Mathematics Courses Research Articles

Analysis of Problem Solving Ability Polya Stages of Open University Students in Mathematics Courses

This type of research is qualitative research using a descriptive approach. The purpose of this research is to describe the problem-solving skills of Polya stages in Mathematics courses. The subjects of this study were 15 semester 3 students of the Open University Elementary School Teacher Education Study Program divided into three categories of problem solving abilities, namely 6 students (40%) in the high category, 6 students (40%) in the medium category, and 3 students (20 %) low category. Data related to problem-solving abilities according to Polya's stages were obtained from diagnostic tests and interviews. Subjects were taken by purposive sampling technique and data validation using the triangulation method. Data analysis techniques used data reduction, data presentation, and drawing conclusions. The results of this study were that most students who were in the high and medium categories were able to write down what was known and asked about the questions correctly, presenting the sequence of completion steps using the right steps or procedures and get the correct results, and write conclusions without writing checks. Meanwhile, a small number of students who were in the low category incompletely wrote down what was known and asked about the questions, the sequence of solutions presented was inaccurate, wrote down the procedures or steps but were incorrect, and wrote conclusions but the answers given were incorrect.

Educational and Methodological Support for the Theoretical Foundations of Initial Mathematics Course Discipline

The article examines the issues of the educational and methodological complex of the discipline of the theoretical foundations of the initial course of mathematics in teacher training colleges, which is of great importance in the training of future primary school teachers. It includes a combination of theoretical and methodological concepts. An analysis of work experience in this direction showed that professional and pedagogical orientation in teaching mathematics to future primary school teachers can be successfully implemented if certain conditions are met, such as motivation for various types of profession that involve the use of mathematics; orientation of methods and forms of teaching mathematics to prepare students for future practical work as a teacher; orientation of all classroom, extracurricular and research work with students towards practical needs and skills. In addition, the issues of motivation to study the course of theoretical foundations of the initial mathematics course were discussed. To achieve this goal, ideas have been put forward to link this college course with the elementary school mathematics course. It has been suggested that in this direction it is possible to successfully create the scientific foundations of an initial course in mathematics. The results of the study showed that with the targeted and systematic use of school textbooks, students’ assimilation of the basic concepts of the course becomes more meaningful and informative. Based on the educational program for training primary school teachers, ways to implement the educational and methodological complex in the Theoretical Foundations of the Primary Course in Mathematics discipline have been identified. A theoretical analysis of the approach to constructing an educational and methodological complex for the discipline was carried out. The model, structure, and content of the educational and methodological complex for the Theoretical Foundations of the Initial Course in Mathematics discipline at the Pedagogical College of Osh State University have been established. The results obtained will help improve the quality of teaching mathematics courses and improve the qualifications of teachers.

Methodology for Determining Professional Skills of Mathematics Teachers in Pedagogical Colleges

The article presents the results of experimental work carried out based on the Industrial Pedagogical College of Osh State University. To determine the opinions of students at a pedagogical college about the quality of teaching mathematical courses and the qualifications of teachers, students were presented with questionnaire questions to assess the professional skills and personal qualities of college teachers, including the author of this study, who teaches the subject “Theoretical Foundations of an Initial Mathematics Course” in these groups. In teaching mathematics courses in secondary specialized educational institutions with a pedagogical profile, formality and an abstract approach predominate. That is why there are many problems in modern technology, the discovery of sciences and practical activities. Therefore, the need to update the state of teaching the current mathematics course determined the relevance of scientific work. As a result of the survey, the level of the teacher’s professional technique, the teacher’s creative approach to the subject of mathematics, the level of communication skills and other personal qualities were determined. In addition, such teacher qualities were identified as a creative approach to work; the teacher knows well how to arouse and maintain the audience’s interest in the subject. And such qualities were identified as such qualities as the ability to relieve tension and fatigue of listeners, focuses on the application of the studied material in professional and social activities. Various pedagogical techniques were used. The conclusion was of a recommendatory nature, which was made based on the results of the analysis of this experiment, this: the creation and use of an educational and methodological complex in the learning process increases the professional level of the teacher, helps improve the relationship between the teacher and the student, and has a positive impact on the quality of education of students.

Practice of Teaching in Advanced Mathematics Courses Based on Goal-Problem-Orientation

Practice of Teaching in Advanced Mathematics Courses Based on Goal-Problem-Orientation

The Effectiveness of Team Games Tournament Assisted By Quizizz Application to Increase Student Learning Independence

The objective of this study was to determine whether team games tournaments supported by the quizizz application improved student learning independence. Students from the Jambi University Chemistry Education Study Program took courses in chemistry mathematics in classes A and B in the 2023/2024 academic year. This study is a quasi-experimental study with a non-equivalent group design, with class A as the control class and class B as the experimental class. A questionnaire was used to collect data on students' learning independence both before and after the team games event that was made possible by the Quizizz application to make sure the data from both groups were homogeneous and normally distributed, the initial independent data from both sample classes were checked for both normality and homogeneity. The independent-samples t test is then used to compare data on students' learning independence before and after the team games tournament with the use of the Quizizz application. A significant value of 0.005 in the independent-samples t test results indicated that there was an increase in student learning independence following the implementation of the team games tournament supported by the Quizizz application. Based on these findings, the study came to the conclusion that enhancing student learning independence might be achieved through the use of the Quizizz app in conjunction with a team games event.

