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The study examined the mediating roles of students' perception of mathematics, students' self-efficacy and cooperative learning strategies in the relationship between teacher-student relationship and students' mathematics achievement in all the senior high schools at Atwima Nwabiagya North District. The study was carried out using the descriptive survey design. The target population was second-year students. Through purposive, proportionate stratified, and simple random sampling techniques, questionnaires were administered to 346 second year students, however, 320 questionnaires were returned. The data collected were analyzed using structural equation model with bootstrap samples. It was found that teacher-student relationship was significant negative predictor of students' mathematics achievement. The study also discovered that, students' perception of mathematics, students' self-efficacy and cooperative learning strategies were partially mediated the relationship between teacher-student relationship and students' mathematics achievement. It was suggested based on the findings that mathematics teachers should be mindful of their relationship with the students, employ varieties of techniques when dealing with students with bad perception of mathematics and also consider the kind of collaborative learning techniques to be adopted in order to accelerate students' mathematics achievement.

The aim of this study is to compare the performance and conceptual misunderstanding of senior high school prospective mathematics teachers and students in algebra with an intent to statistically find out whether there is a significance difference in students and prospective teachers’ ability to identify and rectify algebraic conceptual misunderstanding. A test consisting of 21 tasks was used for data collection. A sample of 170 consisting of 60 prospective senior high school mathematics teachers from mathematics education department of University of Education Winneba and 110 senior high school students from four selected senior high schools in Ashanti Region of Ghana. The study employed convenience, purposive, and simple random sampling as sampling techniques. The result showed that the overall performance of prospective teachers and students’ performance on the algebra was generally poor. That is, their ability to identify and rectify algebraic conceptual misunderstanding was poor. However, the prospective teachers’ overall performance was comparatively better than the students. The independent t-test conducted between the prospective teachers and students on the test scores gave the results (mean [M]=20.67, standard deviation [SD]=11.98) for students and (M=33.91, SD=14.78) for prospective teachers with t(168)=-6.32, p=0.00 indicating that statistically there is difference between the mean scores of the two groups signifying that the prospective teacher’s ability to identify and rectify algebraic conceptual misunderstanding outperformed the students. [ABSTRACT FROM AUTHOR]

The relationship among vehicles on the road is modeled using fundamental traffic equations. In traffic modeling, a particular speed-density equation usually fits a peculiar dataset. The study seeks to parameterize some existing fundamental models so that a given equation could match different dataset. The new equations are surmisal offshoots from existing equations. The parameterized equations are used in the LWR model and solved using the Lax-Friedrichs differencing scheme. The simulation results illustrate different scenarios of acceleration and deceleration traffic wave profiles. The proposed models appropriately explain the varying transitions of different traffic regimes. [ABSTRACT FROM AUTHOR]