Mathematics Education Research Articles

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.

Analysis of Mathematics Education Students' ICT Behavior at IAIN Syekh Nurjati Cirebon Post-Pandemic

This study analyzes student behavior in using ICT when using LMS at IAIN Syekh Nurjati Cirebon. This study used quantitative methods with a survey research design. The type of survey used is a cross-sectional survey design. Samples were taken from Mathematics Education students in semesters I, III, V and VII, as many as 258 from 627 active students in 2021/2022 using the stratified random sampling method. The instrument was developed following the aspects and indicators in the TAM model, containing (1) perceived ease of use, (2) perceived usefulness, (3) attitude towards using, (4) behavioral intention to use, and (5) actual usage. The instrument will be tested for validity using CVR and reliability using the Guttman Split-Half Coefficient correlation. Data on student behavior using ICT were analyzed using Widoyoko categorization. The study results showed that the instrument was confirmed to be valid and reliable, with students' behavior in using ICT categorized as "good." The findings suggest that students are generally well-prepared to engage with ICT tools for online learning, reflecting their adaptability and positive attitudes toward technology adoption. However, to maximize the potential benefits of ICT in education, the study highlights the need for institutions to implement targeted strategies. These include providing more comprehensive ICT training programs, upgrading and maintaining digital infrastructure, and creating policies encouraging consistent and meaningful use of ICT in learning activities.

Analisis Keterampilan Siswa dalam Menyajikan Data Menggunakan Pendekatan PMR Berbantuan Papan Diagram Batang di SD Gondang Manis 01

The use of bar chart boards is an effort to implement data presentation learning with the use of media as an aid. The main objective of this study is to implement bar chart board media based on Realistic Mathematics Education (PMR) to improve students' understanding in presenting data, as well as to encourage students' skills in presenting data accurately, completely, and clearly. The research method used is qualitative narrative with data collection techniques in the form of observation, interviews, and documentation. The subjects of this study involved students and teachers at SD Gondang Manis 01. Data were collected through various techniques, namely observation by observing student interactions with learning media and the role of teachers in classroom management, in addition we also use interview techniques with students and teachers to dig deeper into their experiences and perceptions. Thus, it is expected to be known to what extent the use of bar chart board media can help students understand statistical concepts and improve data presentation skills

Development of Innovative Learning Design with Character for Teachers and Students of Junior High School in Indonesia

Character education is internalized in all school subjects until the university level in Indonesia. Therefore, it is necessary to obtain a character educational design that assists teachers in the Integration of values into the learning process. This study aims to develop a character learning design in junior high school for three subjects: Mathematics, Science, and Civic Education. The subjects involved in this study are 12 teachers and 141 students in grade seven, eight, and nine from three schools in Pontianak, West Kalimantan. The products produced are three types of character education design model books and nine-character learning design guidebooks for teachers. The results show that the developed character learning design is effective in improving students' character and practical for teachers to use.

Highten Discrete Mathematics Learning Through Gamified: A Sustainable Development Goals (SDG) Perspective

Objectives: This study aims to address challenges in engaging and motivating students in mathematics learning by integrating gamification aligned with Sustainable Development Goals (SDGs), particularly SDG 4: Quality Education. Theoretical Framework: Drawing on the Dick and Carey instructional design model, the study develops a structured approach to gamifying mathematics education using the Quizizz application. Method: A ten-stage development methodology is adopted, covering needs analysis, instructional design, iterative implementation, and evaluation, specifically tailored for first-semester students at IKPIA Perbanas Jakarta. Results and Discussion: The findings indicate that gamification significantly enhances student engagement and comprehension, achieving a 95.83% accuracy rate in mathematics exercises. Discussions underscore the alignment of gamified tools with digital-native students' preferences and their integration into Learning Management Systems (LMS). Gamification complements traditional teaching methods, fostering interactive and effective learning experiences. Research Implications: Gamification offers scalable models for embedding game mechanics into curricular designs, improving motivation and student-centered learning in higher education. Originality/Value: This research highlights the transformative potential of gamification in higher education, contributing innovative insights into its application in mathematics education and its alignment with SDG 4.

