This study investigates the mediating role of metacognitive thinking in the relationships among students’ attributional beliefs, academic buoyancy, error-management mindset, and mathematics achievement. A descriptive-correlational research design was employed using a quantitative approach. The sample consisted of 400 university students in Ghana. Structural equation modeling and a bias-corrected percentile bootstrapping method were conducted in Amos (v 23) to estimate the path coefficients. The findings show that these psychological factors, attributional beliefs, academic buoyancy, and error management mindset, positively and significantly influence mathematics achievement. Metacognitive thinking further mediates their collective effect on achievement. The study advances existing scholarship by addressing a key gap: prior research has examined attributional beliefs, academic buoyancy, and error management mindset separately, with limited work integrating them into a single model or exploring their combined effects through metacognitive thinking. Additionally, the educational implications of the findings suggest that university educators should promote adaptive attribution styles, resilience, and a constructive approach to errors among students.

This study aims to investigate the performance and difficulties of senior high school (SHS) students in proving Euclidean geometry in the Ghanaian mathematics curriculum. The target population was 240. 62 students participated in the study, which was determined using a purposive sampling technique, and data were collected using performance tasks and analysis of students’ strategies for geometric proofs. The finding indicated that learners struggled in producing correct proofs, particularly in the application of logical reasoning and connecting geometric concepts. In addition, the results indicated that females’ and males’ performance had no statistically significant difference, implying that both genders can perform equally well in Euclidean geometry if they have equal learning opportunities. The study underscores the need for a particular pedagogy to address the students’ challenges in proof construction and improve the teaching of geometry at the SHS level. Moreover, it highlights the urgent need to enhance students’ abilities in deductive reasoning and the development of mathematical proofs, particularly in geometry, based on new evidence.

Although prior studies have established the educational potential of artificial intelligence tools, limited empirical attention has been given to how cognitive capabilities shape the relationship between generative AI use and students’ problem-solving efficacy, particularly within African higher education. Based on the integration model between the Technology Acceptance Model (TAM) and Social Cognitive Theory (SCT), this study explores the impact of ChatGPT usage on mathematical problem-solving efficacy among university students, with digital literacy and critical thinking as mediators. A cross-sectional study was designed, and the sample consisted of 375 undergraduate students from universities across Ghana. A validated measurement approach was used with a focus on establishing and ensuring reliability and construct validity. In addition, a model test was done using structural equation modeling with a software package called AMOS version 23. Results suggest a positive and significant impact of ChatGPT usage on students’ mathematical problem-solving efficacy. Moreover, partial mediation was observed for digital literacy and critical thinking. This implies that improved AI-based learning tools are dependent not only on their usage but also on students’ cognitive performance. These findings imply that universities should adopt AI tools and pedagogic interventions that promote critical thinking and digital literacy among students. Originality/value: This study advances theory by empirically integrating TAM and SCT to explain AI-supported problem-solving in an under-researched African higher education context, offering nuanced insights into the cognitive pathways through which generative AI enhances learning effectiveness.

The implementation of digital technologies in the teaching of mathematics is still an issue that is not fully addressed, especially in developing educational contexts. This study aims to explore the relationships between teachers’ digital pedagogical content knowledge (DPACK), teachers’ self-efficacy (TSE), teaching quality (TQ), and students’ perceived mathematics achievement (PMA) in the context of Ghanaian Senior High Schools. A concurrent triangulation mixed-methods design was used for the study. Quantitative data were collected from 264 math teachers, while the qualitative data involved 12 semi-structured interviews. The findings revealed that DPACK significantly influences PMA through a direct effect and an indirect effect mediated by teachers’ self-efficacy, accounting for 35.9% of the total effect. In addition, teaching quality was found to significantly influence PMA. The qualitative part of the study also supported the quantitative findings, emphasizing the role of teachers’ confidence as an important factor in the effective implementation of DPACK. This study contributes to the global knowledge pool on the subject by extending the TPACK framework through the validated mediation model.