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.
Articles
48 Documents
<![CDATA[Computational Thinking Readiness Level of First-Year Students of Mathematics Education ]]>
<![CDATA[Angraini, Lilis Marina]]>;
<![CDATA[Abdurrahman]]>
<![CDATA[ International Journal of Mathematics and Mathematics Education (IJMME) Vol. 2 No. 3 (2024) ]]>
Publisher : <![CDATA[EDUPEDIA Publisher ]]>
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DOI: 10.56855/ijmme.v2i3.1099
<![CDATA[The main objective of this study was to measure the level of computational thinking readiness in prospective first-year mathematics education students. In addition, this study also aims to identify factors that influence their level of readiness towards computational thinking. This research is qualitative and descriptive in nature. This study describes first-year mathematics education students' mathematical computational thinking ability based on the theory of mathematical computational thinking. This study was conducted on first-year mathematics education students in the academic year 2023/2024. There were 16 first-year mathematics education students, all of whom were taken as samples in this study, to obtain more in-depth information about the computational thinking ability of first-year mathematics education students for further research development. The instruments used to collect data on first-year mathematics education students' mathematical computational thinking ability are (1) a mathematical computational thinking ability test and (2) an interview. The data obtained were calculated using statistical tests, and the results will be explained in depth. The mean score of the first-year mathematics education student's computational thinking ability test was 59.68, indicating that students generally have a fairly good level of computational thinking ability.]]>
<![CDATA[Small Pseudo Principally Quasi-Injective Acts ]]>
<![CDATA[Abdul Kareem, Shaymaa Amer]]>
<![CDATA[ International Journal of Mathematics and Mathematics Education (IJMME) Vol. 2 No. 3 (2024) ]]>
Publisher : <![CDATA[EDUPEDIA Publisher ]]>
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DOI: 10.56855/ijmme.v2i3.1124
<![CDATA[This work aims to present a small pseudo principally quasi-injective acts as a novel generalization of pseudo principally quasi-injective S-acts over monoids. If each S-monomorphism from a small principal subact of an S-act MS into NS can be extended to S-homomorphism from MS into NS , an S-act NS is termed as a small pseudo principally M-injective. If an S-act MS is a small pseudo principally M-injective, it is called a small pseudo principally quasi-injective. This type of generalization has several properties. Additionally, the circumstances under which subacts inherit the Small Pseudo, principally quasi-injective acts, are studied. Examples are provided to demonstrate this concept. Small pseudo principally quasi-injective acts can coincide with small principally quasi-injective acts if certain criteria are met. We discuss new characterizations of small principally quasi-injective acts. The link between classes of small, principally quasi-injective acts with other classes of injectivity is shown.]]>
<![CDATA[Analyses of Pre-Service Teachers’ Errors in Solving Algebraic Tasks in Ghana. ]]>
<![CDATA[Oppong, Richard Asumadu]]>;
<![CDATA[Adjei, Emmanuel Antwi]]>;
<![CDATA[Amoah, Emmanuel Kojo]]>;
<![CDATA[Okuleteh, Enock]]>;
<![CDATA[Larri, Baba]]>
<![CDATA[ International Journal of Mathematics and Mathematics Education (IJMME) Vol. 2 No. 3 (2024) ]]>
Publisher : <![CDATA[EDUPEDIA Publisher ]]>
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DOI: 10.56855/ijmme.v2i3.1134
<![CDATA[This study analyzed prospective basic education teachers’ errors in solving algebraic tasks using Newman’s Error Analysis (NEA). The study employed an interpretivist philosophical paradigm with a qualitative case study design. Data were collected from 250 prospective mathematics teachers randomly selected from four colleges of education in the eastern region of Ghana using super item tests and unstructured interview protocols. Thematic analysis was employed to analyze the qualitative data. The study findings revealed that transformation and encoding errors among prospective mathematics teachers are the most prevalent errors. Other error types encountered included comprehension errors and process skills errors. In order to reduce aspiring mathematics teachers’ errors, the study emphasizes the necessity of focused interventions and professional development programs to address transformation and comprehension errors in algebraic concepts.]]>
