AI integration model in teaching and learning of mathematics: its influence on teachers' perceived technology usefulness and intentions to use technology in mathematics instructional delivery

Mathematics Curriculum Evaluation

Part 1: Background: Doctoral production in mathematics education in the United States: 1960-2005 by R. Reys, R. Glasgow, D. Teuscher, and N. Nevels Doctoral programs in mathematics education in the United States: 2007 status report by R. Reys, R. Glasgow, D. Teuscher, and N. Nevels Report of a 2007 survey of U. S. doctoral students in mathematics education by D. Teuscher, N. Nevels, and C. Ulrich Part 2: Developing stewards of the discipline: core elements: Creating a broader vision of doctoral education: Lessons from the Carnegie Initiative on the Doctorate by C. M. Golde What core knowledge do doctoral students in mathematics education need to know? by J. Ferrini-Mundy Breakout sessions: The mathematical education of doctorates in mathematics education by D. Chazan and W. J. Lewis Curriculum as core knowledge by R. M. Zbiek and C. R. Hirsch Making policy issues visible in the doctoral preparation of mathematics educators by E. Silver and E. Walker Preparing teachers in mathematics education doctoral programs: Tensions and strategies by P. S. Wilson and M. Franke Doctoral programs in mathematics education: Diversity and equity by E. V. Taylor and R. Kitchen Using technology in teaching and learning mathematics: What should doctoral students in mathematics education know? by M. K. Heid and H. S. Lee Part 3: Developing stewards of the discipline: delivery systems: Program delivery issues, opportunities, and challenges by D. S. Mewborn Breakout sessions: Doctoral preparation of researchers by J. A. Middleton and B. Dougherty Key components of mathematics education doctoral programs in the United States: Current practices and suggestions for improvement by W. S. Bush and E. Galindo On-line delivery graduate courses in mathematics education by M. Burke and V. M. Long Mathematics education doctoral programs: Approaches to part-time students by G. Kersaint and G. A. Goldin Induction of doctoral graduates in mathematics education into the profession by B. J. Reys, G. M. Lloyd, K. Marrongelle, and M. S. Winsor Part 4: Doctoral programs in mathematics education: Some international perspectives: Doctoral programs in mathematics education: An international perspective by J. Kilpatrick Doctoral studies in mathematics education: Unique features of Brazilian programs by B. S. D'ambrosio Nordic doctoral programs in didactics of mathematics by B. Grevholm Japanese doctoral programs in mathematics education: Academic or professional by M. Koyama Post-graduate study program in mathematics education at the University of Granada (Spain) by L. Rico, A. Fernandez-Cano, E. Castro, and M. Torralbo Part 5: Accreditation: Accreditation of doctoral programs: A lack of consensus by G. Lappan, J. Newton, and D. Teuscher Part 6 Reflections from within: Preparing the next generation of mathematics educators: An assistant professor's experience by A. Tyminski Mathematics content for elementary mathematics education graduate students: Overcoming the prerequisites hurdle by D. Kirshner and T. Ricks Intellectual communities: Promoting collaboration within and across doctoral programs in mathematics education by D. Teuscher, A. M. Marshall, J. Newton, and C. Ulrich Part 7: Closing commentary: Reflecting on the conference and looking toward the future by J. Hiebert, D. Lambdin, and S. Williams Appendices.

This study investigates kindergarten children’s mathematics learning with a focus on the role of teachers’ mathematics education and readiness beliefs, and home learning environment. Using structural equation modeling to estimate the individual differences in early mathematics learning, data from 5,845 kindergarteners was evaluated. Findings show that teachers’ beliefs regarding what is important for children’s preparation in mathematics selectively influenced what they taught in the classrooms for mathematics education and what children experienced in kindergarten. The results also reveal that children who were provided ample experiences in reading and singing activities at home, and more frequent math learning practices, problem-solving activities, and arts or life-related materials within the classroom showed greater math thinking skills and higher math achievement scores than those who were not provided such experiences. More reading and singing activities at home, math learning practices, problem solving activities, and use of art or life-related materials during the kindergarten year are encouraged to highlight kindergarteners’ mathematics instruction and learning. What has a greater impact on mathematics learning in kindergarteners appears to be the kind of instruction that is planned and delivered, rather than teachers’ beliefs regarding mathematics readiness.

