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
57 Documents
<![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.]]>
<![CDATA[Classroom Environment and Pedagogical Practices as Determinants of Mathematics Anxiety in Senior High School: Evidence from Ghana ]]>
<![CDATA[Comfort Azuuga]]>;
<![CDATA[Paul Agmabire Akendita]]>;
<![CDATA[Francis Abunkurug]]>
<![CDATA[ International Journal of Mathematics and Mathematics Education Vol. 4 No. 2 (2026) ]]>
Publisher : <![CDATA[EDUPEDIA Publisher ]]>
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DOI: 10.56855/ijmme.v4i1.1840
<![CDATA[Purpose - This study aimed at examining the role of classroom management practices, which include classroom structures, instructional strategies, and classroom practices by teachers as determinants in reducing the level of mathematics anxiety among students in Senior High school in the Upper East Region of Ghana. Methodology - A descriptive survey design was adopted under a quantitative approach. A purposive sample of 200 senior high school students with identified mathematics anxiety in the Upper East Region of Ghana participated in the study. Data were collected via structured questionnaires, and hypotheses were tested using chi-square analysis in SPSS Findings - The results indicated a strong correlation between the use of classroom management practices and a low rate of mathematics anxiety in students. In particular, the physical classroom set-up, teaching methods used by mathematics teachers, and the pedagogical practices of the teachers were also discovered to have played a significant role in determining the level of mathematics anxiety among students. Novelty - This is the first study because it empirically looks at classroom management practices as a measure to curb mathematics anxiety in the context of the Senior High School in the Upper East Region of Ghana. Compared with previous research, which primarily involves cognitive or curricular conditions, this research yields new information on how classroom organization and instructional practices by teachers can help to solve affective problems of students in mathematics. Significance - The study thus promotes the incorporation of effective classroom management practices in mathematics teaching and also gives a guide to future research on affective aspects in mathematics education.]]>
<![CDATA[A Comparative Study of Standards-Based Curriculum among Public and Private Junior High School Students’ Achievement in Mathematics in Ghana ]]>
<![CDATA[Suraj Nurideen]]>;
<![CDATA[Francis Mwinlaanaa]]>;
<![CDATA[Henry Manmana Kuubar]]>;
<![CDATA[Abdul-Mumin Al-hasssan]]>;
<![CDATA[Yarhands Dissou Arthur]]>
<![CDATA[ International Journal of Mathematics and Mathematics Education Vol. 4 No. 2 (2026) ]]>
Publisher : <![CDATA[EDUPEDIA Publisher ]]>
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DOI: 10.56855/ijmme.v4i2.1897
<![CDATA[Purpose – To compare the effectiveness of Standards-Based Curriculum (SBC) implementation in Ghanaian public versus private junior high schools (JHS). This study compares the effectiveness of SBC implementation in these sectors. To synthesize insights towards improving SBC implementation with an emphasis on equity, teacher empowerment, and infrastructure. Methodology – Qualitative interviews were conducted with six mathematics teachers and five students. Interviews gathered participants' opinions, perceptions, and personal experiences regarding SBC implementation. A small sample of six (6) mathematics teachers and five (5) students from public and private JHS settings. Findings – Interview results "reflected positively on the effective implementation" of the SBC from the perspective of the participating teachers and students, and their results reflected positively on the effective implementation of the standards-based curriculum. The study identifies "disparities in implementation between public and private JHS" contributing to concerns about "equity in mathematics achievement. Findings point to the need for prioritizing teacher training and equitable resource distribution as key solutions to actionable insights. Novelty – The primary novelty presented is the explicit comparative focus on SBC implementation effectiveness, specifically between Ghanaian public and private junior high schools (JHS), an identified area of equity concern. The study synthesizes "empirical insights presumably from the interviews with stakeholder perspectives (teachers and students) to understand the implementation gap. Significance – The study is significant for highlighting systemic inequities in SBC implementation, the gap between SBC goals and classroom reality, and the disparity between public and private schools, which directly impacts educational equity in mathematics achievement.]]>
