Construyendo Caminos Lógicos: La Programación Neurolingüística como Herramienta Clave en la Enseñanza de Matemáticas para Niños y Niñas de Primer Grado

The persistent low performance in mathematics among Grade 7 students at Madrid National High School underscores the need for innovative teaching strategies that foster deeper understanding, engagement, and problem-solving skills. This study investigates the effectiveness of five pedagogical approaches—Concrete-Pictorial-Abstract (CPA), problem-solving, differentiated instruction, modeling and simulation, and manipulative-based teaching—in enhancing students' mathematical proficiency. Grounded in constructivist and cognitive learning theories, these methods aim to bridge the gap between abstract mathematical concepts and students' comprehension by providing interactive, student-centered learning experiences. Utilizing a mixed-methods, explanatory research design incorporating quasi-experimental methods, this study examines the impact of these approaches through pre- and post-test assessments, teacher adeptness evaluations, and student perception and engagement surveys. The findings reveal a significant improvement in students' mathematical performance following the implementation of these strategies. Additionally, the study explores the correlation between learning outcomes and students' engagement levels, as well as the relationship between teacher proficiency in these methods and student achievement. Despite limitations such as sample size and study duration, the results highlight the potential of these innovative teaching strategies to transform mathematics education. The study provides practical recommendations for educators, curriculum developers, and policymakers to integrate these methods effectively, fostering a more inclusive and dynamic learning environment. Furthermore, the research contributes to the broader field of mathematics education by offering evidence-based solutions to enhance student comprehension and achievement.

The study aimed at determining factors influencing poor performance of students in mathematics in selected Basic Schools in the Ningo Prampram District in Accra, Ghana. Descriptive research design was adopted in which random and convenience sampling method was used to select 60 teachers for the study. Data was collected through questionnaire analysed using SPSS version 21. The study found that the most highly ranked school environmental factors responsible for student’s low academic performance in mathematics were lack of supervision and monitoring of teachers by head teachers and circuit supervisors, larger class size and lack of teaching and learning materials in school. Similarly, the most highly ranked teacher factor that contributed to student’s low academic performance in mathematics was untrained teachers teaching the subject. Also, high level of absenteeism among students and unruly student behaviour were the most highly ranked student’s characteristics responsible for their poor performances in mathematics. For parental support, the highly ranked variables that contributed to poor performance in mathematics were parents not helping wards with their homework, inability of parents to provide wards essential instructional needs for mathematics studies and parents inability to approach the school to ascertain how their wards are faring in mathematics. However, independent t-test and ANOVA analyses did not find statistical differences between the gender of teachers and the qualifications with regards to perceived causes of low performance in mathematics. .It is recommended that metropolitan, directorate and circuit supervisors intensify supervision and provision of learning materials in schools.

This quantitative study aimed to investigate the factors contributing to low mathematics performance in secondary schools within Morogoro Municipality, Tanzania.. Relevant literatures reviewed on findings that emerged from different authors. The study involved in 3 secondary schools, 50 mathematics teachers and 150 students. These helped us to obtain numerical data through simple random sampling Data collection conducted by using questionnaires, then the data were analyzed using statistical package software (SPSS). It was found that teacher lack of professional training contribute to low performance in mathematics, inappropriate teaching methods effect on student’s performance in mathematics, class size contribute to low performance in mathematics,, teaching materials and use of ICT contribute to high performance in mathematics, appropriate using teaching and learning resources in teaching Mathematics contribute to high performance, parental educational status contributes to low performance in mathematics, students’ attitude towards mathematics contribute to low performance in mathematics, the teacher- student- relationship contribute positively or negatively towards low performance in mathematics subject, and classroom and school environment contribute either positively or negatively towards low performance in mathematics. These results have implication in improving performance in mathematics for students in secondary schools.

Evaluation of a psychological readiness program and final clinical practicum among final year nursing students: A mixed methods study

Mathematics education aims to enhance students' computational skills and problem-solving abilities, as outlined in the numeracy curriculum. However, addressing the diverse needs of learners, particularly in terms of numerical skills, remains a challenge for many schools and educators. The primary objective of this study was to evaluate the effectiveness of the Mathematics Intervention Program (MIP) designed to reduce low performance among fifth graders. The study employed a quasi-experimental research design with 93 participants from Calamba Elementary School, focusing on the significant portion of students—75.3%—who were identified as low achievers based on result of the second periodical test. Pre-tests and post-tests were utilized to collect data, which were analyzed using statistical tools such as frequency distribution, percentage, mean, Mean Percentage Score (MPS), standard deviation, and the t-test. Results indicated a significant improvement in students' mathematical performance after the intervention. The findings provide strong evidence that the MIP, which incorporates the Concrete Pictorial Abstract (CPA) approach and explicit instruction, is effective in enhancing mathematical proficiency and addressing foundational gaps in numeracy.

