Mathematics Curriculum Research Articles

Gamificación como estrategia potenciadora de la competencia matemática de geometría y medida

Geometry and measurement are fundamental areas of focus within the mathematics curriculum in Ecuador that promotes the development of essential cognitive skills in students. The objective of this study was to determine the incidence of the methodological strategy of gamification in the development of the mathematical competence geometry and measurement. The research was quantitative with a descriptive relational scope and quasi-experimental design, involving 144 high school students from 6 public schools in the city of Ibarra. An initial pretest analysis showed that 55% of the students had a low level of geometric competencies, while the remaining 45% had a medium or high level. These data were contrasted with those obtained in a post-test, revealing a decrease in the number of students with low level to 44%, compared to the increase of students with medium and high level to 56%. Although the initial results revealed that students were developing the assessed competency, more than half of them did not reach the expected level, indicating the need for innovative strategies to improve learning. The findings demonstrate the potential of gamification to transform geometry and measurement instruction in Ecuador. If properly adapted to the school context, this strategy could be a key tool in overcoming challenges students face in developing these skills

Challenges faced by Ukrainian students learning mathematics in UK schools

ABSTRACT Previous research on how UK schools can meet the needs of refugee students has not focused on Ukrainian refugee students’ learning of mathematics. This group faces specific challenges, simultaneously studying different mathematics curricula, face-to-face in the UK and by distance in Ukraine. We examine the experiences of Ukrainian refugees in UK secondary schools, focusing particularly on their mathematics learning. We interviewed students aged 11–17 years (N = 23) and their parents (N = 18), and conducted an online survey of mathematics teachers (N = 21) who had recent experience teaching Ukrainian refugee students in the UK. We highlight specific challenges, including language barriers, motivation and social-emotional issues, as well as specific mathematical and organisational issues. We explore the differences in mathematics teaching and learning in schools in the UK and Ukraine and identify the main issues perceived by mathematics teachers when teaching mathematics to Ukrainian students in UK schools.

Comparison of Secondary School Mathematics Curriculums in Türkiye According to the Top-down and Bottom-up Approach

Comparison of Secondary School Mathematics Curriculums in Türkiye According to the Top-down and Bottom-up Approach

Kurikulum Matematika Australia: Tinjauan Sistematis tentang Konteks, Konten dan Proses

This research aims to provide a systematic review of the Australian Mathematics Curriculum with a focus on its context, content and implementation process, and evaluate its relevance in global mathematics education. Through a literature review approach, this study collected and analyzed relevant literature on curriculum development, teaching strategies and challenges in the implementation of the Australian Mathematics Curriculum, comparing it with curricula in other countries. The research method used is a literature review, by examining academic sources including journal articles, books, research reports from the last 10 years, and official documents related to the mathematics curriculum in Australia and other countries. The data collected was then thematically analyzed to identify strengths and weaknesses in the curriculum approach, and to relate the findings to the global context. The results showed that. 1) context description; The Australian Mathematics Curriculum is driven by an inclusive and competency-based national education policy, with an emphasis on developing critical thinking skills, problem solving, and the use of technology in learning. 2) Description of curriculum content includes three main strands: Number and Algebra, Measurement and Geometry, and Statistics and Probability, which are designed to provide a comprehensive understanding of mathematics, with a progressive and graduated approach from primary to secondary levels. 3) Process Description; the implementation of the curriculum involved inquiry-based teaching, problem solving, and technology integration, despite facing challenges related to teacher training, infrastructure, and access gaps in rural and remote areas.

Forces Influencing Technical Mathematics Curriculum Implementation: Departmental Heads’ Understanding of Their Practices to Enact Roles and Responsibilities

Forces Influencing Technical Mathematics Curriculum Implementation: Departmental Heads’ Understanding of Their Practices to Enact Roles and Responsibilities

A Comparative Study of Mathematics Curriculum Frameworks Among Countries in the World

A Comparative Study of Mathematics Curriculum Frameworks Among Countries in the World

대학 인문사회계열 신입생의 고등학교 수학과 학업성취에 관한 연구: S대학교를 중심으로

Objectives The purpose of this study is to analyze the understanding of the high school mathematics contents of freshmen majoring in the humanities and social sciences. Methods To this end, a test consisting of 19 questions was administered to assess the mathematics academic achievement of freshmen at S University, aligned with the achievement standards of the high school mathematics curriculum. To examine the mathematical academic achievement of humanities and social sciences freshmen from high school, the difficulty levels based on classical test theory were used. Academic achievement according to the type of the high school and subject was analyzed using Kruskal-Wallis test and Mann-Whitney test. Results The results of this study are as follows. First, the academic achievement in high school mathematics among freshmen in the humanities and social sciences is low. The average correct answer rate for the 19 questions was only 39.35%, and 13 questions were analyzed as being more difficult than the standards presented in the curriculum evaluation criteria. Second, freshmen who graduated from general high schools showed higher academic achievement than those who graduated from specialized high schools and overseas high schools. Third, academic achievement in mathematics was higher than in Mathematics I and Mathematics II. Conclusions Universities need to analyze the mathematical content knowledge required for humanities and social sciences students to learn their major subjects and provide customized teaching and learning programs to help students understand that knowledge. Additionally, it is necessary to continuously measure the high school mathematics academic achievement of new university students in consideration of changes in the curriculum and to establish a system for feedback.

