SAMUEL BOADU | MATHEMATICS & ICT | Best Researcher Award

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Mr. SAMUEL BOADU | MATHEMATICS & ICT | Best Researcher Award

PHD STUDENT, AKENTEN APPIAH-MENKA UNIVERSITY OF SKILLS TRAINING AND ENTREPRENEURIAL DEVELOPMENT, Ghana

Samuel Kwaku Boadu is a Ghanaian mathematics educator, researcher, and PhD candidate at the Akenten Appiah-Menka University of Skills Training and Entrepreneurial Development (AAMUSTED), Ghana. Born on 28th October 1992 in Asuoso-Offinso, Samuel has been deeply committed to improving mathematics education in Ghana. He is passionate about using technology to enhance learning and strives to be one of the most influential mathematics educators globally. He holds an MPhil in Mathematics Education from AAMUSTED and a BSc from the University of Education, Winneba. Samuel is a self-motivated, result-oriented individual with a strong interest in using research to address educational challenges, especially in mathematics.

Profile 

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Education

Samuel’s educational journey has been focused on Mathematics Education. He is currently pursuing a PhD at Akenten Appiah-Menka University (2024–Present). Previously, he earned an MPhil in Mathematics Education from the same institution (2021–2022). Samuel completed his BSc in Mathematics Education at the University of Education, Winneba, from 2015 to 2019. He also attended Dwamena Akenten Senior High School (2007–2011) and Asuoso D/A Junior High School (2004–2007). Samuel’s academic trajectory reflects his deep passion for mathematics and education, positioning him as a future leader in the field.

Experience

Samuel has rich teaching experience in both secondary and tertiary education. Since 2021, he has been a Mathematics Teacher at Kumasi Senior High/Tech. School under the Ghana Education Service. He previously served as a Teaching Assistant at the University of Education, Winneba, where he assisted with courses like Discrete Mathematics and Differential Equations. Samuel also gained valuable experience during his internship at Techiman Senior High School (2018) and his time as a Pupil Teacher at Solid Foundation International School, Offinso (2011–2014). His combined academic and practical teaching experience has shaped his effective approach to mathematics education.

Awards and Honors

Samuel has received significant recognition for his academic excellence. He was awarded the Vice-Chancellor’s Scholarship Fund at the University of Education, Winneba (2016–2018), which helped support his studies. His strong academic record, research accomplishments, and contributions to mathematics education have solidified his standing as an emerging leader in the field. Samuel’s awards highlight his commitment to excellence and his ongoing pursuit of advanced studies in mathematics education.

Research Focus

Samuel’s research interests lie at the intersection of mathematics education, technology, and student achievement. His work explores the effects of peer tutoring, motivation, teaching quality, and the integration of technology on mathematics performance in Ghanaian schools. He is particularly focused on understanding how collaborative learning and student motivation impact academic success in mathematics. His current PhD research builds on these themes, aiming to improve teaching practices and educational outcomes through the use of innovative methodologies. Samuel’s contributions are pivotal in shaping the future of mathematics education in Ghana.

Publications

  1. Effects of Peer tutoring, Motivation, and Teaching Quality on Mathematics Achievement in Senior High Schools.
  2. Mediation and Moderation Effects of Motivation and Teaching Quality on the Relationship Between Peer Tutoring and Mathematics Achievement.
  3. A Comparative Study of Two Methods for Solving Quadratic Equations.
  4. Investigating Hindrance Factors Which Forestalled Teachers’ Participation in Performance Contracts in Senior High Schools in Ghana.
  5. Effects of Teaching Quality, Teaching Competence, and Mathematics Connection on Mathematics Achievement Motivation Among Senior High School Students in Ghana.
  6. Enhancing Students’ Achievement in Mathematics Education in the 21st Century Through Technology Integration, Collaborative Learning, and Student Motivation: The Mediating Role of Student Interest.
  7. The Role of Philosophy of Mathematics Education in Mathematics Teacher Education.

Aldo Lopes | Mathematics Education Award | Best Researcher Award

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Prof Aldo Lopes | Mathematics Education Award | Best Researcher Award 

Prof Aldo Lopes, UNIFEI – Federal University of Itajubá, Brazil

🧑‍🏫 Aldo Peres Campos e Lopes is an Associate Professor at the Federal University of Itajubá (UNIFEI) in Itabira, MG, since 2010. He holds a degree in Mathematics (2006), a master’s in Mathematics (2009), and a Ph.D. in Mathematics (2013) from the Federal University of Minas Gerais (UFMG). Additionally, he earned a master’s in Mathematical Education (2020) from the Federal University of Ouro Preto (UFOP). He completed a summer postdoc at the Institute of Pure and Applied Mathematics (IMPA) in Rio de Janeiro (2020) and another in Mathematical Education at UFOP (2022). His research interests include Differential Geometry, Geometric Analysis, and Mathematical Modeling in Higher Education.

Publication Profile

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Education

🎓 Aldo Peres Campos e Lopes pursued his academic journey at the Federal University of Minas Gerais (UFMG), where he earned a degree in Mathematics in 2006, a master’s in Mathematics in 2009, and a Ph.D. in Mathematics in 2013. He furthered his expertise with a professional master’s in Mathematical Education from the Federal University of Ouro Preto (UFOP) in 2020. He also undertook summer postdoctoral research at the Institute of Pure and Applied Mathematics (IMPA) in Rio de Janeiro in 2020, and another postdoc in Mathematical Education at UFOP in 2022. His academic pursuits have significantly contributed to his teaching and research in Differential Geometry, Geometric Analysis, and Mathematical Modeling in Higher Education.

Experience 

👨‍🏫 Aldo Peres Campos e Lopes has been an Associate Professor at the Federal University of Itajubá (UNIFEI), Itabira campus, since 2010. He has extensive experience teaching undergraduate Mathematics courses for Engineering programs. He has participated in numerous research projects, including camera calibration based on interval algebra and mathematical modeling in differential equations education. His roles have included functional management and project participation at various institutes, including the Institute of Pure and Applied Sciences (IPCA) and the Federal Center for Technological Education of Minas Gerais (CEFET-MG). His professional journey reflects a strong commitment to advancing mathematical education and research.

Awards and Honors

🏅 Aldo Peres Campos e Lopes has been recognized for his contributions to mathematical education and research. In 2023, he received an honorable mention for guiding a scientific initiation project at UNIFEI. He was also honored in 2006 by the Institute of Pure and Applied Mathematics (IMPA) for his work in mathematical modeling, highlighting his dedication to fostering critical mathematical consciousness. These accolades underscore his commitment to academic excellence and innovative research in mathematics and education.

Research focus

🔍 Aldo Peres Campos e Lopes focuses his research on Differential Geometry, Geometric Analysis, and Partial Differential Equations. He has a particular interest in the auto-calibration of cameras and mathematical modeling in higher education. His work often explores the application of interval algebra in camera calibration, providing greater accuracy even with corrupted data. Additionally, he investigates the integration of mathematical modeling into engineering education, aiming to enhance teaching methods and foster a deeper understanding of mathematical concepts among students.

Publication Top Notes

Mathematical modelling: a methodology favourable to the manifestation of critical mathematics consciousness” 

“Contrapondo a ideologia da certeza por meio do conhecimento reflexivo na modelagem matemática” 

“Countering the ideology of certainty through reflective knowledge in mathematical modeling” 

“Advanced algebraic thinking processes in students’ modelling activities” 

“Critical consciousness in engineering education: going beyond critical thinking in mathematical modeling”Â