International Journal of Mathematics and Mathematics Education

Classroom Environment and Pedagogical Practices as Determinants of Mathematics Anxiety in Senior High School: Evidence from Ghana

Comfort Azuuga — 2026-06-01

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.

A Comparative Study of Standards-Based Curriculum among Public and Private Junior High School Students’ Achievement in Mathematics in Ghana

Suraj Nurideen — 2026-06-01

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.

Students’ Proportional Reasoning in Solving Geometry Problems: A Qualitative Analysis Based on Van Hiele Levels

Prismadian Amalia Putri — 2026-06-01

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.

An Integrated Collaborative Learning and Polya Problem-Solving Model for Enhancing Pre-Service Teachers’ Engagement, Attitudes, Critical Thinking, and Perceptions in Mathematical Problem-Solving

Isaiah Dookurong Dilor — 2026-06-01

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.