Prof. Ali, Clement Ayarebilla
Baidoo, J., & Ali, C. A. (2024). (2024). Students’ Mathematics and Real-Life Contexts in Solving Algebraic Word Problems. Al-Tabar Journal of Pendikan Mathematica- Journal of Mathematics Education, 14(2), 483-500. DOI: http://dx.doi.org/10.24042/ajpm.v14i2.19272
Ndebil, M. B. & Ali, C. A. (2024). (2024). Cooperative Learning as a Strategy of Improving Mathematics Performance and Attitudes. International Journal of Educational Innovation and Research (IJEIR),, 3(1), 62-74. DOI: https://doi.org/10.31949/ijeir.v3i1.7163
Padmore, E. A. & Ali, C. A. (2024). Exploring Effective Differentiated Instruction in The Teaching and Learning of Mathematics. ASEAN Journal for Science Education (AJSEd),, 3(1), 41-54. https://ejournal.bumipublikasinusantara.id/inde...
Ali, C. A., & Tangku, M. (2024). Student-Teacher Experiences in Numeration Systems. Turkish Journal of Mathematics Education (TUJME),, 15(1), 66-73. https://tujme.org/index.php/tujme/article/view/...
Issahaku, M. M., & Ali, C. A. (2024). Exploring Student and Teacher Factors Influencing Students’ Performance in Mathematics. Futurity Education, 4(2), 45-60. DOI: https://doi.org/10.57125/FED.2024.06.25.03
Ali, C. A. (2023). Exploration of the ability of preservice mathematics teachers using Kolb’s experiential learning theory & learning styles. Indonesia Journal of Science and Mathematics Education, 6(1), 1-16. DOI: https://doi.org/10.24042/ijsme.v6i1.10440
Yeng, E., Ali, C. A., & Adzifome, N. S. (2023). Relationship between familiarity and competency in integrating information and communication technology into mathematics instruction. Contemporary Mathematics and Science Education, 4(2), 20-32. DOI: https://doi.org/10.30935/conmaths/13405
Biney, S. K. & Ali, C. A. (2023). Errors and misconceptions in solving linear inequalities in one variable. Journal of Advanced Sciences and Mathematics Education [JASME],, 3(1), 15-30. DOI: https://doi.org/10.58524/jasme.v3i1.195
Ali, C. A. (2023). (2023). The mismatch between indigenous Ghanaian and Hindu Arabic systems in didactising counting and place value. Acta Didactica Napocensia, 16(1), 51-65. DOI: https://doi.org/10.24193/adn.16.1.4
Ali, C. A. (2023). Using indigenous artifacts to support conceptual field approach of learning special trigonometric angles. Journal of Mathematics and Science Teacher, 3(2), 1-11. DOI: https://doi.org/10.29333/mathsciteacher/13698
Ali, C. A. & Davis, E. K. (2023). Pupils’ recognition of geometric tessellations as patterns of traditional culture. Symmetry: Culture and Science, 34(3), 251-280. DOI: https://doi.org/10.26830/symmetry_2023_3_251
Alorki, I., & Ali, C. A. (2023). Attitudes coded as measures of determining students’ performance in mathematics. Futurity Education, 3(4), 198-216. DOI: https://doi.org/10.57125/FED.2023.12.25.12
Ali, C. A. (2023). Re-Enacting Affective Mathematics Values through Cultural Symbols. Indonesian Journal of Science, Technology, Engineering, Art, and Mathematics Education, 2(2), 68-85. https://ijsteame.ejournal.unri.ac.id/index.php/...
Asoma, C., Ali, C. A., Adzifome, N. S., & Appiah-Kubi, E. (2022). Mathematics teachers’ problem-solving knowledge, practices and engagement among public junior high schools in Berekum West, Ghana. East African Journal of Education and Social Sciences (EAJESS), 3(1), 29-37. DOI: https://doi.org/10.46606/eajess2022v03i01....
Tangkur, M., Nabie, M. J., & Ali, C. A. (2022). Mathematics teachers’ knowledge of indigenous games in teaching mathematics. Al-Tabar Journal of Pendikan Matimatika---Journal of Mathematics Education,, 13(1), 165-174. DOI: https://doi.org/10.24042/ajpm.v13i1.11693