Mathematics Education Research Articles

Integrating Sustainability in Mathematics Education: An Approach to the Spanish Primary Curriculum

Integrating Sustainability in Mathematics Education: An Approach to the Spanish Primary Curriculum

Feedback in mathematics education research: a systematic literature review

ABSTRACT Research shows that feedback can have large positive effects on student achievement, but that effects vary considerably. Some of the variables that influence feedback’s effects are the characteristics of the feedback. When making decisions on which research to pursue, knowledge about the focus of previous research is useful. We conducted a systematic literature review of studies that address feedback in mathematics. The aim was to identify which feedback characteristics are addressed in the reviewed publications, which characteristics have been given ample research attention and which have been neglected. We searched for publications from 2012–2021 in three bibliographic databases: ERIC, Psychinfo, and Academic Search Premier. We identified 12 feedback categories and 5 variables which together describe the characteristics of the feedback in the publications found in the literature search. Feedback about the correctness of students’ answers and solution processes were common characteristics, while feedback on students’ self-regulation was uncommon.

Technology-supported problem-based learning in mathematics education for pre-service teachers: a systematic literature review

Technology-supported problem-based learning in mathematics education for pre-service teachers: a systematic literature review

Beliefs of Undergraduate Mathematics Education Students in a Teacher Education Program about Visual Programming in Mathematics Classes

AbstractIn the digital age, the range of digital technologies used in mathematics education grows. Since beliefs are affective-cognitive elements that significantly determine teachers' behavior in the classroom, they are an interesting field of research in mathematics education. A review of previous research has identified different groups of beliefs about the use of digital technologies in mathematics classes. These studies are not focused on specific digital technologies. In an empirical case study that is presented in this paper, the aim was to figure out how beliefs that can be described specifically about the use of visual programming relate to general beliefs about the use of digital technologies in mathematics education. A qualitative content analysis of the reflection journals of seven undergraduate mathematics education students on their work with Scratch, a visual programming environment, in a university seminar led to the formation of ten belief categories about the use of visual programming in mathematics classes. Most of the beliefs are associated with a positive attitude towards visual programming in mathematics education. However, some beliefs could also be identified that refer to the limits and challenges of using visual programming and thus demonstrate rather negative associations. Only a few of the categories identified match the list of belief groups about digital technologies in mathematics education identified in previous research. Some possible reasons for these results are discussed and further research interests in the field of beliefs about the use of digital technologies are suggested.

MATHEMAGIC SQUARE PUZZLE: AN INTERVENTION IN IMPROVING BASIC OPERATION SKILLS ON INTEGERS

Basic operation skills on integers are crucial for building a strong mathematical foundation. However, many students in early schooling show poor performance in these fundamental skills. To address this issue, this study aims to assess the effectiveness of using the MatheMagic Square Puzzle as an intervention to enhance integer operation skills among Grade 7 students at Kapalong National High School. The study had a total of 114 students, and it employed quantitative research with a one-group pre-test post-test design and purposive sampling. Results revealed that the overall mean score level of basic operation skills on integers of the experimental group in the pre-test is very low, which is interpreted as it did not meet the expectation. While results in the post-test revealed from the overall mean is average, which is interpreted as satisfactory. Results indicate significant difference between the pre-test and post-test of the experimental group shows that there is a significant difference in the performance levels of the experimental group before and after the intervention. The study revealed a significant improvement in students' ability to solve basic operations on integers. This improvement proved the effectiveness of the MatheMagic Square Puzzle intervention and proved it to be a valuable tool in mathematics education, specifically for teaching integers. The researchers suggest implementing MatheMagic Square Puzzle widely for teaching basic integer operations in Grade 7 due to its effectiveness in improving student performance. They also suggest studying its effectiveness across various grades and mathematical concepts to expand its impact. KEYWORDS: MatheMagic Square Puzzle, Basic Operation on Integers, Intervention, Grade 7 students, Philippines