Investigating the impact of argumentation on high school students’ achievement in probability

This study aimed to investigate the impact of an argumentation instructional approach on high school students' understanding and performance in probability in Zimbabwe. A sample of 120 students was randomly assigned to experimental and control groups, with the experimental group receiving argumentation-based instruction while the control group followed traditional teaching methods. Both groups completed standardized pre-tests and post-tests, with results analysed using t-tests and ANCOVA. Findings indicated a significant improvement in the experimental group's performance. The study concluded that the argumentation approach positively influenced students' understanding and achievement in probability. However, limitations included the study's focus on a single school and a short intervention duration, suggesting future research should encompass multiple schools and longitudinal designs. The findings have implications for mathematics education policy and curriculum development in Zimbabwe and similar contexts.

Mathematical Symbolization in Relation to Arts and Culture

This paper stems from an analysis of a larger study that explored proficiency in mathematical symbolization and presents students’ representational fluency in using mathematical symbols concerning arts and culture. The research had the potential of revealing the conception of symbols by students, the thick line interconnection between mathematics and arts and underscoring mathematics symbols in the perspective of arts. The study objectives comprised finding out whether culture has mathematical concepts and how students conceive mathematical symbols concerning culture and traditions. The analysis made use of constructivist learning and ecological system theory as conceptual frameworks in lensing the study. The qualitative case study research design examined multiple representations of symbols among students in secondary schools and reported in light of symbols’ interconnections to the perspective of the arts. The findings of the study show that students are aware of mathematics concepts and their origin in the communities’ culture and prior knowledge of symbols contributes to challenges and tenacity in multiple representations of symbols in aspects of supportive and problematic conception. Discussion of these findings concerning performance in mathematics in the Kenya Certificate of Secondary Education (KCSE) may be owed to long-term negative effects on students’ understanding of mathematical symbolizations which in turn could impact achievement in mathematics. The study may be useful in recommending that emphasis could be put on better ways of integrating diverse cultures in the mathematics curriculum through curriculum documentation such as textbooks to enhance mathematical symbols’ conceptual understanding among students and reduce symbol cognitive load through proper pedagogical design

The Development and Usability of KITATORA for the Topic of Algebraic Expressions in Form 1

This study aimed to develop KIT Tambah Tolak Algebra (KITATORA), which is designed to teach students how to add and subtract two or more algebraic expressions, according to the Secondary School Standard Curriculum (KSSM) Mathematics at Form 1 in Malaysia. The study also sought to determine the validity and usability of KITATORA. The research design used for this study was Design and Development Research (DRD). The sample for the validity of KITATORA included a mathematics lecturer from a public university and two experienced mathematics teachers. The study sample consisted of 30 Form 1 students from a school in the state of Selangor. This study used two types of instruments: the Kit Validation Assessment Form (KVAF) and the Kit Usability Survey (KUS). The validity, reliability, and usability data were analysed using Content Validity Index (CVI) calculations, Cronbach's alpha value, and interpretation of minimum scores. The study findings showed a CVI value of 1.00, a Cronbach's alpha value of 0.938, and an average minimum score of 3.83. In conclusion, this study suggests that KITATORA has satisfactory validity and usability. Therefore, teachers can use KITATORA as an alternative teaching aid for the topic of adding and subtracting two or more algebraic expressions. The educational significance of KITATORA lies in its ability to enhance students' understanding of algebraic concepts while promoting greater engagement with the subject, making algebra more accessible and enjoyable for learners.

Knowledge of Mathematics and its teaching expressed by teachers when discussing external assessment

The aim of the study was to discuss the knowledge that teachers express about the curriculum and external assessment of Mathematics, as expressed in the set of Proeb (Program for the Evaluation of the Public Basic Education Network) documents. This is a case study, in which the analysis was based on the statements made by teachers when they took part in continuing training, the emphasis of which was on the curriculum and the relationship with the results of the external Mathematics assessments in the 9th year of Proeb. The theoretical framework refers to knowledge for teaching, considering knowledge of the content, knowledge of the approach to the content and knowledge of planning. The results show that the teachers correctly associate the descriptors assessed with the prescribed skills, but due to the demand for activities and the lack of time, they express difficulties in reading and interpreting the results of the assessments. They also reported students' difficulty in memorizing formulas and concepts, justifying the low assertiveness of certain items because they were unable to understand the teaching strategies and concepts involved, including difficulty in interpreting the statements.

