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[Contextualizing Collaborative Learning: A Comparative Study of Urban and Rural Senior High School Students’ Performance in Circle Theorems ]]>
<![CDATA[Dapaah Boatemaa , Akua]]>;
<![CDATA[Dissou Arthur, Yarhands]]>;
<![CDATA[Appiagyei, Ebenezer]]>;
<![CDATA[Adu Obeng, Benjamin]]>
<![CDATA[ International Journal of Mathematics and Mathematics Education Vol. 4 No. 1 (2026) ]]>
Publisher : <![CDATA[EDUPEDIA Publisher ]]>
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DOI: 10.56855/ijmme.v4i1.1781
<![CDATA[Purpose – This study investigated whether school location moderates students’ achievement in Circle Theorems when instruction is delivered through collaborative learning in Ghanaian senior high schools. Although collaborative learning is frequently linked to improved mathematics achievement, evidence on its effectiveness across contrasting Ghanaian school contexts remains limited. Methodology – Guided by Social Constructivist learning theory, the study employed a quantitative, quasi-experimental design. Two schools were purposively selected: one urban (School A) and one rural (School B). The sample comprised 152 students (n = 76 per school), with intact classes assigned as experimental and control groups. After the instructional intervention, data were collected using a 20-item multiple-choice Circle Theorems test. An independent-samples t-test was used to compare post-test performance of students taught via collaborative learning across the two locations. Findings – Results showed no statistically significant difference in Circle Theorems achievement between students in the rural and urban schools exposed to collaborative learning. This indicates that collaborative learning, when implemented effectively, produces comparable learning outcomes across settings, suggesting limited contextual influence. The findings support the scalability of collaborative learning as an equity-oriented instructional approach in geometry. Novelty – The study contributes original, context-sensitive evidence by directly comparing the effects of collaborative learning on Circle Theorems achievement across rural and urban Ghanaian senior high schools, addressing a gap in local geometry education research. Significance – Mathematics teachers, curriculum developers, and policymakers may use these findings to justify wider adoption of collaborative learning to strengthen conceptual understanding in geometry and promote equitable achievement across diverse school environments.]]>
<![CDATA[The Impact of Inductive Teaching on Pre-Tertiary Students’ Academic Performance in Solving Circle Theorem Problems ]]>
<![CDATA[Gona Akwasi Dimaweh , Thomas]]>;
<![CDATA[Bonyah, Ebenezer]]>;
<![CDATA[Adu Obeng, Benjamin]]>
<![CDATA[ International Journal of Mathematics and Mathematics Education Vol. 4 No. 1 (2026) ]]>
Publisher : <![CDATA[EDUPEDIA Publisher ]]>
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DOI: 10.56855/ijmme.v4i1.1782
<![CDATA[Purpose – This study was motivated by the persistent challenges students face in solving geometry problems, particularly circle theorems. It aimed to investigate how an inductive teaching approach affects pre-tertiary students’ performance in solving circle theorem problems. Methodology – A mixed-methods approach grounded in the pragmatist paradigm was used, adopting a quasi-experimental pre-test–post-test control-group design. Using purposive and stratified sampling, 84 second-year students were selected and assigned to experimental and control groups. The experimental group was taught through the inductive approach, while the control group received conventional instruction. Data were collected through achievement tests and interviews, and analysed using descriptive statistics, t-tests, and thematic analysis. Findings – Students demonstrated significant conceptual, procedural, and factual difficulties in solving circle-theorem problems. However, the experimental group performed significantly better in the post-test than the control group. Interview findings also indicated that students perceived the inductive approach as more engaging, interactive, and effective in improving understanding. The study concluded that the inductive intervention positively influenced both achievement and attitudes toward learning the circle theorem. Novelty – The study’s novelty lies in examining the effect of inductive teaching on students’ performance in solving circle-theorem problems within a pre-tertiary education context. Significance – The study contributes to improving mathematics teaching strategies by emphasizing the potential of inductive teaching to enhance students’ achievement and attitudes toward complex concepts such as circle theorems, thereby supporting wider implementation and future research.]]>
<![CDATA[The Impact of GeoGebra-Assisted Instruction on Students' Performance in Geometric Construction: Exploring Teacher Beliefs and Classroom Practices ]]>
<![CDATA[Yelewere, Festus]]>;
<![CDATA[Bonyah, Ebenezer]]>;
<![CDATA[Adu Obeng, Benjamin]]>
<![CDATA[ International Journal of Mathematics and Mathematics Education Vol. 4 No. 1 (2026) ]]>
Publisher : <![CDATA[EDUPEDIA Publisher ]]>
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DOI: 10.56855/ijmme.v4i1.1785
