Prof. Ali, Clement Ayarebilla
Ali, C. A. (2022). The Didactical Phenomenology in Learning the Circle Equation. International Electronic Journal of Mathematics Education, 17(4), 1-11. DOI: https://doi.org/10.29333/iejme/12472
Addico, L. A., Ali, C. A., & Adzifome, N. S. (2022). Student-Teachers’ Technological Pedagogical Content Knowledge Preparedness for Mathematics Instruction. Journal of Advanced Sciences and Mathematics Education, 2(2), 51-63. DOI: https://doi.org/10.58524/jasme.v2i2.116
Ali, C. A. (. (2021). Ghanaian Indigenous Conception of Real Mathematics Education in Teaching and Learning of Mathematics. Indonesia Journal of Science and Mathematics Education (IJSME), 4(1), 82-93. DOI: https://doi.org/10.24042/ijsme.v4i1.7382
Ali, C. A., Davis, E. K., & Agyei, D. D. (2021). Effectiveness of semiosis for solving the quadratic equation. European Journal of Mathematics and Science Education, 2(1), 13-21. DOI: https://doi.org/10.12973/ejmse.2.1.13
Ali, C. A., & Anderson, H. K. (2021). Pre-Service Teachers’ Pedagogical Content Knowledge in Transferring from Basic Musical Notations to Basic Fractions. Journal of STEM Education: Innovations and Research (JSTEM),, 22(2), 46-50. https://jstem.org/jstem/index.php/JSTEM/article...
Mohammed, A. A., Nabie, J. M., & Ali, C. A. (2021). Exploring Teachers’ Pedagogical Content Knowledge in Teaching Simple Fractions in Primary Schools. Universe International Journal of Interdisciplinary Research, 3(3), 148-160.
Ali, C. A., Acquah, S. & Esia-Donkoh, K. (2021). A comparative study of SAM and ADDIE models in simulating STEM instruction. African Educational Research Journal, 9(4), 852-859. DOI: https://doi.org/10.30918/AERJ.94.21.125
Ali, C. A. (2021). Visually impaired student-teacher knowledge and use of basic assistive technology tools for mathematics. African Educational Research Journal, 9(4), 945-955. DOI: https://doi.org/10.30918/AERJ.94.21.151
Obeng, M., Ali, C. A., Jones Apawu, J., & Effraim, P. K. (2020). Incidence of Mathematics Anxiety on Junior High Students’ Learning of Mathematics in Ghana. International Journal of Psychology and Education (IJOPE), 4(1), 175-186.
Marshal, J., & Ali, C. A. (2019). Exploring the expository techniques of teaching and learning mathematics in Ghana: The case of Shama Senior High School. International Journal of Basic Education Research and Policy (IJOBERP), 2(1), 184-196.
Ali, C. A., & Davis, E. K. (2018). Harnessing Indigenous Basketry Resources for Prenumber and Early Number Work. Journal of Education and Learning (JEL), 7(2), 201-220.
Ali, C. A., Davis, E. K., & Agyei, D. D. (2018). Student-Teachers Applications Didactical Conceptual Structures in the Three Pillars of Constructivism in Parabolas. International Journal of Basic Education Research and Policy (IJOBERP), 1(1), 78-91.
Ali, C. A., Adzifome, N. S., Addison, A. K. (2016). Contemporary Issues of Basic Education in Ghana; Principal Component Extractions of Swot Matrix for National Development. International Journal of Strategic Research in Education, Technology and Humanities, 3(1), 1-16.
Ali, C. A., & Oduro, F. T. (2016). Contemporary Mathematical Tools of Forecasting: Overview of Metropolis-Hastings Algorithms. International Journal of Engineering Sciences & Research Technology, 5(5), 351-357.
Ali, C. A., & Wilmot, E. M. (2016). Pre-Service Teachers’ Didactic Conceptual Structures in the Absolute and Quadratic Inequalities. IOSR Journal of Mathematics, 12(4), 62-69.