Prof. Ali, Clement Ayarebilla
Gadoglo, D. E., & Ali, C. A. (2025). Comparison between Concept-Based and Procedure-Based in Circle Theorems. Journal of Advanced Sciences and Mathematics Education, 5(1), 97-112. DOI: https://doi.org/10.58524/jasme.v5i1.468
Atiah, D. A., & Ali, C. A. (2025). Exploring teachers’ knowledge, practice, and readiness for a new mathematics curriculum implementation. Mathematics Research and Education Journal, 9(1), 1-18.
Padmore, E. A., Gunu, M., & Ali, C. A. (2025). Availability and Use of Learning Resources for Basic School Mathematics Instruction. Journal of Mathematics Instruction, Social Research and Opinion, 4(2), 243-256. DOI: https://doi.org/10.58421/misro.v4i2.376
Atawura, E. I., & Ali, C. A. (2025). Using the graduated sequence instruction to combat errors in pre-calculus. Journal of Mathematics and Science Teacher, 5(2), 1-11. DOI: https://doi.org/10.29333/mathsciteacher/16058
Ali, C. A. (2024). A Phenomenological Study of Adinkra Values in Exemplifying Concreteness Fading in Multiplication of Numbers. Journal of STEM Education: Innovations and Research, 25(4), 1-7. https://www.jstem.org/jstem/index.php/JSTEM/iss...
Ali, C. A. (2024). Digital didactics embedded in ethnomathematics assessment of online mathematics instruction. Unnes Journal of Mathematics Education, 13(3), 241-253. DOI: https://doi.org/10.15294/ujme.v13i3.13292
Morkle, C. E. & Ali, C. A. (2024). APOS framework didactize equivalence linear simultaneous equations in senior high school mathematics. Journal of Research in Mathematics, Science, and Technology Education, 1(2), 84-100. DOI: https://doi.org/10.70232/jrmste.v1i2.13
Ali, C. A. (2024). Student Teachers’ Culture of Selective Amnesia in Studying Content Standards in Algebra. SCIENTIA: Journal of Mathematics Education, 1(2), 43-59. DOI: https://doi.org/10.56773/sjme.v1i2.7
Ali, C.A., Asemani, E & Tangkur, M. (2024). Pupils’ didactical milieu in an inclusive discourse in basic triangle geometry. International Journal of Didactic Mathematics in Distance Education, 1(2), 70-82. https://jurnal.ut.ac.id/index.php/ijdmde
Tangkur, M. & Ali, C. A. (2024). The Mathematics Teacher at the Crossroads between Indigenous Cultural and Exotic Games in Teaching Mathematics. Journal of Research in Mathematics Instruction, 5(2), 12-23. DOI: https://doi.org/10.33578/jrmi.v5i2.84
Ali, C. A. (2024). The Intersections of Indigenous Religion, Christianity, and Islam in Mathematical Symmetry. Symmetry: Culture and Science, 32(2), 177-196. DOI: https://doi.org/10.26830/symmetry_2024_2_177
Ali, C. A. (2024). An Analysis of Ethnomathematics Didactical Contract in the Sums of Interior and Exterior Angles. Brillo Journal, 3(2), 83-101. DOI: https://doi.org/10.56773/bj.v3i2.52
Ali, C. A. (2024). Cultural Symbols Didactize Concreteness Fading in Basic Multiplication. Journal of Instructional Mathematics, 5(1), 1-12. DOI: https://doi.org/10.37640/jim.v5i1.1954
Issahaku, M. M., & Ali, C. A. (2024). Exploring Student and Teacher Factors Influencing Students’ Performance in Mathematics. Futurity Education, 1(2), 45-60. DOI: https://doi.org/10.57125/FED.2024.06.25.03
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