Background: Promoting Science and technology is one of main long term objectives and tasks of Rwanda. Promotion of Science and technology depends on mathematics worldwide. To know the level of students’ performance in Mathematics and how to improve it, the assessment of students in form of summative and formative is the best predictor of Academic achievement in Mathematics. This current study sets out to explore the effect of formative assessment tools on students’ academic achievement in Mathematics in Kayonza District. This research aimed at exploring the formative assessment tools that are currently used in teaching and learning mathematics, assessing the factors that influence secondary school learner’s low performance in mathematics and exploring the effects of formative assessment tools on secondary school students’ achievement in mathematics. Materials and Method: The study adopted a mixed research design using both qualitative and quantitative approaches. A sample size of 95 respondents were drawn from a target population of 1851, it was calculated using Slovin’s formula. Purposive, stratified and simple random sampling techniques were used to select 95 respondents from 1851. Questionnaire and Interview as well as documentary tools were used to collect both primary data. Data was cleaned, coded, entered and analyzed using Statistical Package for Social Science (SPSS, Version 21.0). Quantitative data was analyzed using frequencies, percentages, descriptive statistics (means and standard deviations) while Qualitative data was analyzed in narrative way. SPSS was used because it is fast and flexible and provides more accurate analysis resulting in dependable conclusions. Results: Quantitative findings revealed that coursework, teachers’ observations, group/class work and test assignments were used by the teachers at in secondary schools at Kayonza District. However, the results showed that teacher respondents agreed that fear towards mathematics (strong mean of 4.29), high number of students per classroom (mean= 3.98) and low level of teachers’ training (Mean=4.99) as well as lack of science culture among students (Mean= 3.78) were the leading factors to low performance in mathematics in secondary schools in Kayonza District. The study findings further indicated use of group discussions to enhance students’ enactment and scoring, student’s participation in mathematics duties/tasks through observations and group work encourages peer learning affect positively the students; performance in Mathematics in Kayonza District. Using Pearson correlation coefficient, the results revealed that one-unit increment in using formative assessment tool led to 0.791 increase in learners’ academic performance in mathematics in 12 secondary schools in Kayonza District. Conclusion: In line with the findings and the conclusions emerging from the study, the following recommendations are made to the teachers, school staff and District as well as Ministry of Education (MINEDUC): Teachers should therefore plan carefully for mathematics quizzes, homework and end term mathematics tests to increase students’ motivation to learn mathematics. In addition, it is recommended to the school staff, the district and MINEDUC to evaluate teachers regularly because evaluation is an obvious vehicle for using incentives to direct the teachers on the path towards professional growth and improvement

Objective: The study's primary purpose is to investigate the effect of a Student-Centered Teaching Approach on Student's Academic Performance in Mathematics at the Secondary Level. Method: The study was carried out using the quasi-experiment method. In this study, convenient sampling was used to select secondary schools and select students for intervention. This study used a few instrumentations, such as a mathematics test, which was used for pre-and posttests. Results: The analysis data in the posttest reveal an increase in mean, mode, and median scores after implementing a student-centered approach toward the experimental group. This study proves that the effectiveness of a student-centered teaching approach positively impacts students' academic performance in mathematics. The rejection of the null hypothesis suggests that the student-centered approach led to a statistically significant improvement in students' scores compared to the teacher-centered approach. Novelty: This contributes valuable insights to educational practices, advocating for adopting student-centered methods in mathematics instruction. This study proved the effectiveness of the Student-Centered Teaching Approach on students's Academic Performance in Mathematics at the Secondary Level.

This study aims to describe the results of implementing PBI in Islamic Senior High School on students' learning outcomes and problem-solving abilities. The research adopts a Quasi-Experiment using a nonequivalent control group design. The subjects are tenth-grade students at Al-Aziziyah Islamic Senior High School, West Lombok, with classes XA and XC as the experimental and control groups. Students' problem-solving abilities are measured through assignments while learning outcomes are assessed using a 20-question multiple-choice and essay test. Data on students' problem-solving abilities are analyzed descriptively and categorized as follows: 80 ≤ Na ≤ 100 (very good), 60 ≤ Na ≤ 80 (good), 40 ≤ Na ≤ 60 (fair), 20 ≤ Na ≤ 40 (poor), and Na ≤ 20 (very poor). Students' learning outcomes data are analyzed using descriptive statistics, and a t-test is conducted to determine the difference in students' learning outcomes between the experimental and control groups. The research findings indicate that the audiovisual-based PBI model can enhance students' problem-solving abilities, supported by improving problem-solving abilities from the first to the second meetings in each experimental class. However, the influence of the audiovisual-based PBI model does not significantly impact the improvement of students' learning outcomes. This lack of influence is attributed to researchers' inability to plan, control, and condition the classroom. This results in suboptimal PBI syntax implementation and no significant improvement in students' learning outcomes in the experimental class.