<![CDATA[Purpose – This study examined the effect of GeoGebra on students’ performance in geometric construction, with emphasis on students’ perceptions and teachers’ beliefs and instructional practices in a Ghanaian senior high school context. Methodology – Guided by Social Constructivist Theory, the Technology Acceptance Model, and Cognitive Load Theory, the study adopted a pragmatic paradigm using a convergent mixed-methods design. The research was conducted at Nkyeraa Senior High School in the Wenchi Municipality of Ghana. The sample comprised 71 Form 3 students selected into experimental and control groups and five mathematics teachers. Quantitative data were collected using pre-test and post-test achievement tests and a ten-item five-point Likert scale questionnaire on students’ perceptions. Independent samples t-tests were used for data analysis. Qualitative data were gathered through semi-structured interviews with teachers and analyzed using thematic analysis. Findings – Pre-test results showed no significant difference between the experimental and control groups, indicating equivalence. Post-test results revealed that students taught using GeoGebra performed significantly better than those taught through traditional methods. Students demonstrated positive perceptions of GeoGebra-assisted learning, with a grand mean score of 4.37. Four themes emerged from teacher interviews: beliefs about GeoGebra, perceived impact on learning, instructional strategies, and challenges and support needs. Novelty – The study integrates students’ achievement, perceptions, and teachers’ beliefs within a single mixed-method framework in a Ghanaian senior high school setting. Significance – The findings benefit mathematics teachers, curriculum developers, and policymakers by supporting the integration of GeoGebra, teacher professional development, and improved ICT infrastructure in mathematics education.]]>
<![CDATA[Comparative Effects of the Numbered Heads Together and Two Stay Two Stray Models on Higher-Order Thinking Skills: The Moderating Role of Adversity Quotient in Learning Number Patterns ]]>
<![CDATA[Nurditasari, Intan]]>;
<![CDATA[Siswanto, Siswanto]]>;
<![CDATA[Nurhasanah, Farida]]>
<![CDATA[ International Journal of Mathematics and Mathematics Education Vol. 4 No. 1 (2026) ]]>
Publisher : <![CDATA[EDUPEDIA Publisher ]]>
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DOI: 10.56855/ijmme.v4i1.1805
<![CDATA[Purpose – This study aims to examine the comparative effectiveness of Numbered Heads Together (NHT) and Two Stay Two Stray (TSTS) cooperative learning models on students' Higher-Order Thinking Skills (HOTS), investigate the influence of Adversity Quotient (AQ) types (Climbers, Campers, Quitters), and explore the interaction effect between learning models and AQ on HOTS. Methodology – This research employed a quasi-experimental 3x2 factorial design with stratified cluster random sampling among 8th-grade students in junior high schools. Data were collected through HOTS tests and AQ questionnaires and analyzed using two-way ANOVA. Findings – The statistical analysis revealed no significant main effect regarding the effectiveness of the NHT versus TSTS models on HOTS overall. However, a significant interaction was found between the learning models and students' Adversity Quotient (AQ). Specifically, the findings indicate that the NHT model is more effective for students with higher resilience (Climbers and Campers), whereas the TSTS model offers greater benefits for students with lower resilience (Quitters). This demonstrates that the effectiveness of cooperative learning strategies on HOTS is moderated by students' psychological resilience profiles. Novelty – This study uniquely integrates cooperative learning models with students' psychological resilience levels, offering insights into differentiated instructional strategies tailored to learners' AQ profiles. Significance – This study provides practical benefits for educators and curriculum designers in selecting learning models that align with students' psychological characteristics to optimize HOTS. The findings are also significant for school counselors in developing intervention programs to enhance students' learning resilience.]]>
<![CDATA[Metacognitive Knowledge and Mathematics Engagement Among Senior High School Students: Mediating Role of Cognitive Flexibility ]]>
<![CDATA[Gyimah, Isaac Osei]]>;
<![CDATA[Ackon, John]]>;
<![CDATA[Frimpong, Kingsley Owusu]]>
<![CDATA[ International Journal of Mathematics and Mathematics Education Vol. 4 No. 1 (2026) ]]>
Publisher : <![CDATA[EDUPEDIA Publisher ]]>
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DOI: 10.56855/ijmme.v4i1.1866
<![CDATA[Purpose – The study aimed to investigate the impact of metacognitive knowledge on senior high school students’ engagement in mathematics and to explore cognitive flexibility as a mediating variable. The study addresses the ongoing disengagement in mathematics and the need to understand the cognitive processes that facilitate active learning. Methodology – The study used a quantitative cross-sectional survey of 341 students from three senior high schools in Ghana. Participants were selected using both stratified and simple random sampling. Findings – Metacognitive knowledge did not directly influence engagement in mathematics, but it did positively influence cognitive flexibility. Furthermore, cognitive flexibility positively affected engagement. Cognitive flexibility fully mediated the effect of metacognitive knowledge on mathematics engagement (β = 0.393, p < 0.001). Novelty – This study provides a novel empirical contribution by demonstrating the full mediating role of cognitive flexibility in the relationship between metacognitive knowledge and mathematics learning engagement. Significance – This study is helpful for teachers, curriculum developers, and educational researchers in designing mathematics learning strategies that emphasize the development of students' cognitive flexibility. Significance – This study also contributes to the evidence from Ghana by demonstrating that engagement in mathematics depends on cognitive flexibility to supplement metacognitive knowledge, thereby providing valuable insight into the psychological mechanisms underlying mathematics learning.]]>
