaningful learning.]]>
<![CDATA[Culturally Responsive Pedagogy in Mathematics: Effects on Achievement, Engagement, Perceptions and Attitudes of SHS Students in Ghana ]]>
<![CDATA[Dookurong Dilor, Isaiah]]>
<![CDATA[ International Journal of Mathematics and Mathematics Education (IJMME) Vol. 3 No. 3 (2025) ]]>
Publisher : <![CDATA[EDUPEDIA Publisher ]]>
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DOI: 10.56855/ijmme.v3i3.1501
<![CDATA[Purpose – This study investigates the influence of Culturally Responsive Pedagogy (CRP) on senior high school students’ achievement, engagement, attitudes, and perceptions in mathematics within the Ghanaian context. CRP, though widely studied in literacy, remains underexplored in mathematics education, particularly in African settings. Methodology – A quasi-experimental design with a non-equivalent groups approach was adopted. A purposive sample of 79 students from Wa Senior High School was divided into control and intervention groups. Over four weeks, the intervention group received mathematics instruction on simultaneous equations using CRP strategies, while the control group was taught with conventional methods. Data were collected through pre- and post-tests, a four-point Likert-type engagement scale, and validated attitude and perception questionnaires (α = 0.74–0.91). Independent sample t-tests were used for analysis. Findings – Results revealed that students exposed to CRP significantly outperformed their peers in mathematics achievement and demonstrated higher levels of behavioral engagement. Participants in the CRP group also reported lessons as more inclusive and culturally relatable, with positive effects on attitudes and perceptions toward mathematics. These findings affirm the potential of CRP to enhance both academic and affective learning outcomes by situating content within students’ sociocultural realities. Novelty – This study extends CRP research into mathematics, providing empirical evidence from an under-researched African context. It highlights how integrating culture into mathematics pedagogy can promote equity, relevance, and learner-centered instruction. Significance – The study is relevant for mathematics teachers, curriculum developers, policymakers, and teacher educators seeking to design inclusive pedagogical approaches that strengthen equity and achievement in mathematics.]]>
<![CDATA[Psychometric Validation of the Mathematics Attitude Questionnaire (MAQ): A Confirmatory Factor Analysis Approach ]]>
<![CDATA[Danlami, Kazaik Benjamin]]>
<![CDATA[ International Journal of Mathematics and Mathematics Education (IJMME) Vol. 3 No. 3 (2025) ]]>
Publisher : <![CDATA[EDUPEDIA Publisher ]]>
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DOI: 10.56855/ijmme.v3i3.1505
<![CDATA[Purpose – Mathematics underperformance remains a global challenge, especially in low-resource and conflict-affected contexts where students often face affective barriers such as anxiety, low enjoyment, and self-doubt. Although the Mathematics Attitude Questionnaire (MAQ) has been widely used internationally, its structural validity has rarely been examined in sub-Saharan Africa. This study aimed to validate the MAQ among Nigerian senior secondary school students. Methodology – A cross-sectional quantitative design under a post-positivist paradigm was employed. Using multistage sampling, 204 students (mean age = 16.8 years; 55% male) from three educational zones in Kaduna State completed a culturally adapted 31-item MAQ. Exploratory Factor Analysis (EFA) was first conducted to identify the underlying structure, followed by Confirmatory Factor Analysis (CFA) in Mplus to evaluate model fit. Reliability was assessed using coefficient omega, while validity was examined through Average Variance Extracted (AVE) and Heterotrait-Monotrait ratio (HTMT). Findings – EFA supported a two-factor structure: Enjoyment of Mathematics and Perception of Incompetence. CFA indicated suboptimal model fit (CFI = .831; TLI = .808; RMSEA = .141; SRMR = .100), though factor loadings (.49–.80) were significant. Reliability was strong (ω = .933; .872), AVE exceeded .58, and HTMT (.67) supported discriminant validity. The results affirm the relevance of the two constructs but highlight the need for theoretical refinement and cultural adaptation. Novelty – This is the first empirical validation of the MAQ using CFA in Nigeria, addressing a critical methodological gap in sub-Saharan mathematics education research. Significance – The validated MAQ provides educators, curriculum developers, and policymakers with a reliable diagnostic tool to assess and strengthen students’ affective engagement, guiding interventions to enhance enjoyment, self-efficacy, and mathematics performance.]]>