<![CDATA[The Effect of the Missouri Mathematics Project Learning Model on Students' Mathematical Communication Ability ]]>
<![CDATA[Indriani, Rina]]>;
<![CDATA[Angraini, Lilis Marina]]>
<![CDATA[ International Journal of Mathematics and Mathematics Education (IJMME) Vol. 3 No. 1 (2025) ]]>
Publisher : <![CDATA[EDUPEDIA Publisher ]]>
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DOI: 10.56855/ijmme.v3i1.1151
<![CDATA[Mathematical communication is one of the most important mathematical abilities that students must learn. Students' ability to communicate mathematical concepts orally or in writing is known as mathematical communication ability. Therefore, this research aims to determine how the Missouri Mathematics Project (MMP) model affects students' mathematical communication ability. With the Nonequivalent Control Group Design, The quantitative research method and type used in this research is experimental. Purposive sampling is a technique used for sampling which is an experimental class of the control class The research instrument used was a test. The data analysis in this study used parametric tests. The results of this research show that the class. is an experimental class that has a higher value when juxtaposed with the class analysed with descriptive analysis. The results of the hypothesis were obtained based on the t-test that it was significant. Thus, it is rejected and accepted, it is proven that the influence of the Missouri Mathematics Project (MMP) model on students' mathematical communication ability is obtained.]]>
<![CDATA[Technology Acceptance and Self-Directed Learning: Mediation Role of Positive Emotions, Learning Motivation and Technological Self-Efficacy ]]>
<![CDATA[Aabeyir, Boniface]]>;
<![CDATA[Aabeyir, Raymond]]>;
<![CDATA[Amoako, Samuel]]>;
<![CDATA[Ohene Boateng, Francis]]>
<![CDATA[ International Journal of Mathematics and Mathematics Education (IJMME) Vol. 3 No. 1 (2025) ]]>
Publisher : <![CDATA[EDUPEDIA Publisher ]]>
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DOI: 10.56855/ijmme.v3i1.1178
<![CDATA[This study investigated the relationship between technology acceptance and self-directed learning among students in the colleges of education in the Ashanti region of Ghana, with a focus on the mediating roles of positive emotions, learning motivation, and technological self-efficacy. With a sample of 237 students and employing Smart Partial Least Squares Structural Equation Modelling, the study revealed that technology acceptance positively influenced technological self-efficacy, learning motivation and positive emotions. The study also indicated that technological self-efficacy and learning motivation insignificantly predicted students’ self-directed learning, while positive emotions significantly predicted students’ self-directed learning. The analysis identified learning motivation and technological self-efficacy as insignificant mediators in this relationship, but positive emotions positively and significantly mediated the relationship. It is recommended that the Colleges of Education in Ghana should focus on increasing student's confidence in their technological abilities through targeted training programmes and support resources.]]>
<![CDATA[Mathematical Critical Thinking Skill: A Bibliometric Analysis Based on Vos Viewer Bibliometric ]]>
<![CDATA[Nurhasanah, Nurhasanah]]>;
<![CDATA[Tahmir, Suradi]]>;
<![CDATA[Azizah, Rifdah]]>;
<![CDATA[Jufri, Hasrini]]>
<![CDATA[ International Journal of Mathematics and Mathematics Education (IJMME) Vol. 3 No. 1 (2025) ]]>
Publisher : <![CDATA[EDUPEDIA Publisher ]]>
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DOI: 10.56855/ijmme.v3i1.1202
<![CDATA[This bibliometric analysis aims to see the opportunities and development of research trends related to mathematical critical thinking skills from 2019 to 2024. Through a bibliometric approach, this research will map publication trends based on the Scopus database by using Vos Viewer to analyze the data. The results of this study show the most publications and citations in 2020 as many as 55 publications and 777 citations, and a decrease in publications and citations from 2021 to 2024. Terms that are often related to mathematical critical thinking skills are students, problems, critical thinking, mathematics, and STEM.]]>
