Design, Implementation and Assessment of a Web-Based Ethnomathematics Instructional Content Repository for Mathematics Teachers in Benue State, Nigeria

Abah, Joshua Abah; Iji, Clement Onwu; Abakpa, Benjamin Ogbole; Anyagh, Paul Igber

doi:10.29333/mathsciteacher/11075

Cited by 2 publications

(3 citation statements)

References 42 publications

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“…In addition, it gives them the opportunity to spend more time on their assigned tasks and gives them more time to prepare and review the lesson material outside of class. This finding agrees with Abah, Anyagh, & Age (2017), who observed that flipped learning stimulates students' curiosity, engagement and enlightenment. The study by Akingbemisilu (2017) revealed that flipped learning has an impact on students' academic development in biology; and the study by Charles-Ogan & Williams (2015) revealed similar results in mathematics.…”

Section: Discussionsupporting

confidence: 92%

“…In this regard, it may equally be profiting to enhance this method with technology-based instructions that could actively engage students in instructional process and help them in gaining mastery of the contents. This is in connection with studies which have shown that technology proves to be helpful in engaging students in learning mathematics and also found useful to demystify abstract concepts in Mathematics (Oyarinde & Komolafe, 2019;Olumuyiwa, 2019;Abah, Anyagh, & Age, 2017;Esperanza, Fabian &Toto, 2016;Remalyn, 2016;Charles-Ogan & Williams, 2015). In this regard, the flipped learning approach among other modern means may be useful.…”

Section: Introductionsupporting

confidence: 56%

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Impacts of Flipped Classroom Approach on Pre-Service Teachers’ Academic Achievement in Mathematics in Adeyemi College of Education, Ondo

OLASUNKANMI,

OYARINDE

2023

KJED

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Modern teaching and learning methods now follow new trends as a result of the world's rapid advancements in information and educational technologies. Flipped classroom teaching and learning pedagogy is one of the most effective ways of enhancing students' active engagement in the teaching and learning process. This study examined the impacts of the flipped classroom approach as a way of developing problem solving skills among pre-service teachers in Nigeria. The study employed a mixed methods approach. The researchers' Flip Learning Attitude Measure and the Algebra Achievement Test were used to get quantitative data, while the Focus Group Discussion was used to gather qualitative information. The Statistical Package for Social Science application was used to compute and analyze the arithmetic mean, standard deviation, and t-test, while thematic content analysis was employed to analyze the qualitative data. The study included 88 pre-service teachers in all. The findings shows that the flipped classroom approach has a favorable impact on pre-service teachers' academic performance, attitude, and perspective on Mathematics. Based on the findings of the study, it was recommended that Mathematics lecturers should adopt flipped classroom approach as a student-driven instructional approach capable of sustaining students’ interest and improving academic achievement.

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Section: Discussionsupporting

confidence: 92%

Section: Introductionsupporting

confidence: 56%

Impacts of Flipped Classroom Approach on Pre-Service Teachers’ Academic Achievement in Mathematics in Adeyemi College of Education, Ondo

OLASUNKANMI,

OYARINDE

2023

KJED

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“…Ethnomathematics is an effective approach to learning mathematics (Sunzuma et al, 2021). Also, the ethnomathematics approach is to train students in conceptual understanding, procedural fluency, strategic competence, adaptive reasoning, and productive dispositions (Abah et al, 2021).…”

Section: Contribution To the Literaturementioning

confidence: 99%

Learning trajectory of non-Euclidean geometry through ethnomathematics learning approaches to improve spatial ability

Sukestiyarno

Nugroho

Sugiman

et al. 2023

EURASIA J Math Sci Tech Ed

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Non-Euclidean geometry is an abstract subject and difficult to learn, but mandatory for students. The ethnomathematics approach as a learning approach to improve students’ spatial abilities. The aim of this research is to discover new elements of the spatial abilities of non-Euclidean geometry; determine the relationship between spatial abilities for Euclid, Lobachevsky, and Riemann geometry. This study used the micro genetic method with a 2×2 factorial experimental research design. The sample of this research is 100 students of mathematics education. There are three valid and reliable research instruments through expert trials and field trials. Data collection was carried out in two ways, namely tests and observations. Quantitative data were analyzed through ANCOVA, and observational data were analyzed through the percentage of implementation of the learning trajectory stages. The result is that the spatial ability of students who are given the ethnomathematics learning approach is higher than students who are given the conventional learning approach for Lobachevsky geometry material after controlling for the effect of Euclidean geometry spatial ability. Also, the same thing happened for the spatial abilities of Riemann geometry students. The learning trajectory is conveying learning objectives (learning objective); providing ethnomathematics-based visual problems; students do exploration; students make conclusions and summaries of exploration results; and ends with students sharing conclusions/summaries about concepts and principles in geometric systems. It was concluded that learning non-Euclid geometry through learning paths with an ethnomathematics approach had a positive impact on increasing students’ spatial abilities.

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Design, Implementation and Assessment of a Web-Based Ethnomathematics Instructional Content Repository for Mathematics Teachers in Benue State, Nigeria

Cited by 2 publications

References 42 publications

Impacts of Flipped Classroom Approach on Pre-Service Teachers’ Academic Achievement in Mathematics in Adeyemi College of Education, Ondo

Impacts of Flipped Classroom Approach on Pre-Service Teachers’ Academic Achievement in Mathematics in Adeyemi College of Education, Ondo

Learning trajectory of non-Euclidean geometry through ethnomathematics learning approaches to improve spatial ability

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