Evaluation of Intertwined Project-Based Learning in Introductory Mathematics and Statistics Courses

Evaluation of Intertwined Project-Based Learning in Introductory Mathematics and Statistics Courses

Optimization of the motivation for success in mathematics at higher education: Evidence from novel graph-based visualization of three models

Using three mathematical models, this study aims to optimize students’ motivation for success in courses of mathematics at universities. The uniqueness of this study is crystalized in the novel graphical visualization of three models, which are integrated to analyze certain factors that help in optimizing students’ motivation for mathematical success. The proposed models will benefit students, educators, administrators of higher education, and societies around the world. A quantitative approach is used to design the research, which involved 366 female and 319 male students in different mathematics courses. The results show that the third, second, and first models are the top three in order. The third model accounts for 71.3% of the shift in the motivation for mathematical success. The difference in the motivation for mathematical success is explained by 66.3% in the second model and 65.0% in the first model.

Latino Men’s Sense of Belonging Experiences in a Community College Developmental Mathematics Classroom

Using a phenomenological approach, we examined the sense of belonging for first-generation Latino men enrolled in a developmental mathematics course at a Hispanic-Serving Institution. The focus was on faculty-student interactions that fostered a sense of belonging. Data were collected through individual, semistructured interviews. Participants revealed specific instructor practices and qualities that created a sense of belonging. The results inform faculty on experiences that create a sense of belonging within a mathematics classroom.

The Effect of the Mathematics Course Taught with Logical Reasoning Methods on the Success of Students in Skill-Based Questions and Student Opinions on Teaching

This research aimed to examine the effects of the mathematics course taught with logical reasoning methods on the success of students in skill-based questions and to examine students' opinions. In the study group of this research, 7th grade students and a total of 35 students, 18 of which were in the experimental group and 17 in the control group, were studied. Since qualitative and quantitative data are used together, the method of this research is mixed method research. In the results of the study, it was found that the pre-test and post-test averages of the experimental group students who were taught with logical reasoning methods differed significantly in favor of the post-test, the difference in the pre-test and post-test results of the control groups, who were taught with traditional methods, was not significant. It was observed that the post-test averages of the control and control groups differed significantly in favor of the experimental group. When the opinions of the experimental group students were examined, it was concluded that in the lessons taught using logical reasoning methods, the rules were reached by themselves, they were fun, and skill-based questions were difficult, but there was often a change in their thoughts.

The Effect of Cooperative Learning Method on Academic Achievement, Attitude and Critical Thinking Disposition in the 7th Grade Mathematics Lesson

This study aims to determine the contribution of the use of cooperative learning method in the 7th grade mathematics course on students' academic achievement in mathematics, attitudes towards mathematics and critical thinking dispositions. This study was conducted with 40 students in Anamur district of Mersin province in Türkiye in the 2020-2021 academic year. The study was conducted with a quasi-experimental design and collaborative teaching methods (Student Teams-Achievement Divisions and Team-Game-Tournament technique) were applied in the experimental group, and the activities in the Ministry of National Education middle school mathematics curriculum were applied in the control group. The data collection tools used in the study were the "Achievement Test" developed by the researchers, the "Attitude Towards Mathematics Scale" developed by Önal (2013), and the "Critical Thinking Disposition Scale" adapted into Turkish by Kılıç and Şen (2014). The study revealed that the academic achievement of the students in both groups increased significantly, attitude towards mathematics scores decreased significantly in the experimental group students and increased insignificantly in the control group students, and critical thinking disposition scores decreased insignificantly in the experimental group and increased significantly in the control group.

Investigating the Mathematical Problem-Solving Attitudes of Gifted Students at Different Educational Levels

The purpose of this study was to investigate the perceptions of mathematics problem-solving attitudes of gifted middle school students in relation to various variables (gender, grade level, mathematics course performance, parents' education level). The study used the relational survey model, one of the quantitative research methods. The study sample consisted of 148 gifted students of different grades studying at The Science and Art Centre (BİLSEM). Participants were selected using the convenience sampling method. Data were collected using the Demographic Information Form (DIF) developed by the researchers and the Mathematics Problem Solving Attitude Scale (MPSAS) developed by Çanakçı (2008). The data obtained with the DIF were stratified according to the grade level of the students. Frequency, percentage, arithmetic mean, independent groups t-test, and Kruskal-Wallis test were used in the data obtained with the MPSAS. As a result of the study, it was found that the problem-solving attitudes of gifted middle school students in mathematics were positive and there was no significant difference according to variables such as gender, mathematics achievement, and parents' educational status. However, there was a significant difference in the variable of grade level in the final year. Several suggestions were made in accordance with the results of the study.