<![CDATA[Decoding the Ideal Mathematics Classroom: A Qualitative Study on Secondary School Students’ Perceptions in Iran ]]>
<![CDATA[Shekarabi, Farkhondeh Hosseini]]>
<![CDATA[ International Journal of Mathematics and Mathematics Education (IJMME) Vol. 3 No. 3 (2025) ]]>
Publisher : <![CDATA[EDUPEDIA Publisher ]]>
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DOI: 10.56855/ijmme.v3i3.1589
<![CDATA[Purpose – This study explores secondary school students’ perspectives on the factors that create an ideal mathematics classroom. While prior research has emphasized curriculum and content delivery, fewer studies have systematically examined students’ own voices regarding classroom dynamics, teacher influence, and learning environments. Methodology – A qualitative design was employed, involving free-form reflective essays written by 390 students from three public secondary schools. Students were prompted to describe their classroom experiences and identify elements they found most impactful for their learning. The essays were analyzed thematically to uncover key categories and emerging themes. Findings – The analysis revealed that relatively few students emphasized content knowledge as a central element. Instead, the majority highlighted engaging instructional methods, teacher personality and behavior, and positive teacher–student relationships as most critical to their learning. A joyful, interactive classroom environment was consistently described as essential for motivation and understanding. Students also indicated that class length and scheduling significantly shaped their learning experiences. These findings suggest the need to balance pedagogy and content delivery while ensuring classroom environments remain supportive and engaging. Novelty – By foregrounding students’ narratives, this study contributes original insights into learner-centered perspectives in mathematics education. It highlights the importance of affective and relational factors, often underrepresented in policy-oriented curriculum reforms. Significance – The findings provide valuable guidance for mathematics teachers, curriculum developers, and policymakers. Incorporating students’ perspectives into curriculum design and teaching practices can foster more inclusive, responsive, and effective mathematics classrooms.]]>
<![CDATA[The Effectiveness of the 5E Learning Cycle Model in Students’ Mathematics Engagement Learning ]]>
<![CDATA[Ghunaimat, Mohammad]]>;
<![CDATA[Alawneh, Esraa]]>
<![CDATA[ International Journal of Mathematics and Mathematics Education (IJMME) Vol. 3 No. 3 (2025) ]]>
Publisher : <![CDATA[EDUPEDIA Publisher ]]>
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DOI: 10.56855/ijmme.v3i3.1725
<![CDATA[Purpose – The goal of this research is to find out how well the 5E Learning Cycle Model works to increase students' interest in studying mathematics. The study specifically seeks to ascertain whether using this paradigm, as opposed to more conventional teaching techniques, results in statistically significant gains in students' behavioral, emotional, and cognitive involvement. Methodology – This study looked at how the 5E Learning Cycle Model affected students' interest in learning mathematics using a quasi-experimental approach with a non-equivalent control group. The approach made it possible to compare a control group that was taught using traditional techniques with an experimental group that received the intervention. Findings – The study's findings showed that students' engagement with mathematics learning was significantly improved by the 5E Learning Cycle Model. Students in the experimental group showed greater levels of engagement across all examined dimensions—behavioral, emotional, and cognitive—than those in the control group, according to an analysis of the post-intervention data. The observed improvements were not the result of chance, as statistical testing verified that these differences were significant at the 0.05 level. In terms of involvement, interest, and comprehension depth, the experimental group continuously performed better than the control group. Novelty – By adapting the 5E Learning Cycle Model, which is often utilized in scientific instruction, to the field of mathematics learning with a particular focus on student involvement, this study makes a unique contribution to mathematics education. Although the 5E Model is well known for encouraging inquiry and conceptual understanding in scientific classes, little is known about how effective it is in math classes. Significance – The findings of this study have important ramifications for a number of education stakeholders, including students, teacher training institutions, curriculum developers, educational leaders, and policymakers.]]>
