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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.

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.

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.

Ali, C. A., & Tangku, M. (2024). Student-Teacher Experiences in Numeration Systems. Turkish Journal of Mathematics Education (TUJME),, 15(1), 66-73.

Issahaku, M. M., & Ali, C. A. (2024). Exploring Student and Teacher Factors Influencing Students’ Performance in Mathematics. Futurity Education, 4(2), 45-60.

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.

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.

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.

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.

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.

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.

Alorki, I., & Ali, C. A. (2023). Attitudes coded as measures of determining students’ performance in mathematics. Futurity Education, 3(4), 198-216.

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.

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.

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.