Storylines from Newcomers’ Perspectives: The Complexities of Learning Mathematics in a Norwegian Introductory Class

This paper investigates storylines from newcomers’ perspectives on their experiences of learning mathematics in an introductory mathematics classroom setting in Norway. We engaged in participatory research at a school over time. The data in this article come from observations and conversational interviews. Positioning theory guided our analysis in identifying storylines and related positionings. Our analysis provided us with the following four storylines: (1) newcomers find mathematics easy because they are also learning a new language; (2) newcomers experience tensions when learning mathematics in a new language; (3) newcomers find math teachers extra kind and find that they extend their help to them more than usual; (4) newcomers seek alternative resources for learning advanced mathematics. The identified storylines serve as a valuable resource to understand the newcomers’ wishes and desires for their mathematics education in a context of not yet knowing the language of instruction and educational culture. We recommend listening to newcomers’ perspectives of their experiences and recognizing the strengths they bring to the classroom to understand how they navigate their situation while learning mathematics in multilingual mathematics learning settings.

Literature Study: The Effect of The Problem-Based Learning Model Assisted by The Flipped Classroom on Mathematical Creative Thinking Ability

The development of mathematical creative thinking abilities is a crucial goal in modern education, as these skills enable students to approach complex problems innovatively and adapt to diverse challenges. However, traditional teaching methods often fail to nurture creativity, focusing instead on rote learning and procedural tasks. This study aims to investigate the impact of integrating the Problem-Based Learning (PBL) model and the Flipped Classroom approach on enhancing students' mathematical creative thinking abilities. The research employs a Systematic Literature Review (SLR) methodology, analyzing previous studies that explore the effects of these pedagogical strategies individually and in combination. Data were collected and synthesized through a rigorous process of identification, screening, and inclusion based on predefined criteria. The findings reveal that the integration of PBL and the Flipped Classroom significantly improves students' flexibility, originality, and ability to generate innovative solutions in mathematics. PBL fosters collaborative problem-solving and real-world application, while the Flipped Classroom prepares students with foundational knowledge, allowing class time to focus on exploration and creativity. This research highlights the potential of innovative teaching models to transform mathematics education by creating dynamic and student-centered learning environments. The results provide valuable insights for educators seeking to foster higher-order thinking skills and creativity in their students.

Practical Value of Intensive Learning, use and Development of Communicative Skills for Students of Mathematics Based on Professional English Language

Research relevance: the article deals with the special application of methods and techniques that have shown their effectiveness in world practice for the successful implementation of professional communication of mathematicians-students in English. Research purpose: clarification in a practical context of the objective aspects need for methods to achieve the expected results in teaching English in the system of higher mathematical professional education in Kyrgyzstan. Research materials and methods: analysis of their influence on the development of the professional speech of mathematicians-students through the views of students who studied this question, and also the ways of verifying these methods in practice are proposed. The content of these methods is revealed in the article, taking into account public and social conditions. This is related to the task of preparing mathematicians-students for international competition by forming professional English language at the required level, and also demonstrates the content of methods used in practice with examples. Research results: on the basis of the proposed points, a number of problems in teaching English in the field of professional education and mathematics are highlighted. Conclusions: a comprehensive approach is required to improve the teaching of English in mathematics.

A Critical Glance at Technology's Role in Mathematics Education for a Sustainable Future: Advancing SDG 4 - Quality Education Through a Systematic Review and Qualitative Synthesis

A Critical Glance at Technology's Role in Mathematics Education for a Sustainable Future: Advancing SDG 4 - Quality Education Through a Systematic Review and Qualitative Synthesis

How Students Use Cognitive Structures to Process Information in the Algebraic Reasoning?

Cognitive processes are procedures for using existing knowledge to combine it with new knowledge and make decisions based on that knowledge. This study aims to identify the cognitive structure of students during information processing based on the level of algebraic reasoning ability. This type of research is qualitative with exploratory methods. The data collection technique used began by providing a valid and reliable test instrument for algebraic reasoning abilities for six mathematics education student programs at the Islamic University of Sultan Agung Indonesia. Subjects were selected based on the level of upper, middle, and lower algebraic reasoning abilities. The results showed that (1) students with the highest level of algebraic reasoning ability meet the logical structure of Logical Reasoning which shows that students at the upper level can find patterns and can generalize; (2) Students at the intermediate level understand the cognitive structure of Symbolic Representations, where students can make connections between knowledge and experience and look for patterns and relationships but have difficulty making rules and generalizations; (3) students at lower levels understand the cognitive structure of Comparative Thinking, where students are only able to make connections between prior knowledge and experience.