Updating Calculus Teaching with AI: A Classroom Experience

In the context of mathematics education, the integration of artificial intelligence (AI) in teaching calculus is revolutionizing instructional methodologies and enhancing learning experiences both inside and outside the classroom. This study explores the use of specific AI tools, including ChatGPT, MathGPT, Gemini, and Wolfram Alpha, to deepen students’ understanding of key mathematical concepts such as derivatives and rates of change through continuous interaction with a virtual tutor. By employing well-designed prompts, these tools facilitated problem-solving exercises that were verified and refined by AI, fostering both precision in calculations and conceptual clarity. Observations from the classroom implementation reveal that students not only improved their accuracy in performing derivative calculations but also developed a clear understanding of the distinctions between average and instantaneous rates of change. The AI tools created a dynamic, adaptive learning environment, providing immediate feedback and simulations that significantly boosted student engagement and motivation. These findings underscore the potential of AI to transform mathematics education by making learning more personalized and accessible, ultimately enhancing educational outcomes and preparing students for future academic and professional challenges. Furthermore, this study introduces an innovative approach to refining AI prompts and interactions, highlighting the importance of iterative improvement to enhance the quality of AI feedback. This approach is crucial for developing better problem-solving skills and ensuring a comprehensive understanding of mathematical concepts.

OPEN SOURCE TEXTBOOK AS A RESOURCE FOR THE TEACHING-LEARNING PROCESS OF ALGEBRA IN INITIAL TRAINING OF MATHEMATICS TEACHERS

Objective: To determine the implications of the use of open source text in the teaching-learning process of algebraic structures in the initial teacher training of the mathematics specialty in a state university in Peru. Theoretical Framework: The conceptual and epistemic bases of open learning are systematically addressed through interactive texts, as well as the aspects related to the teaching-learning process in university higher education. Method: The study has a mixed approach, pre-experimental design and correlational level, the target population was mathematics education students and a sample of 46 randomly chosen students, data collection is carried out through a diagnostic questionnaire, another multiple alternative and an interview, in the study sample classes are held through the open source book; then the learning achieved at the conceptual level is evaluated. procedural of algebraic structures. Results and Discussion: In this research it is evident that students did not know the open source online text for the study of mathematics, but they have skills in the use of digital technology; but with the use of the digital book they assimilate the concepts, perform demonstrations and solve problems efficiently, raising their level of motivation towards learning. Thus, the relevant use of open source books significantly improves learning and the development of mathematical competence in students. Research Implications: Strengthening of interactive and personalized activities for a comprehensive training of mathematics content mediated by digital technology, reinforcing in a sustained way the culture and mathematical competence of teachers in initial training. Originality/Value: Implementation of an innovative approach in pedagogical practice, through the use of open resources for the assimilation of mathematical concepts and procedures in a dynamic, efficient and effective way. The value of research is evidenced in the praxis of didactic strategies in the context of the digital age, oriented to the knowledge of algebraic structures by mathematics teachers.

An innovative distance learning platform for mathematics education in secondary schools: Design, development and preliminary studies

AbstractThis study addresses the emerging challenges in mathematics education, emphasizing the integration of innovative teaching strategies and tools amidst the evolving educational landscape. The study begins with an analysis of prevalent e-learning and communication systems in distance education, pinpointing their limitations and identifying the gaps in effective remote mathematics instruction. In response, we introduce a novel educational platform designed to facilitate real-time mathematics teaching over the Internet, aiming to replicate the interactive essence of traditional classroom settings within a digital domain. The system features a suite of tools including a mathematical editor, a virtual whiteboard, audio-video communication capabilities, a virtual library, and an evaluation support module, all accessible via a standard web browser. The platform’s effectiveness was assessed through its application in regular mathematics classes at two secondary schools in Romania, as well as in a private tutoring scenario. The paper presents the findings of these preliminary studies, offering insights into the usefulness and usability of the platform and its potential to seamlessly integrate into existing educational frameworks without compromising the quality of instruction.

