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

    Joshua Abah ABAH (see profile) , Benjamin Ogbole Abakpa, Paul Igber Anyagh, Clement Onwu Iji
    Mathematics, Education, West Africa, Educational technology, Instructional systems--Design, Web site development
    Item Type:
    VillageMath, WordPress, Ethnomathematics, Culture-based mathematics, Education in West Africa, Instructional technology, Instructional design, Web development
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    This study developed and assessed a web-based ethnomathematics instructional content repository for pre-service and in-service mathematics teachers in Benue State, Nigeria. The study adopted a developmental research design to systematically build and evaluate the educational intervention as a solution to complex problems in mathematics education practice. The development was achieved using WordPress Version 5.4, hosted online at on Linux OS server running with cPanel v80.p (Build 20), Apache Version 2.4.39, PHP Version 5.6.40 and MySQL Version 5.7.26. The study was guided by seven research questions posed around common web metrics, key performance indices, and quality assessment in terms of content, navigation, structure, appearance and uniqueness of the designed web tool. Five hypotheses were formulated and tested at 0.05 level of significance using t-test. Analysis of the results of the study yielded a positive pattern of common web metrics for the designed web tool, indicating that the platform appeals to a wide range of users, with key performance indicators such as speed index, page size, and last painted hero affirming that the platform is robust, elegantly designed and fast. The Web-based Ethnomathematics Instructional Content Repository has humanized Mathematics for users and provided a reservoir of resources for training students in conceptual understanding, procedural fluency, strategic competence, adaptive reasoning and productive disposition. Based on the findings of the study, it was recommended that Mathematics teachers should continue to use the Web- based Ethnomathematics Instructional Content Repository as a worthy companion tailored to their specific professional needs, and that students across all levels of education should seek deeper and more enriched learning experience by continuously leveraging on instructional resources available on the web tool.
    Published as:
    Journal article    
    Last Updated:
    2 years ago


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