<![CDATA[The Mediating Role of Teacher Effective Communication on the Relationship between Students’ Mathematics Interest and their Mathematics Performance ]]>
<![CDATA[Paul Agmabire Akendita]]>;
<![CDATA[Francis Ohene Boateng]]>;
<![CDATA[Yarhands Dissou Arthur]]>;
<![CDATA[Gideon Mensah Banson]]>;
<![CDATA[Maccarthy Abil]]>;
<![CDATA[Marfo Ahenkorah]]>
<![CDATA[ International Journal of Mathematics and Mathematics Education (IJMME) Vol. 3 No. 1 (2025) ]]>
Publisher : <![CDATA[EDUPEDIA Publisher ]]>
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DOI: 10.56855/ijmme.v3i1.1214
<![CDATA[The study investigated how teacher-effective communication mediated the relationship between students’ mathematics interest and performance. The descriptive survey design, which is anchored on the quantitative research approach of the positivism paradigm, was used, and 200 second-year students of a Senior High School in the Talensi district of the Upper East Region were selected through the means of stratified sampling procedures as well as random selections from the strata. A structural equation model (SEM) with bootstrap samples was used to analyze the gathered data, and it was discovered that students' performance in mathematics was positively and statistically impacted significantly on their interest in the subject. In addition, teacher-effective communication was found to have a significant direct positive statistical effect on students’ mathematics performance. Furthermore, students’ mathematics interests correlated positively with the teacher's effective communication. The findings indicated that there existed a partial mediation effect of teacher-effective communication on the relationship between students’ mathematics interest and students’ mathematics performance. Teachers should be allowed to grow professionally in teaching mathematics to communicate vividly and efficiently in mathematical concepts. This will strengthen their mathematical communication skills and also imbibe in them the abilities to incorporate different kinds of collaborative learning techniques to aid students in making faster progress in their mathematical proficiency.]]>
<![CDATA[Gender-Based Variances in Student Interest and Commitment to Mathematical Tasks in Secondary Schools in Bamenda Municipality ]]>
<![CDATA[Nkepah, Beyoh Dieudone]]>
<![CDATA[ International Journal of Mathematics and Mathematics Education (IJMME) Vol. 3 No. 1 (2025) ]]>
Publisher : <![CDATA[EDUPEDIA Publisher ]]>
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DOI: 10.56855/ijmme.v3i1.1238
<![CDATA[This study investigates gender-based differences in secondary school students' interest in and commitment to mathematical tasks at three educational stages in Bamenda Municipality, Cameroon. Recognising the critical role of mathematics in academic and career success, the research aims to trace how gender influences interest and engagement throughout secondary education. Two specific objectives gave focus to the study. Employing a cross-sectional developmental research design, data were collected from 375 students across Forms 1, 4, and 6 using a self-designed student questionnaire validated by experts, which assessed students’ interests and commitment to mathematical tasks. A Cronbach's alpha reliability coefficient of 0.89 assured the reliability of the instrument. Data were analysed using frequency counts, means, and ANOVA. Findings reveal that male students exhibit higher overall interest and commitment levels compared to female students, with significant fluctuations noted at various educational stages. In particular, female students show increased variability in interest, especially in early forms, and a pronounced decline in commitment by Form 4. Recommendations emphasise targeted interventions, inclusive teaching strategies, and active efforts to challenge gender stereotypes in mathematics education. By addressing these disparities, the research aims to inform practices that enhance student engagement and foster a more equitable learning environment within the mathematics classroom.]]>
<![CDATA[Investigating Innovative Experimental Curricular Approaches to Enhance Conceptual Development in Mathematics Education ]]>
<![CDATA[Enti Mensah, Louis]]>;
<![CDATA[Asamoah , Emmanuel]]>;