Using social robots as inclusive educational technology for mathematics learning through storytelling

Introduction: This exploratory study investigates the potentials of social robots as an inclusive educational technology to enhance mathematics learning. Methodology: More specifically, we investigate the effectiveness of the social robot Pepper in engaging students in inclusive didactic activities through storytelling and providing them with immediate, personalized and emotional feedback. Our focus is on integrating innovative artificial intelligence (AI) with Universal Design for Learning (UDL) principles. The research sample consisted of five students, engaging with Pepper in inclusive mathematics sessions. Results: Our results suggest that the use of Pepper significantly increases student engagement by providing them personalized support. Discussions: The robot’s capacity for dynamic and empathetic student interaction creates a more stimulating and encouraging learning environment. Conclusions: This study shows the potential of social robots in inclusive education, especially when it comes to enabling tailored learning experiences for students in mathematics education that adapt to their various needs. The results of this study need to be validated through future research involving more participants over a long period of time

VALIDITY OF ENGAGEMENT INSTRUMENT DURING ONLINE LEARNING IN MATHEMATICS EDUCATION

The current study aimed to assess the validity of the engagement instrument during online learning in mathematics education. This study used a survey research design as its approach. The current research participants were 203 Generation Z students in West Nusa Tenggara Barat, Indonesia. Convenience sampling techniques were used to assess who had completed the online survey. Three procedures were used to analyze the data in this research: exploratory factor analysis (EFA), confirmatory factor analysis (CFA), and Rasch analysis. EFA revealed that the online engagement instrument had two sub-components: behavioral engagement and emotional engagement. At the same time, the CFA results showed that the model fit indices established the first- and second-order model's two-factor structure. Finally, the results showed that the online engagement instrument’s item and person reliability were good. The findings indicate a potential for enhancement even though the Rasch analysis largely supported the results of EFA and CFA. The current research’s novelty is that it provides a valid and reliable instrument to assess student`s engagement during online learning in a mathematical education context. Using the current instrument can ensure the accuracy, reliability, and credibility of research on student engagement during online learning in mathematics education.

The impact of Ethno-Realistic Mathematics Education-based e-module in strengthening students’ problem-solving abilities

Mathematics education in Indonesia faces challenges primarily due to the limited problem-solving skills of students, prompting a need for effective teaching materials to enhance classroom learning. Despite this, many educators still rely on conventional methods that are less effective in fostering mathematical understanding. Consequently, there is a demand for alternative resources that can better support mathematics education. This study aims to develop a valid and practical e-module based on Ethno-Realistic Mathematics Education (Ethno-RME) to improve problem-solving abilities among eighth-grade students. Employing a design research approach within the development studies framework, the study includes preliminary and formative evaluation stages. Evaluation tools encompass expert assessments of content and media quality, walkthroughs, documentation, and problem-solving assessments. The outcome is an Ethno-RME-based e-module focused on number patterns, validated through expert reviews and positively evaluated for practicality by students. This research highlights the e-module's potential to significantly enhance students' mathematical problem-solving skills, offering educators an innovative tool to support effective mathematics teaching.

Developing an assessment instrument for strengthening the Pancasila student profile in web-based middle school mathematics teaching

This study aims to develop an assessment instrument for strengthening students' Pancasila profile in middle school mathematics teaching, which teachers can use. This research follows a development process using the Plomp model, consisting of three phases. The respondents involved in this study were six experts in mathematics education and information technology, 23 middle school mathematics teachers, and 1,297 students. The research results show that Aiken's V value is 0.89, which exceeds the v-table of 0.630, indicating good validity. The Cronbach Alpha reliability analysis results indicate a strong outcome, with a value of 0.751. Confirmatory factor analysis using the R program showed significant factor loadings with a p-value < 0.05. Apart from that, the achievement percentage for all dimensions is in the good category, with an average achievement of 87.06%. These results prove that the assessment instrument developed is suitable for teachers to measure the strengthening of Pancasila student profiles in mathematics teaching at school. The developed instrument can be used as an effective evaluation tool in mathematics teaching to strengthen the Pancasila Learner Profile and help identify areas that require improvement in teaching to achieve a more balanced profile across all dimensions.

