The didactical phenomenology in learning the circle equation

Ali, Clement Ayarebilla

doi:10.29333/iejme/12472

Cited by 4 publications

(7 citation statements)

References 17 publications

(34 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Research design Deeply rooted in Piaget constructivism, the researchers employed the qualitative phenomenological design to address the purpose, objectives and research questions carved to guide the study. In this design, the teachers were allowed to articulate and select both the exotic and cultural games (Ali, 2022).…”

Section: Methodsmentioning

confidence: 99%

The Mathematics Teacher at the Crossroads Between Indigenous Cultural and Exotic Games in Teaching Mathematics

Ali

Tangkur

2023

Preprint

View full text Add to dashboard Cite

The issue of integrating indigenous games in Africa had long been conceived by Mogege David Mosimege in the 1990s. Of late, several countries and universities have introduced indigenous games into their curricula at all levels of education. However, with serious competition with the exotic education games, the mathematics teacher is still at the crossroads of integrating these games. One of the most challenging aspects is determining the games that best suit particular topics. The purpose of this study was to explore teachers' challenges in some selected topics and suggest ways best practices of resolving the impasses. Deeply rooted in Piaget constructivism, the phenomenological design was harnessed to address the purpose, objectives and research questions carved to guide the study. With a population of over 200 teachers, the researchers sampled 70 teachers (65 males, 5 females) through simple random sampling for the first stage. Five teachers, comprising three males and two females, were purposively sampled for the second stage. The semi-structured interview guide and an observation checklist were the instruments the researchers used to collect data. The data was analyzed thematically to reflect the research questions. The results of both stages showed that even though a good number of teachers cannot decided on any games and substantial number were still being influenced by the other cultural games, some teachers who selected the indigenous games yielded impact on students’ learning of mathematics. The four indigenous games, namely biloo, bilore, gollaa and mullaa were dominant. However, the observation checklist showed that many teachers are at serious crossroads of selecting indigenous games for the teaching of mathematics. It was therefore recommended that stakeholders reinvent teaching and learning through the integration of games and culture.

show abstract

Section: Methodsmentioning

confidence: 99%

The Mathematics Teacher at the Crossroads Between Indigenous Cultural and Exotic Games in Teaching Mathematics

Ali

Tangkur

2023

Preprint

View full text Add to dashboard Cite

show abstract

“…This study proffers local indigenous "Adinkra" artifacts that have always been glossed over. The virtues and values of these indigenous materials in mathematics learning cannot be over-sympathised (Clement Ayarebilla Ali, 2022).…”

Section: Alimentioning

confidence: 99%

“…The researcher paid attention to voluntary participation, informed consent, anonymity, confidentiality, potential for harm, and results communication (Ali, 2022). Ethical protection aims to protect the rights of research participants, enhance research validity, and maintain scientific or academic integrity (Ali & Davis, 2018;Bhandari, 2020).…”

Section: Ethical Considerationsmentioning

confidence: 99%

Cultural Symbols Didactize Concreteness Fading in Basic Multiplication

Ali

2024

J. of Instr. Math.

View full text Add to dashboard Cite

The purpose of this study is to use cultural Adinkra artifacts to present “Concreteness Fading” in the basic multiplication of one-digit and one-digit numbers. Employing a quantitative approach, the researcher adopted a one-group pretest-posttest quasi-experimental design, and randomly selected 51 participants from 300 student teachers. Data collection involved two sets of tests, analyzed in two stages through task-based transcripts and paired-sample t-tests. The first stage analyzed the tasks the student teachers solved using “Concreteness Fading”. The results revealed smooth and joyful navigations of the stages of Concreteness Fading using the Adinkra symbols. The second stage analyzed the performance of the student teachers with t-test statistics to show significant differences between the control and experimental groups. The results of one sample t-test and paired samples t-test showed that student teachers solved more problems correctly using Concreteness Fading than the conventional concrete manipulatives. Following the findings, we concluded that heavy use of only concrete objects and examples without abstracting can be detrimental to teaching mathematics. We, therefore, recommended that student teachers should always avoid rushing to symbols and symbolic manipulations of mathematics but rather align their methods, techniques, and strategies in the transition through the three stages of Concreteness Fading.

show abstract

“…This is closely linked to conceptual structures and conceptual field. Ali (2019) and Ali and Wilmot (2016) define conceptual structures as the complex networks of relationships among concepts are called the conceptual structures. Unlike conceptual structures that can be narrowed down to two, three, four, or any polygon of didactics (Ali, 2019), conceptual fields are the sets of situations, problems, relationships, contents, thoughts, and procedures that learners use to give meaning to a given topic to comprehend the real world (Helenius & Ahl, 2022).…”

Section: Conceptual Field Theorymentioning

confidence: 99%

“…Ali (2019) and Ali and Wilmot (2016) define conceptual structures as the complex networks of relationships among concepts are called the conceptual structures. Unlike conceptual structures that can be narrowed down to two, three, four, or any polygon of didactics (Ali, 2019), conceptual fields are the sets of situations, problems, relationships, contents, thoughts, and procedures that learners use to give meaning to a given topic to comprehend the real world (Helenius & Ahl, 2022). Alfaro-Carvajal and Fonseca-Castro (2016) and Duignan (2016) offer a set of interrelated concepts to strengthen analysis and conceptual consistency between studies, while providing latitude to overlay different disciplinary perspectives.…”

Section: Conceptual Field Theorymentioning

confidence: 99%

Using indigenous artefacts to support conceptual field approach of learning special trigonometric angles

Ali

2023

Journal of Mathematics and Science Teacher

View full text Add to dashboard Cite

Concerns have been expressed on the abstract nature of teaching and learning trigonometry in pre-tertiary institutions. However, studies on student-teachers mathematics learning shows that this concern could be ameliorated by using indigenous artefacts to support conceptual fields of trigonometry. With pre-/post design, the researcher selected 50 student-teachers through simple random sampling and performed experiments using indigenous artefacts in teaching and learning of 30o-60o-90o and 45o-45o-90o special trigonometry angles. This cohort has had at least two years of teaching experience in their permanent schools of work. After going through the experiments, two diagnostic tests (pre- and post-test) were administered, scored and analyzed with the SPSS software. The results of the descriptive statistics, one sample t-test, paired samples t-tests, and correlation coefficients showed that the student-teachers’ performance had significantly improved. The improvements were really attributable to the deployment of the indigenous artefacts to carry out the instruction in the special trigonometric angles. We, therefore, recommended that stakeholders should adopt indigenous artefacts to support the conceptual field approach for the teaching and learning of basic trigonometry.

show abstract

The didactical phenomenology in learning the circle equation

Cited by 4 publications

References 17 publications

The Mathematics Teacher at the Crossroads Between Indigenous Cultural and Exotic Games in Teaching Mathematics

The Mathematics Teacher at the Crossroads Between Indigenous Cultural and Exotic Games in Teaching Mathematics

Cultural Symbols Didactize Concreteness Fading in Basic Multiplication

Using indigenous artefacts to support conceptual field approach of learning special trigonometric angles

Contact Info

Product

Resources

About