Faculty

Dr. Adeeb Jarrah is a faculty of Mathematics Education in the Division of Curriculum and Instruction at Emirates College for Advanced Education (ECAE). Dr. Jarrah received his BA, MA, and Ph.D. degrees from the USA.

Dr. Jarrah has extensive international experience in the teaching and learning of Mathematics. He previously taught Master and undergraduate students at the University of Missouri-Kansas City (USA) and United Arab Emirates University (UAE).

During his career, Dr. Jarrah supervised numerous Master and doctoral students in Mathematics Education. During his Doctoral program in the United States of America, he was awarded the competitive & prestigious Preparing Future Faculty (PFF) fellowship for three years.

Dr. Jarrah’s research interest focuses on learning and teaching mathematics, specifically, the development of mathematics teachers as they learn to teach mathematics for conceptual understanding. He published a number of research articles in reputable and well-known international journals. Also, he presented in a number of national and international conferences including The National Council of Teachers of Mathematics (NCTM). He serves on advisory boards, scientific committees, and reviewer for a number of national and international journals. Additionally, he works as a consultant and as a reviewer for a number of research foundations and educational awards.

Articles in Peer-Reviewed Research Journals

• Almarashdi, H. S., & Jarrah, A. M. (2023). Assessing Tenth-Grade Students’ Mathematical Literacy Skills in Solving PISA Problems. Social Sciences, 12(1), 33. https://doi.org/10.3390/socsci12010033
• Gningue, S.M., Peach, R., Jarrah, A.M., & Wardat, Y. (2022). The Relationship between Teacher Leadership and School Climate: Findings from a Teacher-Leadership Project. Educ. Sci.12(11), 749. https://doi.org/10.3390/educsci12110749
• Almarashdi, H. S., & Jarrah, A. M. (2022). The Impact of a Proposed Mathematics Enrichment Program on UAE Students’ Mathematical Literacy Based on the PISA Framework. Sustainability, 14(18), 11259. https://doi.org/10.3390/su141811259
• Jarrah, A. M., Almassri, H., Johnson, J. D., & Wardat, Y. (2022). Assessing the impact of digital games-based learning on students’ performance in learning fractions using (ABACUS) software application. Eurasia Journal of Mathematics, Science and Technology Education, 18(10), em2159. https://doi.org/10.29333/ejmste/12421
• Johnson, J.D., Smail, L., Corey, D., & Jarrah, A.M. (2022). Using Bayesian Networks to Provide Educational Implications: Mobile Learning and Ethnomathematics to Improve Sustainability in Mathematics Education. Sustainability, 14 (10), 5897. https://doi.org/10.3390/su14105897
• Jarrah, A. M., Wardat, Y., & Gningue, S. (2022). Misconception on addition and subtraction of fractions in seventh-grade middle school students. Eurasia Journal of Mathematics, Science and Technology Education, 18(6), em2115. https://doi.org/10.29333/ejmste/12070
• Wardat, Y., Jarrah, A. M., & Stoica, G. (2021). Understanding the Meaning of the Equal Sign: A Case Study of Middle School Students in the United Arab Emirates. European Journal of Educational Research, 10(3), 1505-1514. https://doi.org/10.12973/eu-jer.10.3.1505
• Belbase, S., Mainali, B. R., Kasemsukpipat, W., Tairab, H., Gochoo, M., & Jarrah, A. (2021). At the dawn of science, technology, engineering, arts, and mathematics (STEAM) education: prospects, priorities, processes, and problems. International Journal of Mathematical Education in Science and Technology,1-37. https://doi.org/10.1080/0020739x.2021.1922943
• Almarashdi, H.S., & Jarrah, A. M. (2021). Mathematics Distance Learning amid the COVID-19 Pandemic in the UAE: High School Students’ Perspectives. International Journal of Learning, Teaching and Educational Research, 20(1), 292-307. https://doi.org/10.26803/ijlter.20.1.16
• Jarrah, A. M. (2020). The Challenges Faced by Pre-Service Mathematics Teachers during their Teaching Practice in the UAE: Implications for Teacher Education Programs. International Journal of Learning, Teaching and Educational Research, 19(7), 23-34. https://doi.org/10.26803/ijlter.19.7.2
• Jarrah, A. M., Khasawneh, O. M., & Wardat, Y. (2020). Implementing pragmatism and John Dewey's educational philosophy in Emirati elementary schools: case of mathematics and science teachers. International Journal of Education Economics and Development, 11(1), 58-75. https://doi.org/10.1504/ijeed.2020.10026046
• Jarrah, A. M. (2020). Elementary Schools Mathematics and Science Teachers Perspectives on Using English as a Medium of Instruction. Humanities & Social Sciences Reviews, 8(4), 473-482. https://doi.org/10.18510/hssr.2020.8446
• Jarrah, A. M., & Almarashdi, H.S. (2019). Mathematics Teachers’ Perceptions of Teaching Gifted and Talented Learners in General Education Classrooms in the UAE. Journal for the Education of Gifted Young Scientists, 7(4), 835-847. http://dx.doi.org/10.17478/jegys.628395
• Jarrah, A. M., & Diab, K. M. (2019). The Effect of Flipped Classroom Model on Students’ Achievement in the New 2016 Scholastic Assessment Test Mathematics Skills. Journal of Social Sciences Research, 5(3), 769-777. https://doi.org/10.32861/jssr.53.769.777
• Ismail, S. A. A., & Jarrah, A. M. (2019). Exploring Pre-Service Teachers’ Perceptions of Their Pedagogical Preferences, Teaching and Motivation. International Journal of Instruction, 12(1), 493-510.  https://doi.org/10.29333/iji.2019.12132a
• Al-Shagran, H, Khasawneh, O, Ahmed, A & Jarrah, A. (2015). Post-Traumatic Stress Disorder of Syrian Refugees in Jordan. International Journal of Liberal Arts and Social Science. 3(3), 36-48.
• Barger, R. & Jarrah, A. (2013). Every Day Is Mathematical. Mathematics Teaching in the Middle School. 18 (5), 281-285. https://doi.org/10.5951/mathteacmiddscho.18.5.0280