Mathematics

Teachers’ Perceptions and Use of ICT Facilities in Teaching Mathematics: A Case of Selected Secondary Schools in Gasabo District, Rwanda

Leave a Comment / Vol 4, Issue 5 /

Authors: Onesme Niyibizi (University of Rwanda) and Vedaste Mutarutinya, PhD (University of Rwanda) Abstract: This study investigated the perspectives of mathematics teachers on the integration of ICT facilities in teaching within four public secondary schools in the Gasabo District. Employing a mixed-methods approach with 23 participants selected through simple random sampling, the study utilized a […]

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Effect of Representation Strategies on Secondary School Students’ Mathematics Achievement: A Case Unguja Island, Zanzibar

Leave a Comment / Vol 3, Issue 5 /

Authors: Salma Saleh Moh’d (University of Rwanda), Prof. Jean Uwamahoro (University of Rwanda), Prof. John Aluko Orodho (Kenyatta University) Abstract: This study sought to establish the effect of representations strategies on Secondary School students’ Mathematics Achievement in Unguja Island, Zanzibar. Four out of sixteen public secondary schools located in the urban district of Unguja Island

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Mathematics Teachers’ Problem-Solving Knowledge, Practices and Engagement among Public Junior High Schools in Berekum West, Ghana

1 Comment / Vol 3, Issue 1 /

Authors: Collins Asoma (Department of Mathematics and ICT, Berekum College of Education, Ghana), Clement Ayarebilla Ali, PhD (Department of Basic Education, University of Education, Winneba, Ghana), Nixon Saba Adzifome (Department of Basic Education, University of Education, Winneba, Ghana), Appiah-Kubi Eric (Department of Education, Berekum College of Education, Ghana) Abstract: This study focused on Mathematics teachers’

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Effect of Personalized Learning on Mathematics Performance among Secondary Schools in Awendo Sub-County, Kenya

Leave a Comment / Vol 1, Issue 2 /

Authors: Peter Ogwari, Prof. Elizabeth Mendoza-Role, PhD and Catherine Amimo, PhD (School of Education, Humanities and Social Sciences University of Eastern Africa, Baraton, Kenya) Abstract: This study explored the effect of Personalized Learning (PL) on mathematics performance, based on the Social Constructivism Theory of Learning. Purposive sampling was used to select one school with 40

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