Designing and Testing a Contextual Factors-Based Teaching and Learning Model for Blended Mathematics Instruction

The study employs design-based research (DBR) to design the mathematics teaching and learning activity model (M-TLAM) for blended learning instruction in a Tanzanian higher education context. This model utilises contextual factors, including ICT tool usage, collaborative learning with metacognitive activities, and local culture, to determine how optimising these factors boosts math students’ motivation and achievement. Two DBR phases were conducted, of which Phase 1 lasted for two weeks and Phase 2 an entire semester. To evaluate M-TLAM in real-life learning settings, experiments were conducted with 225 first-year undergraduate students and seven lecturers at the College of Business Education in Tanzania. Experimental data were collected from pre-and post-tests, interviews, and questionnaires administered to students and lecturers. The study examined the perceptions and motivation of the participating lecturers towards using the M-TLAM in mathematics education and the factors influencing student motivation, academic achievement, and experience towards business mathematics courses. The evaluation results are promising and show that the M-TLAM implementation can potentially improve students’ motivation and academic achievement. In addition, the pedagogical experiences of students were primarily positive, and student’s attitudes towards the business mathematics course through M-TLAM were more favourable than those of students who studied the course via traditional methods. Cultural, technological, and instructional Factors contribute to students’ improved motivation. Lectures demonstrated a cheerful disposition towards the potential of the M-TLAM for enhancing teaching and learning activities. The contributions of this study are highlighted through the implementation of the M-TLAM for blended learning and through the design principles and guidelines provided towards its effective implementation.

Investigating preservice secondary mathematics teachers' skills in posing realistic mathematics tasks

Mathematics tasks situated in realistic situations play a central role in developing and applying mathematical knowledge. However, mathematics educators face difficulties in designing realistic mathematics tasks. This study was conducted to gain deeper insights into the characteristics of mathematical problems that underprepared preservice secondary mathematics teachers pose. This study examined 32 preservice secondary mathematics teachers' problem-posing skills based on three problem-posing situations: structured problem-posing, semi-structured problem-posing, and free problem-posing. As the context of the participants, they did not have learning experiences in designing realistic mathematics tasks. In evaluating the preservice teachers' works, the researchers used several evaluation criteria, namely the compatibility of the problem with the mathematical principles, plausibility and sufficiency of information, the problem text, level of context authenticity, cognitive demand, and the correctness of the solution. The results revealed that most preservice teachers posed problems with the first-order level of context use and low cognitive demand. Additionally, many of them encountered difficulties when attempting to solve the problem. The findings of this study were expected to serve as a basis for developing a curriculum for pedagogic and mathematics courses in teacher education.

Publishing mathematics education research in English: amplifying voices from the field

AbstractIn this paper we investigate the issue of representation within the Journal of Mathematics Teacher Education (JMTE) and the broader academic publishing landscape, particularly focusing on the underrepresentation of authors from various world regions. A questionnaire, distributed globally, aimed to amplify the voices of the underrepresented, exploring the constraints and affordances of publishing in English-medium mathematics education research journals. The question that guided our investigation was: What do voices from the mathematics education community raise in their responses to questions about publishing in English-medium research journals like JMTE? We used qualitative methods to review the responses and identify common themes. The findings revealed significant barriers and challenges related to language, research location, and institutional support, highlighting the complexities of navigating the global academic community and the academic publishing culture. We propose actionable suggestions to foster a more equitable, diverse, and inclusive publishing environment.

A multigroup random-intercept cross-lagged panel model for Finnish secondary school students in frame of situated expectancy-value theory