This paper introduces two central questions (1) what are available methodologies for making claims about mathematical practice and (2) when and how do claims about mathematical practice influence mathematics instruction. To motivate these questions, we critically analyze the relationship between research into mathematicians’ practice and the design of mathematics instruction in three ways. First, we describe three influential research programs in mathematics education and illustrate how each research program uses claims about mathematical practice to inform their instructional goals. Second, by examining these important works, we highlight intrinsic difficulties in investigating mathematical practice. Our conclusion is that every research methodology for investigating mathematical practice is fundamentally limited and we require triangulation from multiple methods and theoretical lenses to fully understand mathematical practice. Third, we highlight reasons for why mathematical practice sometimes should not inform mathematics instruction. We conclude this paper by discussing how the articles in this special issue address our two central questions.

<span lang="EN-US">The responsibility of mathematics teachers to accept technology into their instructional delivery has been a must know knowledge as professional development of Ghanaian teachers is ongoing to welcome the new standard-based curriculum by the end of 2024 at the senior high schools. This study investigated how conventional pedagogical content knowledge (PCK) influences the adoption and perceived utility of technology among mathematics teachers. Conducted with 979 mathematics teachers purposefully sampled from senior high schools in the Ashanti region of Ghana, the study employed structural equation modeling (SEM) to analyze the relationship between technology knowledge (TK), PCK, and perceived technology usefulness (PTU). The findings indicated a direct relationship between TK and PTU, with no significant mediation effect of PCK observed. Furthermore, professional experience (PE) did not moderate this relationship. However, TK was found to significantly influence PCK, thereby impacting the quality of instruction provided by teachers. Additionally, PCK was identified as a significant predictor of PTU. The study implications lies in its anticipation that Ghanaian mathematics teachers’ TK is perceived to enable them to leverage digital tools and resources effectively to connect it to their PCK, ultimately to lead to more engaging, effective, and impactful mathematics instruction delivery. This will foster meaningful learning experiences aligned with curriculum goals and learners needs.</span>

Differentes recherches ont etabli l'influence des enseignants sur la qualite de l'apprentissage des enfants. La question est de savoir ce qui rend un enseignant plus performant qu'un autre. Quatre indicateurs, etudies par les AA., peuvent etre utilises dans ce but : les acquisitions pedagogiques des enseignants, leurs participations dans les programmes d'etudes, leurs connaissances des matieres enseignees et leurs strategies pedagogiques

Background: Mathematics education in the United States: Origins of the field and the development of early graduate programs by E. F. Donoghue Doctoral programs in mathematics education in the U.S.: A status report by R. E. Reys, B. Glasgow, G. A. Ragan, and K. W. Simms Reflections on the match between jobs and doctoral programs in mathematics education by F. Fennell, D. Briars, T. Crites, S. Gay, and H. Tunis International perspectives on doctoral studies in mathematics education by A. J. Bishop Core components: Doctoral programs in mathematics education: Features, options, and challenges by J. T. Fey The research preparation of doctoral students in mathematics education by F. K. Lester, Jr. and T. P. Carpenter The mathematical education of mathematics educators in doctoral programs in mathematics education by J. A. Dossey and G. Lappan Preparation in mathematics education: Is there a basic core for everyone? by N. C. Presmeg and S. Wagner The teaching preparation of mathematics educators in doctoral programs in mathematics education by D. V. Lambdin and J. W. Wilson Discussions on different forms of doctoral dissertations by L. V. Stiff Beyond course experiences: The role of non-course experiences in mathematics education doctoral programs by G. Blume Related issues: Organizing a new doctoral program in mathematics education by C. Thornton, R. H. Hunting, J. M. Shaughnessy, J. T. Sowder, and K. C. Wolff Reorganizing and revamping doctoral programs--Challenges and results by D. B. Aichele, J. Boaler, C. A. Maher, D. Rock, and M. Spikell Recruiting and funding doctoral students by K. C. Wolff The use of distance-learning technology in mathematics education doctoral programs by C. E. Lamb Emerging possibilities for collaborating doctoral programs by R. Lesh, J. A. Crider, and E. Gummer Reactions and reflections: Appropriate preparation of doctoral students: Dilemmas from a small program perspective by J. M. Bay Perspectives from a newcomer on doctoral programs in mathematics education by A. Flores Why I became a doctoral student in mathematics education in the United States by T. Lingefjard Policy--A missing but important element in preparing doctoral students by V. M. Long My doctoral program in mathematics education-A graduate student's perspective by G. A. Ragan Ideas for action: Improving U. S. doctoral programs in mathematics education by J. Hiebert, J. Kilpatrick, and M. M. Lindquist