<![CDATA[Students’ Proportional Reasoning in Solving Geometry Problems: A Qualitative Analysis Based on Van Hiele Levels ]]>
<![CDATA[Prismadian Amalia Putri]]>;
<![CDATA[Agus Susanta]]>;
<![CDATA[Nurul Astuty Yensy]]>;
<![CDATA[Naning Sutrinigsih]]>;
<![CDATA[Zhi You Yang]]>
<![CDATA[ International Journal of Mathematics and Mathematics Education Vol. 4 No. 2 (2026) ]]>
Publisher : <![CDATA[EDUPEDIA Publisher ]]>
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DOI: 10.56855/ijmme.v4i2.1987
<![CDATA[Purpose - Proportional reasoning is a fundamental component of mathematical thinking and plays an important role in students’ understanding of geometry. However, empirical evidence remains limited on how students’ proportional reasoning develops qualitatively across different levels of geometric thinking. This study aims to explore students’ proportional reasoning in solving geometry problems through the lens of Van Hiele’s theory. Methodology - This study employed a qualitative descriptive design with undergraduate students. Data were collected from written responses to geometry tasks involving proportional relationships. The analysis used an integrated framework combining Van Hiele levels of geometric thinking and indicators of proportional reasoning, including multiplicative relationships, coordination of quantities, ratios, and logical justification. Findings - The findings show a progressive development of proportional reasoning across Van Hiele levels, from perceptual and additive reasoning to coordinated multiplicative reasoning and formal proportional justification. However, persistent difficulties, such as additive bias and fixed-number reasoning, were observed across levels, indicating ongoing challenges in developing consistent proportional reasoning. Novelty - This study conceptualises proportional reasoning as a developmental cognitive process shaped by levels of geometric thinking through an integrated analytical framework. Significance - The findings are useful for educators, curriculum developers, and researchers in designing instruction that supports students’ proportional reasoning through level-appropriate, justification-focused activities.]]>
<![CDATA[An Integrated Collaborative Learning and Polya Problem-Solving Model for Enhancing Pre-Service Teachers’ Engagement, Attitudes, Critical Thinking, and Perceptions in Mathematical Problem-Solving ]]>
<![CDATA[Isaiah Dookurong Dilor]]>;
<![CDATA[Yarhands Dissou Arthur]]>;
<![CDATA[Akweittey Emmanuel]]>
<![CDATA[ International Journal of Mathematics and Mathematics Education Vol. 4 No. 2 (2026) ]]>
Publisher : <![CDATA[EDUPEDIA Publisher ]]>
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DOI: 10.56855/ijmme.v4i2.1990
<![CDATA[Purpose - This study examined the effect of integrating collaborative learning with George Pólya’s problem-solving approach on pre-service teachers’ attitudes, engagement, and critical thinking skills in mathematics. Guided by a pragmatist paradigm, the study aimed to generate practical insights for improving teaching and learning in mathematics education. Methodology - A sequential explanatory experimental design was adopted. The population comprised 15,600 pre-service mathematics teachers, from which a purposive sample of 390 participants was selected using the Yamane formula. Participants were divided into treatment and control groups. The treatment group received a six-week intervention using the integrated collaborative learning and Polya problem-solving model, while the control group received conventional instruction. Quantitative data were collected using a critical thinking achievement test and structured questionnaires measuring attitudes and engagement, while qualitative data were obtained through open-ended responses and classroom observations. Quantitative data were analyzed using independent samples t-tests, and qualitative data were analyzed thematically following Braun and Clarke’s six-phase framework. Findings - The integrated instructional approach significantly improved pre-service teachers’ attitudes toward mathematics, enhanced engagement in learning activities, and strengthened critical thinking skills. Qualitative evidence highlighted that collaborative interaction, sustained participation, and reflective discussions supported deeper understanding and higher-order thinking. Novelty - The study provides empirical evidence for the combined effect of collaborative learning and Polya’s problem-solving framework in enhancing both cognitive and affective outcomes in pre-service mathematics education. Significance - Findings are relevant to mathematics educators, teacher trainers, and curriculum developers seeking evidence-based strategies to promote engagement, positive learning dispositions, and critical thinking among pre-service teachers.]]>