The aim of this study is to examine both within-person and between-person associations of academic self-concept and task values in literacy and mathematics to identify the most promising motivational construct to prevent motivational decline during school transitions. The sample included 3636 students (average age at the start: 15.73 years, SD: 0.32 years) followed up three times from lower secondary school (T1) to the third year (T3) of upper secondary education, either in vocational or academic tracks. Multi-group random intercept cross-lagged panel models detected several spillover (cross-lagged) effects between self-concept and task values in mathematics but not in literacy. There were also marginal but significant differences between students from different educational tracks in both subjects. Overall, utility value and academic self-concept in mathematics were found to be the most promising motivational constructs in changing motivational beliefs, thus presenting important starting points in motivational interventions. Educational relevance and implications statementThis study highlights that spillover effects are more pronounced in maths than in literacy, emphasising the need for tailored interventions in mathematics education. Moreover, the potential disruption in students' motivational beliefs during school transitions suggests the importance of ensuring continuity in support to help mitigate the impact of these transitions. While our results indicate limited carryover effects, it is possible that school transitions are experienced as breaks in motivational development. The role of utility value in exhibiting spillover effects over school transitions in both maths and literacy suggests the significance of emphasising the practical relevance of academic subjects to sustain students' motivation. Additionally, recognising the superior role of academic self-concept in maths in spillover effects on task values underscores the importance of nurturing students' confidence and beliefs in their own mathematical abilities.

The Role of 3D Printing in Science, Technology, Engineering, and Mathematics (S.T.E.M.) Education in General and Special Schools

The Role of 3D Printing in Science, Technology, Engineering, and Mathematics (S.T.E.M.) Education in General and Special Schools

Examining the practice of culturally responsive pedagogy in upper primary school mathematics: Perceptions and competencies of teachers in North Wollo zone, Ethiopia

This study aimed to examine the status of culturally responsive pedagogy (CRP) practices among upper primary school mathematics teachers in North Wollo Zone, Ethiopia. To achieve this purpose, the researchers employed a mixed-methods convergent research design. The participants included teachers, students, principals, and department heads. Data were collected from these participants through questionnaires and interviews, and analyzed using both quantitative and qualitative techniques. Results indicated that teachers employed CRP strategies in mathematics instruction on an occasional basis. Furthermore, the results revealed significant correlations between the independent variables—school location, teaching experience, CRP perception, and CRP competency—and the practice of CRP. Notably, teaching experience and CRP competencies were found to positively and significantly predict the dependent variable of CRP practices in mathematics education. These findings underscore the need for teachers to gain teaching experience, enhance their cultural competence, and exchange insights on implementing responsive teaching methods that integrate cultural elements and real-life contexts.

Implementing Blended Learning within the TPMK Framework to Enhance Mathematics Teachers' Competence

The post Covid-19 pandemic opens opportunities for teachers to conduct innovative studis in the context of mathematics education. The blended learning model has become the primary choice implemented by teachers during mathematics learning activities in schools. However, discourse related to this matter is still limited. This research investigates the impact of implementing the blended learning model on the Technological Pedagogical and Mathematics Knowledge (TPMK) of mathematics teachers in Madrasah Aliyah (MA) in Indonesia. post-Covid-19 pandemic. The research focuses on aspects of blended learning implementation, the level of TPMK of teachers, and the extent of its impact on the professional development of mathematics teachers. The research method used is correlational design, with data collection conducted through questionnaires given to MA teachers. The results show that implementing blended learning has a significant positive impact on improving the TPMK of mathematics teachers. Research recommendations include expanding training programs for teachers in technology integration, improving digital infrastructure in madrasas, providing incentives for learning innovations, and enhancing cooperation among madrasas. The implications of this research are crucial in providing significant contributions to the development of mathematics education in the madrasah environment. This research can be a foundation for developing more effective educational strategies and policies, particularly in facing and adapting to post-pandemic learning changes.

Secondary teachers’ guided reinvention of the definitions of reducible and irreducible elements

Informed by Realistic Mathematics Education, we designed a hypothetical learning trajectory on graduate students’ guided reinvention of reducible and irreducible elements in rings. We created experientially real context problems for use in a teaching experiment, in which secondary in-service and pre-service teachers used algebra tiles as an emergent model of factoring integers and quadratics in Zx. In their mathematical activity, this became the teachers’ model for abstracting the shared structure of (ir)reducible elements in Z and Z[x], which they used to formally define (ir)reducible elements. In this paper, we discuss the progression of the teachers’ reasoning and defining activities that were evident as they reinvented the definitions of reducible and irreducible elements of integral domains.