<p>This study determines the employability and satisfaction of the graduates of the mathematics education programs of the University of Science and Technology of Southern Philippines (USTP)-Cagayan de Oro City, namely, Bachelor of Secondary Education major in Mathematics, Master of Science in Teaching Mathematics (MST-Math) and Doctor of Philosophy in Mathematical Sciences major in Mathematics Education for the academic year 2012 to 2018 for the BSEd Mathematics and AY 1999-2018 for the graduate programs. This study utilized a modified Graduate Tracer Study (GTS) questionnaire developed by the Commission on Higher Education (CHED). The mathematics education graduates completed the GTS questionnaire through face-to-face/personal and online using the Google Forms created and sent to the graduates. Results of the data gathered revealed that the graduates of the BSEd Mathematics and MST-Mathematics program are highly employable as secondary school mathematics teachers in both public (Department of Education (DepEd)) and private institutions in the region while the graduates of the Doctor of Philosophy in Mathematical Sciences major in Mathematics Education are highly employable as mathematics instructors or professors while some are holding administrative positions in higher education institutions (HEIs), both public and private in the region. This shows that the program curriculum was very relevant and useful in their current employment status. Moreover, the mathematics education graduates are highly satisfied with the USTP services, facilities, learning environment and more importantly the knowledge and technical skills including problem solving, research, communication, ICT and human relation skills acquired during their academic years in the university. It is then recommended that the USTP mathematics education programs, both undergraduate and graduate level may be enhanced by reducing courses on pure mathematics and adding more courses on leadership and technology innovation and may offer a master’s program exclusively designed for elementary mathematics teachers in the field.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0820/a.php" alt="Hit counter" /></p>

Technological pedagogical content knowledge (TPACK) is a framework that views teachers' knowledge necessary for curriculum design and instruction focused on preparing their students for thinking and learning mathematics with digital technologies. TPACK is essential for Mathematics teachers as it enables them to effectively integrate technology into their teaching practices. This study investigated the correlation between Mathematics teachers' TPACK competencies and their teaching performance in selected higher education institutions (HEIs). This study utilized a descriptive-correlational design with 120 randomly selected participants. The data collected were analyzed using Linear Regression analysis to determine the relationship between TPACK competencies and teaching performance. The findings revealed that teachers' TPACK competencies are significantly related to their performance in teaching Mathematics. The study's findings have significant implications for Mathematics education and teacher training programs. Mathematics teachers must develop their TPACK competencies to effectively integrate technology into their teaching practices. Teacher training programs should focus on developing Mathematics teachers' TPACK competencies to improve Mathematics teaching. The study's methodology can be replicated in other contexts to investigate the relationship between TPACK competencies and teaching performance in Mathematics education. Keywords: TPACK, mathematics, instruction, teaching performance, PHEIs

The importance of the ideal factor in making decisions to choose a program is the urgency of this study. The purpose is to describe the factors of the ideal of becoming a mathematics teacher that influence students in making decisions to choose the mathematics education program at UIN SYAHADA Padangsidimpuan candidates in 10 respondents. The qualitative descriptive is the approach taken in this study. The method of sampling targeted/purposive and snowball data sources, triangulation data collection methods, inductive/qualitative data analysis and qualitative research results emphasize these methods in one method. The results showed that the ideal factor of becoming a mathematics teacher was found in making decisions to choose the mathematics education. After analyzing the information that the researcher collected, it was found based on the results of the analysis questionnaires distributed and interviews with respondents/students who were active in the mathematics education department, several effective factors in the field were found that influenced students to choose the mathematics education section, namely the ideal factor of becoming a mathematics teacher. Based on these results, it shows that one of the factors that influences students to choose a mathematics education program is the aspiration factor to become a mathematics teacher. The aspiration factor to become a mathematics teacher is related to choice of mathematics education program. Of all the problems answered by mathematics education students, there were 10 respondents who in accordance with the aspiration factor to become a mathematics teacher in making decisions about choosing a mathematics education program.

The effects of technology-mediated immediate feedback on kindergarten students' attitudes, emotions, engagement and learning outcomes during literacy skills development

This study examines the integration of the Developmentally Appropriate Practice (DAP) educational framework with ideological and political education within the teaching skills development curriculum for pre-service Mathematics teachers. A comprehensive literature review is conducted to establish the theoretical foundations of both DAP and ideological and politic education. An action research methodology is subsequently employed to apply the integrated approach in authentic instructional contexts. Data are collected through a combination of surveys, evaluations of teaching outcomes, and student self- and peer-assessments, all designed to assess the efficacy of the integration. The implementation emphasizes the identification of meaningful connections between ideological and politic elements and DAP principles in Mathematics instruction, the design of DAP-informed lesson plans that incorporate ideological content, and the reinforcement of integration through simulated teaching experiences and structured reflection. Results demonstrate that this integrative strategy has significantly improved participants’ pedagogical abilities and ideological literacy, thereby providing actionable insights for enhancing teacher preparation programs in Mathematics education.