Pre-service teachers manifested mathematics pedagogical content knowledge: The role of the teaching practicum

Pedagogical content knowledge (PCK) begins to develop during teacher education and the teaching practicum reinforces its development. This study is an interpretive inquiry into pre-service mathematics teachers’ practicum classrooms. The study explored four pre-service mathematics teachers’ PCK through observations and interviews. The pre-service teachers were found teaching various mathematics topics to students at different levels of secondary education. Findings indicate that pre-service teachers demonstrated some important elements of mathematics PCK. However, they tended to focus more on procedural rather than conceptual learning, lacked knowledge of some topic-specific teaching and learning resources, and made some flaws, possibly emanating from a lack of classroom experience. The study recommends teacher education to focus more on analysis of the mathematics curriculum and opportunities for practical teaching sessions including practicum and microteaching that are supported by experienced mentors in mathematics.

Design of High School Mathematics Curriculum Diploma Plan from the Perspective of Learning Progression—Taking “Concept and Properties of Functions” as an Example

Design of High School Mathematics Curriculum Diploma Plan from the Perspective of Learning Progression—Taking “Concept and Properties of Functions” as an Example

통계교육의 관점에서 대푯값에 대한 수학과 교육과정 및 교과서 분석 연구

The purpose of this study is to examine how the concept of representative values has been addressed in the curriculum and textbooks throughout the history of Korea’s mathematics curriculum, and to derive pedagogical implications for teaching the data and probability domain in middle school. To achieve this, this study collected official mathematics curriculum documents promulgated in Korea and analyzed the teaching and learning content and methods related to representative values for each curriculum period. Additionally, it investigated the differences and trends across curriculum periods. Furthermore, this study analyzed 46 middle school textbooks, including those reflecting the 2007 Revised Curriculum through the 2022 Revised Curriculum. Using an analytical framework based on four characteristics of data―(1) the type of data, (2) the presence of extreme values, (3) the overall distribution of the data, and (4) the properties of a good estimator―it examined the types and features of inquiry activities used to introduce representative values in textbooks across curriculum periods. It also explored the types and trends of problems reflecting the connections between various visual representations and representative values. The findings indicate that while almost all textbooks explicitly or implicitly reflect factors such as the purpose of the data, the form of the data, the presence of extreme values, and the properties of a good estimator in the development of the representative value unit, relatively few textbooks consider the overall distribution of the data. Based on these findings, this study provides pedagogical implications and recommendations that teachers can reference when designing and implementing lessons on data and probability domain for middle school.

‘같음’과 ‘대체’ 의미에 근거하여 등호의 관계적 이해를 강조한 초등학교 3학년 수업 사례 분석

With the new standards for the “equal sign and equivalence relation” in grades 3 and 4 of the 2022 revised mathematics curriculum, there is a need to specifically explore and implement instructional practices that support a relational understanding of equality. In this study, we implemented three lessons emphasizing the relational understanding of the equal sign for third grade students and analyze the lessons. We developed and implemented teaching methods that emphasize both the sameness and the substitution meaning of the equal sign based on previous research. First, the teacher emphasized the meaning of substitution based on sameness, and students learned that one expression can be substituted for another expression based on the meaning that both sides of the equal sign are equal. Second, the teacher taught relational strategies by paying attention to the structure of equations as the object of reasoning, and students were able to use compensation and decomposition strategies to reason about equations. Finally, the teacher used relational strategies to work with equations with unknowns, such as creating different types of equations, and students were able to justify why the equations they created were true based on the meaning of the equal sign. Based on these findings, we discuss implications for instructional practices that can improve students' relational understanding of the equal sign.

Relative Effectiveness of Teachers’ Questioning Strategies in Enhancing Students’ Mathematics Achievement in Gwale Local Government Area of Kano-Nigeria

This study investigated the relative effectiveness of teachers’ questioning strategies in enhancing students’ Mathematics achievement in Gwale Local Government Area of Kano State, Nigeria. The study employed a quasi-experimental design. The population for this study consisted of 8,785 JSS II students. A sample of 135 JSS II students from three intact classes was purposively selected. A simple random sampling technique was used for the study. The instrument used for the pretest and posttest was the Mathematics Achievement Test (MAT), with a reliability coefficient of 0.78 calculated using Pearson’s correlation coefficient (r). The collected data were analyzed using descriptive statistics, such as mean and standard deviation, to answer the research questions, and inferential statistics, including paired sample t-tests and analysis of variance (ANOVA), to test the hypotheses at a 0.05 level of significance. The findings revealed that divergent and convergent questioning strategies had a significant effect on enhancing students’ Mathematics achievement. Additionally, the study found a significant difference between the divergent, convergent, and conventional methods. The researcher recommended that divergent and convergent questioning strategies be included in the Mathematics curriculum for teacher education programs.

