International Journal of Mathematics and Mathematics Education

Investigating Innovative Experimental Curricular Approaches to Enhance Conceptual Development in Mathematics Education

2024-10-29T02:11:55+00:00

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.

Enhancing Student Achievement in Circle Theorems: Integrating Computer Animation with the Jigsaw Cooperative Learning Model

2025-02-22T06:52:28+00:00

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.

The Influence of Student Worksheets Based on PBL-Mathematical Literacy on Problem-solving in Junior High Schools in Bengkulu

2025-04-18T11:48:18+00:00

Purpose – Problem-solving is a key component in mathematics education, as emphasized by the NCTM. At SMAN 6 Kota Bengkulu, students’ performance in trigonometry remains low due to weak problem-solving skills and limited engagement. This study investigates the effect of the Problem-Based Learning (PBL) model, supported by mathematical literacy worksheets, on students’ mathematical problem-solving abilities.

Methodology – A quasi-experimental design was employed using the Nonequivalent Posttest-Only Control Group Design. The population consisted of all 10th-grade students at SMAN 6 Bengkulu. Two classes were selected: Class XJ as the experimental group, taught using the PBL model with literacy-based worksheets, and Class XI as the control group, taught using a Cooperative Learning model. Data were collected through a mathematical problem-solving test and analyzed using an independent t-test.

Findings – Results showed a significant difference in performance, with t<sub>value</sub> = 3.713 > t<sub>critical</sub> = 1.673, indicating that the experimental group outperformed the control group in problem-solving ability.

Novelty – This study offers a novel integration of PBL with mathematical literacy worksheets—an underexplored instructional approach in secondary trigonometry education. By combining content-specific literacy materials with a problem-based pedagogy, the study addresses a gap in research focused on enhancing higher-order thinking in mathematics.

Significance – The findings provide empirical support for incorporating literacy-based, student-centered strategies in mathematics instruction. The study has implications for curriculum design aimed at improving problem-solving performance in similar educational contexts.

Exploring Junior High Students’ Perceptions and Barriers in Implementing the Flipped Classroom Model for Mathematics in Ghana

2025-05-08T00:49:43+00:00

Purpose – The flipped classroom model is increasingly recognized as an innovative approach to enhance student engagement and understanding in mathematics education. However, its implementation and effectiveness in low-resource settings, such as Ghana, remain underexplored. This study investigates junior high school students’ perceptions of and challenges with the flipped classroom model in the context of mathematics instruction.

Methodology – A descriptive survey design was employed involving 31 junior high school students in Ghana. Data were collected using a structured questionnaire that assessed students’ experiences, perceptions, and barriers associated with the flipped learning approach.

Findings – The results showed generally positive perceptions of the model. A total of 61.3% of students agreed that pre-class videos enhanced conceptual understanding, while 83.9% reported increased engagement during in-class activities. Nonetheless, substantial challenges were identified, including data exhaustion (51.6%) and lack of access to personal digital devices (58.1%), which limited students’ ability to fully engage with pre-class materials.

Novelty – This study offers a unique contribution by examining the flipped classroom model in a low-income educational context. Unlike previous research focused on high-resource environments, this study addresses the practical realities of digital inequality and provides learner-centered insights into adapting flipped learning in under-resourced settings.

Significance – The findings highlight the potential of flipped learning in improving mathematics instruction, while also underscoring the infrastructural and technological barriers that must be addressed. These insights can guide educators and policymakers in designing inclusive, context-appropriate strategies for effective technology integration in education.

Malaysian SILN Students’ Difficulties in Statistical Understanding and Mathematical Communication

2025-06-01T05:44:09+00:00

Purpose -Indonesian children abroad, including those in Malaysia, are entitled to quality education through Sekolah Indonesia Luar Negeri (SILN). However, the existence of schools alone is insufficient. This study explores students' difficulties in learning statistics, focusing on mathematical communication within a multilingual learning environment.

Methodology - Using a qualitative descriptive design, the study involved two mathematics teachers and 32 students selected via purposive sampling from an Indonesian school in Malaysia. Data were collected through in-depth interviews (Zoom) and mathematical communication tests (WhatsApp)—analysis employed cross-comparison techniques, aligning teacher responses with student test results based on predefined communication indicators.

Findings - Three main difficulties emerged: (1) student errors in multi-digit statistical computation and representation, (2) instructional challenges due to teachers' limited background in mathematics education, and (3) language barriers stemming from the use of Malay in daily life and Indonesian in instruction, impacting comprehension and expression in mathematical contexts.

Novelty - This study uniquely connects statistical learning challenges with cross-linguistic dynamics and mathematical communication in an overseas Indonesian school context.

Significance - Findings provide insights for educators, curriculum developers, and policymakers to enhance statistical instruction and communication skills in multilingual settings, contributing to improved educational quality for Indonesian students abroad.