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• Analyzing the Contribution of Teacher Professional Development to Mathematics Outcomes: A Ghanaian Perspective from TIMSS 2022

  Doris Baah⁽¹⁾; Hissan Yunus⁽²⁾; Andreja Vlahek Štrok⁽³⁾

  ⁽¹⁾ Foso College of Education (Ghana)

  ⁽²⁾ Simon Deidong Dombo University of Business and Integrated Studies (Ghana)

  ⁽³⁾ University of Zagreb (Croatia)

  pp. 102-108

  281 Views

  292 Downloads

  10.37251/ijome.v3i1.1732

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• Unveiling the Complex Interplay Between Active Learning and Teacher Development: Insights from TIMSS 2022 in Georgia

  Manana Chumburidze⁽¹⁾; Edy Setiabudi⁽²⁾; Maria Vassiliadou⁽³⁾; Rovsen Hasanov⁽⁴⁾; Khamphone Duangpaserth⁽⁵⁾

  ⁽¹⁾ Akaki Tsereteli State University (Georgia)

  ⁽²⁾ STKIP Weetebula (Indonesia)

  ⁽³⁾ Frederick University (Cyprus)

  ⁽⁴⁾ Nakhchivan State University (Azerbaijan)

  ⁽⁵⁾ National University of Laos (Lao People's Democratic Republic)

  pp. 118-125

  382 Views

  312 Downloads

  10.37251/ijome.v1i2.1363

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• Enhancing Pedagogical Content Knowledge in Mathematics Teachers Through Collaborative Professional Development

  Nelva Maudia⁽¹⁾; Amos Folayan Awodeyi⁽²⁾; Abubakar Siddiq Mohammed⁽³⁾

  ⁽¹⁾ Jambi University (Indonesia)

  ⁽²⁾ University of Uyo (Nigeria)

  ⁽³⁾ Kwara State University (Nigeria)

  pp. 36-49

  932 Views

  413 Downloads

  10.37251/ijome.v2i1.1342

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• Active Learning, Content Focus and Teacher Development Based on TIMSS 2022 in Georgia

  Manana Chumburidze⁽¹⁾; Edy Setiabudi⁽²⁾; Maria Vassiliadou⁽³⁾; Rovsen Hasanov⁽⁴⁾; Khamphone Duangpaserth⁽⁵⁾

  ⁽¹⁾ Akaki Tsereteli State University (Georgia)

  ⁽²⁾ STKIP Weetebula (Indonesia)

  ⁽³⁾ Frederick University (Cyprus)

  ⁽⁴⁾ Nakhchivan State University (Azerbaijan)

  ⁽⁵⁾ National University of Laos (Lao People's Democratic Republic)

  pp. 178-185

  431 Views

  330 Downloads

  10.37251/ijome.v2i2.1365

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