Background: Problem-solving ability is essential in learning, particularly in addressing complex situations that require multi-perspective analysis. Many students face difficulties in systematic thinking, leading to ineffective problem-solving. Enhancing this skill is crucial for overcoming daily challenges.Aims: This research aims to improve the problem-solving ability of Grade 11 students in Electrochemistry, targeting a minimum criterion of 70% proficiency, through the integration of Situation-Based Learning and the Six Thinking Hats technique.Methods: Employing action research, this study was conducted in three cycles with 31 Grade 11 students from Sarakhampittayakhom School, Thailand. Research instruments included: (1) lesson plans based on Situation-Based Learning and the Six Thinking Hats technique, (2) problem-solving ability tests, (3) observation sheets for problem-solving behaviors, and (4) student interview guides. Quantitative data were analyzed using averages and percentages, while qualitative data were evaluated through content analysis.Results: The findings indicate a significant improvement in students' problem-solving ability over the three cycles. In the first cycle, 13 students (41.94%) achieved the 70% criterion, increasing to 20 students (64.52%) in the second cycle, and 28 students (90.32%) in the third cycle. This progression highlights the effectiveness of the proposed technique in enhancing problem-solving skills by fostering independent thinking, exploring diverse perspectives, and evaluating solutions comprehensively.Conclusion: Students receiving Situation-Based learning with the Six Thinking Hats technique show increased problem-solving ability. Therefore, this approach can significantly enhance the problem-solving ability of the target group.

ABSTRACTThis study examined the effects of students’ construction of computer-based educational games, using Scratch, on their mathematical equation-solving performance and their attitudes towards learning mathematics with the assistance of technology. A one-group, pretest-posttest quasi-experimental study design, was adopted. A total of 89 seventh grade students from three classes at a public school in Beijing, China, offering 9 years of compulsory education, participated in Scratch-based mathematical game-making activities. Data were collected via an equations-solving test, surveys, interviews and member checking, and pairwise t-tests were performed for data analysis. The results indicated significant improvements in students’ equation-solving performance and in their attitudes towards learning mathematics with the assistance of technology.

This paper reports on a design‐based research (DBR) study that aims to devise an artificial intelligence (AI)‐powered teachable agent that supports secondary school students' learning‐by‐teaching practices of mathematics learning content. A long‐standing pedagogical practice of learning‐by‐teaching is powered by a recent advancement of generative AI technologies, yielding our teachable agent called ALTER‐Math. This study chronicles one usability testing and three cycles of iterative design and implementation process of ALTER‐Math. The three empirical studies involved a total of 320 middle school students and six teachers in authentic classroom settings. The first study was exploratory, focusing on the qualitative feedback from the students and teachers through open‐ended surveys, interviews and classroom observations. The second study yielded a medium‐high (M = 3.26) quantitative survey result on students' perceived engagement and usability on top of the qualitative findings. Finally, the final study included pre‐ and post‐knowledge tests in a quasi‐experimental study design as well as student and teacher interviews. The final study revealed a bigger significant knowledge improvement in students who used ALTER‐Math compared to the control group, suggesting a positive impact of AI‐powered teachable agents on students' learning. The design implications learned from multiple iterations are discussed to inform the future design of AI‐powered learning technologies. Practitioner notesWhat is already known about this topic Learning‐by‐teaching is a long‐standing effective pedagogical strategy to enhance students' domain knowledge and feelings of responsibility in learning. Various teachable agents have been developed and have demonstrated benefits in students' learning. Generative AI offers the potential to provide naturalistic, contextualised and adaptive conversations. What this paper adds Develops a novel generative AI‐powered teachable agent for middle school mathematics learning, called ALTER‐Math. Reports the iterative design process involving empirical classroom implementations of ALTER‐Math. Reveals a bigger significant improvement in the student's mathematical knowledge after using ALTER‐Math, compared to the control group. Implications for practice and/or policy Researchers can be inspired by this design example of a theoretically grounded generative AI learning technology. Educational technology designers could hear the real voices of students and teachers about the generative AI learning technologies. Researchers and educational technology designers could be directed by the design implications to the future design of AI‐powered learning technologies and teachable agents.