<![CDATA[Antwi , Richmond]]>;
<![CDATA[Owusu, Daniel]]>
<![CDATA[ International Journal of Mathematics and Mathematics Education (IJMME) Vol. 3 No. 2 (2025) ]]>
Publisher : <![CDATA[EDUPEDIA Publisher ]]>
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DOI: 10.56855/ijmme.v3i2.1190
<![CDATA[Purpose – Mathematics education is increasingly shifting from rote memorization to approaches that foster conceptual understanding. In Ghana, however, traditional methods still dominate, limiting students' ability to apply mathematical concepts effectively. This study investigates the impact of active learning strategies—Problem-Based Learning (PBL), Inquiry-Based Learning (IBL), manipulatives, and technology integration—on students’ conceptual understanding of mathematics within a sub-Saharan African context. Methodology – A quantitative design was employed, involving 300 students from the Ejisu-Juaben Municipality in Ghana, selected through stratified random sampling. Data were collected using structured questionnaires and analyzed statistically to assess the relationship between instructional strategies and conceptual learning outcomes. Findings – The results indicate that technology integration had the strongest positive effect on students’ comprehension and engagement. PBL also improved learning outcomes but required additional instructional support. Both IBL and the use of manipulatives contributed moderately to conceptual understanding. Novelty – This study offers a novel contribution by addressing an underrepresented region in educational research. It is among the first to examine the combined effects of multiple active learning strategies in a sub-Saharan African setting, with a specific focus on conceptual understanding rather than performance metrics. Significance – The findings provide actionable insights for educators and policymakers in developing contexts, emphasizing the importance of adopting technology-enhanced and student-centered approaches to improve mathematics instruction and deepen students’ problem-solving abilities.]]>
<![CDATA[Enhancing Student Achievement in Circle Theorems: Integrating Computer Animation with the Jigsaw Cooperative Learning Model ]]>
<![CDATA[Opoku Nyantah, Rahmat]]>;
<![CDATA[Kena Frempong , Nana]]>;
<![CDATA[Larbi , Ernest]]>
<![CDATA[ International Journal of Mathematics and Mathematics Education (IJMME) Vol. 3 No. 2 (2025) ]]>
Publisher : <![CDATA[EDUPEDIA Publisher ]]>
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DOI: 10.56855/ijmme.v3i2.1299
<![CDATA[Purpose – Geometry plays a crucial role in developing cognitive skills such as spatial reasoning, visualization, and problem-solving. However, many students in Ghanaian senior high schools face difficulties with abstract topics like circle theorems. This study examines the effectiveness of combining jigsaw cooperative learning with computer animation to improve students’ conceptual understanding of geometric concepts compared to traditional teaching methods. Methodology – A quasi-experimental design was adopted involving senior high school students assigned to control and experimental groups. The control group received conventional instruction, while the experimental group was taught using jigsaw cooperative learning supported by computer animations. Pre-test and post-test data were collected and analyzed using the Mann-Whitney U test due to non-normal data distribution. Findings– Students in the experimental group significantly outperformed those in the control group, demonstrating higher post-test scores. The integration of cooperative learning and visual animation enhanced conceptual understanding, reduced cognitive load, and improved knowledge retention. Novelty – This study offers a unique contribution by integrating jigsaw learning with computer animation—a combination rarely explored in teaching abstract geometry. Conducted in a sub-Saharan African context, it extends limited research on multimedia-supported instruction by focusing not only on academic performance but also on deeper cognitive outcomes. Significance – The findings underscore the potential of technology-enhanced collaborative strategies in improving learning in abstract mathematical domains. The study provides evidence-based recommendations for adopting innovative pedagogies in low-resource educational settings, with implications for curriculum development and teacher training.]]>