Development of Interactive E-Module Based on Papuan Local Wisdom on Basic Mathematics Course

Lecturers have an important role in facilitating technology-based learning activities. A common problem is the lecturer's habit of using monotonous teaching media that makes students bored in Mathematics class. Therefore, researchers took steps to develop teaching materials in the form of interactive e-module based on local wisdom of Papua or Merauke on basic mathematics course. E-modules are developed by utilizing the Heyzine flipbooks application which is integrated with the wordwall.net application. The research method used is R & D, the 4D development model which has stages such as Define, Design, Develop, and Disseminate. Data collection techniques are observation and questionnaires. The questionnaire used consists of three types, which are material expert, media expert, and student (user) questionnaires. Based on the assessment of media expert and material expert validators, the average feasibility of 3.48 and 3.36 was obtained, as well as the results of trials conducted on students on average 3.34, it can be concluded that the e-module developed is valid and feasible to use.

Teacher Opinions on the Process of Preparing, Implementing, and Evaluation of an Individualized Education Program for Primary School Mathematics Courses

This study is aimed to explore the views of classroom teachers who have inclusive students in their classrooms on IEP preparation, implementation and evaluation in mathematics lessons. The research was designed with the case study method, one of the qualitative research methods. The participant group of the study consisted of 22 classroom teachers with inclusive students in their classrooms. The research data were collected face-to-face in the second semester of the 2022-2023 academic year through a semi-structured interview form. The content analysis method was used to analyze the collected data. As a result of the content analysis, the data obtained were organized and interpreted under the themes of IEP preparation, implementation, and evaluation in mathematics lessons. As a result of the research, it was determined that classroom teachers could not find appropriate and sufficient materials and could not get expert support in the process of IEP implementation in mathematics courses. In addition, it was found that classroom teachers were inadequate in monitoring and evaluating the IEP in mathematics and used non-standard measurement and evaluation tools. It can be said that experimental studies are needed to assess whether or not the IEP preparation, implementation, and evaluation process improves students' achievement in mathematics.

Developing “Guess-Huwhat?” Strategic Intervention Material to Engage Grade 12 STEM Students in Understanding the Sound Terminologies

Teaching of sound concepts must be improved and presented in new ways to lessen misconceptions. One of the efficient teaching methods for sciences is the use of strategic intervention material (SIM) because it assists students in enhancing their learning towards the least-learned subjects or competencies. This research aimed to develop a strategic intervention material, Guess HuWhat?, in teaching the concepts of sounds to STEM senior high school students. It also aimed to lessen the misconceptions about the concepts of sounds and improve the students’ conceptual understanding of sounds. The study adapted Branch’s ADDIE model, which stands for Assess, Design, Develop, Implement, and Evaluate, as the basis for developing the actuarial mathematics course materials. This developed strategic intervention material was evaluated by Science Content Experts and was further utilized by some of the Grade 12 STEM students at Muntinlupa National High School to find out its effectiveness as a learning supplementary material and based on the data gathered, the Guess HuWhat? Strategic Intervention Material improved grade 12 STEM students’ understanding of sound terminologies. By repetitive actions, the developed game-based SIM can be an effective intervention material to deepen students’ comprehension of sound concepts and strengthen camaraderie among learners. This study recommends Guess HuWhat? Game in grade 12 science classes for continuous enhancement of teachers’ craft as well as innovation of the game itself. Moreover, it is highly recommended that teachers design and develop other game-based activities containing concepts that they perceive students are struggling with promoting that learning is indeed fun.

Reading Comprehension Level and Academic Performance of College Students in Their Mathematics Course

Reading is regarded as a vital skill in attaining proficiency and widening knowledge in different subjects. The research aimed to establish the relationship of reading comprehension to academic performance in Mathematics. The respondents were the freshmen students in specified Math in the Modern World course. This study employed descriptive quantitative design. A researcher-made instrument which underwent experts’ validation and reliability test was used in determining the comprehension level in reading of the respondents. The results specified that positive correlation of reading comprehension and academic performance exists. Based on the results, there exists a highly significant difference between the reading comprehension level of the participants and their academic performance in their math courses. Moreover, with the generated value of .298, it can be inferred that that there is a positive relationship between the variables. This means if one variable increases the other variable moderately increases.