<table border="1" cellspacing="0" cellpadding="0"><tbody><tr><td valign="top" width="369"><p>This study examined the correlation between mathematics performance and academic achievement of junior high school learners in a government-run laboratory high school institution and compared the mathematics performance and academic achievement of male and female learners. Correlational and comparative research designs were employed to analyze the gathered secondary data. Findings revealed a positive and highly significant correlation between the learners' mathematics performance and academic achievement, indicating that high school learners who are adept in mathematics tend to succeed and perform better in their academic courses. Whereas low performance in mathematics correspondingly connotes low achievement in overall academic abilities. No significant difference was found between male and female learners, suggesting that both genders of learners can succeed academically. The study concludes that mathematics performance and academic achievement go hand in hand, while gender does not affect the learners' ability to excel in mathematics. Effectively, secondary learning institutions must provide mathematics learners with learning opportunities during Mathematics classes and classroom activities regardless of gender. Teachers must help learners understand how to solve problems and think critically, expose them to real-world applications, and build their confidence and motivation to excel academically.</p><p> </p></td></tr></tbody></table>

In the Bhutanese educational system, mathematics is a required subject and serves as a requirement for the study of science and business in tertiary institutions. The Bhutanese school system is concerned about low math achievement rates. This study is interested to identify the causes of the students' low mathematics performance in Bhutanese schools. The study found that factors like teachers' personalities, curriculum layout, a lack of parental involvement, and student attitudes toward the topic all contribute to students' low performance in mathematics in the Bhutanese education system. If appropriate interventions and diagnostic methods are not used, there is a greater danger of extending the current downward trend in mathematics education in Bhutan. Therefore, this research looks into how educators, and other educational stakeholders can work together with varying areas of expertise to better prepare teachers and students for the education system of the twenty-first century. This requires the involvement of government policymakers and the ministry of education as implementers.

A learner’s success is supported by the ability to understand real-world problems. This study aimed to examine the effect of problem-based learning on problem-solving ability in the teaching and learning of physics. The study was guided by socio-constructivism theory. A quasi-experiment was conducted with 829 Senior-2 Physics students (age 13–15) from eight (8) selected lower secondary schools in Sheema District, Uganda. Schools were assigned to treatment and control groups using a purposive random sampling technique. Students’ problem-solving ability was measured by conducting a problem-solving ability test in each group before and after studying a chapter on simple machines in physics. Repeated measures analysis of variances was applied for data analysis. The study’s findings showed a significant improvement in students’ problem-solving ability with simple machines in the treatment group compared to the control group (p < .001). Therefore, educators are encouraged to embrace learner-centred methods that enhance students’ problem-solving abilities to help them compete in the world of work.

Objective: This study aims to leverage psychological aspects within the Flipped Learning method by presenting a novel technique and examining the mathematical performance of undergraduate students. Methods and Materials: This descriptive-analytical study was conducted in the 2022-2023 academic year with 89 undergraduate students from the Computer Science field at the Islamic Azad University, Science and Research Branch. Students were divided into three General Mathematics II classes and grouped based on the DISC Personality Test. A sample size of 75 was selected using stratified random sampling. The Flipped Learning method involved ten 120-minute sessions, with instructional scaffolding provided through the iGap Iranian application. Pretest and posttest scores, along with various performance metrics, were analyzed using SPSS version 27. Statistical tests, including Paired-Samples T-Test and Independent-Samples T-Test, were conducted to evaluate the hypotheses. Findings: The results indicated significant improvement in students' mathematical performance post-intervention, confirming the positive effect of the Flipped Learning method. No significant differences were found between female and male students' academic progress, suggesting equal benefits across genders. Extroverted students showed greater academic progress than introverted students, with extroverted females and males outperforming their introverted counterparts. Lecturer scaffolding significantly enhanced students' Mathematical Mind Processing (MMP), with introverted students showing more substantial MMP improvements compared to extroverts. No significant differences were found in companionship between introverts and extroverts or between female and male students. Conclusion: The study concludes that the Flipped Learning method, when combined with the DISC Personality Test and lecturer scaffolding, significantly enhances undergraduate students' mathematical performance. This approach benefits both genders equally and supports greater academic progress for extroverted students. Scaffolding plays a crucial role in improving cognitive processing, particularly for introverted students. These findings highlight the importance of personalized and interactive teaching methodologies in higher education.