The research sought to assess mathematics teachers’ acceptance of Information and Communication Technology (ICT) integration into teaching and learning at the secondary schools. This study was a cross-sectional survey that gathered data with structured questionnaire. The population was mathematics (core and elective) teachers of secondary schools within the Ashanti region of Ghana. Purposive sampling was used to select mathematics teachers from 41 secondary schools in the region. In all, there were 207 usable questionnaires for the study. Structural Equation Modelling (SEM) was run in Amos (v.23) to estimate the path coefficients of the various hypotheses, using Technology Acceptance Model (TAM). The study established that perceived ease of use predicted both perceived usefulness and attitude towards use; perceived usefulness predicted attitude towards use and behavioral intention; attitude towards use of technology predicted the behavioral intention to adopt technology in teaching and learning, while behavioral intention also predicted actual usage of ICT in teaching and learning of mathematics. As an extension to the original TAM, the study found school related factors as percussor to perceived usefulness and perceived ease of use. Similarly, ICT training was found to greatly influence perceived usefulness and perceived ease of use. Keywords: ICT, mathematics education, structural equation modelling, technology acceptance model

Learner's classroom behaviour has become a global concern due to the intense impacts on academic performance. However, the decline in positive behaviour of learners in the Mathematics classroom impacts the Mathematics instruction in the inclusive classroom. Therefore, this study attempts to identify the role of Mathematics teacher to overcome the negative behaviour manifest by the learners during Mathematics instruction. Data for the mixed research design has collected from 25 Mathematics teachers and 330 learners from randomly selected two schools. The structured questionnaire was given for Mathematics teachers mainly to determine the awareness and applicability of different teaching methods and student behaviour during Mathematics instruction. Subsequently, learners were given a structured questionnaire to overview the perspectives of Mathematics instruction towards their learning styles. Sequentially, 24 classrooms were observed to identify the learner behaviour during mathematics instruction and how it impacts on the existent teaching-learning environment in the inclusive classroom based on the comprehensive checklist developed. Later, semi-structured interviews with teachers were conducted mainly to explore the perceived differences in their Mathematics instructions and written responses to the teacher questionnaire. Focus group discussions with learners were carried out concurrently to investigate the causes of the manifested behaviour during classroom observation. Data were analysed using descriptive analysis and thematic analysis. According to the perspectives of Mathematics teachers, the disruptive behaviour directs learners to deviate from learning Mathematics which creates distractions in the teaching and learning environment in the inclusive classroom. The learners determined that Mathematics instructions have not catered to all learners in the inclusive classroom. Therefore, the applicability of innovative teaching methods is imperative to motivate the learners for active participation in the teaching-learning process. Hence, the transformation of Mathematics instructions towards the learner styles is essential to attain educational objectives by eliminating the disruptive behaviour of learners in the Mathematics classroom.

This article discusses the role played by the tool when students learn about differential equations systems (DE) by modelling. The discussion was based on a three-case sub-study of an ongoing study of group-reports from experienced mathematics teachers participating in a masters’ program in mathematics education. In the teaching sequences, setting the scene for the students’ modelling of authentic problems by DE, it was indispensable to include a variety of digital resources such as databanks and software for numerical solutions, graphical representations, and some sorts of simulations. Apps with simulations of commonly used DE models are widespread on the internet, some of them are user-friendly and elaborated to a degree that justify use of the term ready-made tools. The issue addressed in this article is whether such ready-made tools constitute shortcuts to the students’ modelling process and thereby obstacles in their learning of mathematics. For the analysis, the term direction of modelling was used to make a distinction between expressive and explorative modelling, respectively. Direction of modelling proved useful for the analysis of students’ learning not only with relation to the ready-made tool but also more generally. In line with the author’s previous research, students’ learning of mathematics by modelling was conceptualised in terms of emergent models and modelling and detected by textual analysis of students’ written reports. The study gave new insight into the students’ learning processes in the form of a variety of patterns for interplay between the tool use and the learning of mathematics. This variety seems to be pivotal for the designs of modelling sequences in general and particularly in the case of DE due to their dependence on digital resources.