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Inquiry-based learning and epistemic beliefs as foundations of sustainable mathematical problem-solving in secondary education

Seth Oppong, Cobbinah Manu Appiah, Aaron Osei Bosompem, James Akwasi Erzuah, Leticia Takyiwaa Adarkwa

Sustainable Education and Digital Transformation, Volume 2, Issue 2, Article No: e44038

https://doi.org/10.33902/SEDT.202644038

Inclusive mathematics and science teacher education for sustainable development: A hermeneutical phenomenological study in Ghanaian colleges of education

Ernest Frimpong Akosah, Ebenezer Appah Bonney

Sustainable Education and Digital Transformation, Volume 2, Issue 2, Article No: e44335

https://doi.org/10.33902/SEDT.202644335

Developing an evaluation instrument for metacognitive-based lessons in mathematics within sustainable and digital learning contexts: Scoping review

Harlen B. Brioso, Ryan V. Dio

Sustainable Education and Digital Transformation, Volume 2, Issue 2, Article No: e44787

https://doi.org/10.33902/SEDT.202644787

Ethnomathematics for sustainable and culturally responsive mathematics education in Ghana: An ethnographic exploration

Hamidu Ibrahim Bukari

Sustainable Education and Digital Transformation, Volume 1, Issue 2, Article No: e35703

https://doi.org/10.33902/SEDT.202635703