Methods Of Using Historical and Scientific Materials in Mathematics Education

Modern society increasingly demands graduates equipped with a deep worldview and a solid foundation of knowledge, skills, and competencies. Throughout their education, students are exposed to the fundamentals of various sciences, including mathematics, for eleven years. Given that mathematics is one of the core subjects in secondary education, it is imperative that students not only master the methods of computation and logical reasoning but also deeply engage with mathematical concepts through historical contexts. This paper explores the integration of historical and scientific materials into mathematics education, emphasizing their significance in enriching the learning experience. By utilizing historical facts and narratives, educators can present mathematics as a dynamic and evolving discipline, fostering a sense of connection between students and the subject matter. The research indicates that the incorporation of historical materials enhances students' conceptual understanding, critical thinking skills, and mathematical modeling abilities. Furthermore, it promotes a broader appreciation for mathematics as an essential component of personal culture and societal development. This study aims to provide educators and prospective students with strategies to leverage historical resources, thereby transforming mathematics into a vibrant field of inquiry. Through this approach, we seek to cultivate a generation of learners who view mathematics not only as a set of abstract concepts but also as a rich, contextualized discipline that reflects human thought and innovation over time. Keywords: History of mathematics, content of historical and scientific materials, geometric methods of solving equations, proof of identities using geometric methods, lune and its area, content requirements, geometric methods of solving equations, proof of identities using geometric methods. AMS Subject Classification: 97E50 - Mathematics education, 97C30 - Curriculum and pedagogy in mathematics, 97D40 - Teaching methods and instructional strategies, 01A30 - History of mathematics, 97K10 - Use of technology in teaching mathematics.

Analysis of Türkiye Century Maarif Model Secondary School Mathematics Curriculum According to SOLO Taxonomy

Educational programs are regularly updated to keep pace with social developments and scientific advancements. In this context, a new educational program called the Türkiye Century Maarif Model was introduced into the Turkish Education System in 2024. Taxonomic approaches are often employed in the development of educational programs; however, the specific taxonomic approach used in this program has not been disclosed. The aim of this study is to analyze the secondary school Mathematics Course outcomes of the Türkiye Century Maarif Model Educational Program using the SOLO taxonomy. The study utilized document analysis, a qualitative research method. The outcomes were analyzed according to the SOLO taxonomy using software developed by the researchers. The results of the analysis were then reported and discussed.

MEMBANGUN MINAT BELAJAR MATEMATIKA MELALUI BIMBEL UNTUK SISWA SD Negeri No.067249 MEDAN

Smart and competitive generations are mainly produced by quality education. To improve the quality of human resources, non-formal and informal education are as important as formal education. Evaluating the impact of the free mathematics tutoring program implemented at SDN 067249 Medan is the goal of this community service project. This program aims to increase learning motivation and enable students of SDN 067249 Medan to understand the mathematics curriculum. Five times a week at the KKN Post, professors and students of STKIP AMAL BAKTI provide free education as part of the implementation approach. Although there are certain limitations such as implementation time and specific student demands, the results show a marked increase in student motivation and understanding and there is potential in this program

The Impact of Quizzes on Improving Mathematics Performance Among Higher Education Students

This study investigates the role of mathematics quizzes in enhancing student attendance and academic performance at higher learning institutions, specifically focusing on the Institute of Accountancy Arusha (IAA). The research aims to determine whether frequent quizzes contribute to improved student engagement and better academic outcomes in mathematics courses. This study applied quantitative methods for data collection whereby first set of data came from quiz results, and the second set was obtained through a survey administered to students participating in the mathematics course. The findings indicate a significant positive relationship between the regular quizzes and increased student mathematics performance. Additionally, the data reveals that students who frequently participate in quizzes tend to achieve higher grades in mathematics. The study concludes that, integrating regular quizzes into the mathematics curriculum at higher learning institutions can be a strategic approach to improve academic performance. The recommendations include Utilizing online quiz platforms to make quizzes more accessible and to track student performance efficiently. Online quizzes can also provide instant results and analytics. Keywords: Regular quizzes, students' Mathematics performance and Higher Learning Institutions