The Points to be Considered while Developing the Activities for the Mathematics Course

The need for constructivist classroom environments in mathematics teaching cannot be ignored in order for sustainable development to continue. One of the most important applications of constructivist classroom environments in mathematics education all over the world is mathematical activities. The proficiency of pre-service mathematics teachers in developing activities will support constructivist classroom environments. In this study, it was aimed to reveal pre-service mathematics teachers' thoughts about what points they consider while they develop activities for mathematics courses. With this aim, an open-ended question was addressed to 23 pre-service teachers taking education at Elementary Mathematics Teaching program of a state university and having received the elective course of Activity Development in Mathematics Teaching. The obtained data was analyzed via the content analysis method. As a result of the study, it was determined that the participant elementary pre-service mathematics teachers expressed the points which they considered while developing activities with a total of 161 sentences or words. The statements obtained as a result of the analysis of the answers which the pre-service teachers gave to the research problem were gathered and examined under five sub-themes, namely general, purpose, scope, planning and the role of the teacher in practice. In respect of the points which elementary pre-service mathematics teachers considered while developing activities for mathematics courses, participants considered while developing activities for mathematics courses, they were observed to use statements which were mostly related to the sub-theme of the role of the teacher in practice. When it was evaluated in general, it has been observed that the participant elementary pre-service mathematics teachers are generally aware of the points to be emphasized. However, due to the low number of pre-service teachers who emphasized some points, it was concluded that they did not have enough knowledge about developing activities.

Deep learning algorithm-oriented blended teaching in secondary school mathematics courses in ethnic areas

Abstract To provide teaching assistance to secondary school mathematics teachers in ethnic areas and improve the teaching effectiveness of mathematics courses, a hybrid teaching model based on deep learning algorithms is proposed. Convolutional neural networks and joint probability matrix decomposition are fused to design teaching resource recommendation methods, and hybrid teaching is carried out according to three stages: before, during, and after class. The overall mean of the questionnaire for the experimental class improved from 2.39 to 3.01, and the pass rate, merit rate, and mean score of mathematics scores increased by 13.79%, 9.02%, and 15.17 points, respectively. This method enables educational technology to be effective in mathematics curriculum and improve the quality and information of mathematics education in ethnic areas.

Implications from a Modelling based Flipped Mathematics Course

The present study investigated the effect of the flipped classroom model, which was practiced in an undergraduate mathematics class, on pre-service primary school teachers’ ability to solve problems related to real life and modelling. This study was designed as an action research study exploring the implementation of a new teaching technique. The participants were 16 pre-service teachers who voluntarily took part in the study. The implementation period, which lasted for five weeks, included the following topics: ordered pairs, Cartesian product, relation and its characteristics, the concept of function, types of functions, and linear relation. The data in this study consisted of worksheets that had problem-solving processes, video records of classroom practices, participant journals, and field notes taken by the researcher. The data were analyzed through content analysis. It was observed that the flipped classroom model in the study enabled students to develop their mathematics language, conceptual knowledge, and the use of multiple representations by providing them with an opportunity to work on modelling and real-life problems. This model allowed students to take responsibility for their learning and also provided the teacher with an opportunity to prevent mistakes and misconceptions of students. In addition, it was observed in the data collected from classroom practices and student journals that student–student and student–teacher interactions developed as a result of the classes taught in the flipped classroom model.

The Effect of Actionbound Application on Academic Success and Attitude on 6th Grade Field Measurement

This study aims to examine the effects of activities prepared using the Actionbound application on students' academic achievement and mathematical attitude in the field measurement subject in the 6th-grade mathematics course. The study was designed using a quasi-experimental design with a control group from quantitative research methods. The study group of research consists of students studying in two different 6th grades of a secondary school in the central district of Elazığ province in the school year 2022-2023. The achievement averages of the branches in the previous semester were used in forming the experimental and control groups and in ensuring the equivalence of the branches. The research, which was conducted in parallel with the MoNE curriculum, was applied simultaneously to the experimental and control groups. The research, which used parametric testing procedures due to the normal distribution of the data, was analyzed using the SPSS package program. The results show that the digital learning game developed using Actionbound improves performance and attitude, but does not cause a significant difference between the groups. It is recommended to extend the application period of the study and continue the study for one semester.

Transforming mathematical identity: changes in one international student’s positioning during first-year mathematics tutorials

In many countries, international students form a distinct cohort in first-year mathematics courses. For these students, the transition to university mathematics may demand significant adaptation. A research-based understanding of their experiences would enable host universities to provide effective support as they transition from school mathematics in their home countries to a foreign university context. In this study we analyse four episodes in which an international student from China interacted with the tutor during collaborative first-year tutorials at a New Zealand university. The first two episodes occurred near the start of the semester, and the others towards the end. The analysis reveals changes in the student’s positioning of herself over successive episodes as she embraced local classroom norms. We propose that her positioning shift facilitated a process through which the tutor was able to support her mathematics learning more effectively.