Gamification and Game-Based Learning in Mathematics Education for Advancing SDG 4: a Systematic Review and Qualitative Synthesis of Contemporary Research Literature

Gamification and Game-Based Learning in Mathematics Education for Advancing SDG 4: a Systematic Review and Qualitative Synthesis of Contemporary Research Literature

Text Comprehension as a Mediator in Solving Mathematical Reality-Based Tasks: The Impact of Linguistic Complexity, Cognitive Factors, and Social Background

Successfully solving reality-based tasks requires both mathematical and text comprehension skills. Previous research has shown that mathematical tasks requiring language proficiency have lower solution rates than those that do not, indicating increased difficulty through textual input. Therefore, it is plausible to assume that a lack of text comprehension skills leads to performance problems. Given that different sociodemographic characteristics and cognitive factors can influence task performance, this study aims to determine whether text comprehension mediates the relationship between these factors and competence in solving reality-based tasks. Additionally, it examines the impact of systematic linguistic variation in texts. Using an experimental design, 428 students completed three reality-based tasks (word count: M = 212.4, SD = 19.7) with different linguistic complexities as part of a paper-pencil test. First, students answered questions about the situation-related text comprehension of each text, followed by a mathematical question to measure their competence in solving reality-based tasks. The results indicate that: a) Tasks with texts of lower linguistic complexity have a significantly higher solution rate for both text comprehension (d = 0.189) and mathematical tasks (d = 0.119). b) Cognitive factors are significant predictors of mathematical solutions. c) Text comprehension mediates the relationship between the impact of students’ cultural resources and cognitive factors and their competence to solve reality-based tasks. These findings highlight the importance of linguistic complexity for mathematical outcomes and underscore the need to reinforce text comprehension practice in mathematical education owing to its mediating role.

Challenges in Science, Technology, Engineering, Arts, and Mathematics Education in Cape Verde: A Study of a Mathematics Teacher Training Project

This study investigates strategies to empower Cape Verdean mathematics teachers in adopting Science, Technology, Engineering, Arts, and Mathematics (STEAM) methodologies, focusing on mathematics education. Using an interactive, reflective continuous professional development (CPD) model—including teaching simulations, classroom practice, and structured reflection—qualitative research was conducted via thematic analysis of published data over two project-training cycles. In the first cycle, 27 teachers participated, with 24 later acting as trainers in the second cycle, which involved 44 non-higher education teachers. The project, a collaboration between institutions in Cape Verde, Portugal, and Austria, was guided by Rogers’ Diffusion of Innovations theory and the Technological Pedagogical Content Knowledge (TPACK) framework. GeoGebra software was employed to support STEAM adoption. Results indicate significant advancements in teachers’ technological and pedagogical skills, leading to improved student engagement and understanding. However, challenges remain, especially in integrating STEAM across disciplines due to limited resources and a lack of systemic CPD. The study concludes that sustained support is essential for fully embedding STEAM in Cape Verde’s education system.

Comments on School Education in Mathematics and Computer Science

This work aims to improve problem-solving skills even for students and adults, who are not so interested in mathematics. This requires simple algorithms. The efficiency of these is not the focus of this work, as we assume that computers will continue to take over this computational work. We concentrate on important, flexible operations that are as universal as possible. In doing so, we rely on the object of the structured table. A structured table can represent a number of any type, but also texts and structured collections of text and numbers. This means that the focus is no longer only on individual data operations such as addition, multiplication, sine, root, etc., but also on mass data operations such as selecting (choosing), sorting, aggregating, restructuring, joining (merging tables), etc. The work clearly shows that these operations can also be used to develop new, simpler solutions for the problems now being dealt with at school. Simpler, more universal algorithms that can be programmed by anyone should be taught at school. The work on the data model o++o was strongly motivated by the Relational data model with its language SQL and the language CONVERT, which tried to extend the flat table model to hierarchical data structures.

Math misconceptions: Mistakes, misunderstanding, and confusion

In this study, we investigate mathematical misconceptions, particularly prevalent among high school students, and offer solutions. The primary aims of our research include identifying the most common mathematical misconceptions, uncovering their underlying causes, and evaluating research-based solutions that have successfully addressed these issues. For this study, data were collected using a mixed-methods approach in Stirling Schools operating throughout Iraq. Data were gathered via a diagnostic test, as well as teacher interviews and classroom observations. The test revealed conceptual, procedural, and application problems, while interviews and observations gave qualitative information about the sources of misunderstandings and teaching tactics. The data analysis blended quantitative mistake classification with qualitative theme analysis to provide a complete picture of misunderstandings and effective training approaches. In light of the data obtained, we can state that misconceptions typically stem from a lack of conceptual understanding, over-reliance on procedural methods, and contextual misunderstandings. Additionally, it has been shown that conceptual education, visual aids, and peer-supported learning help eliminate mathematical misconceptions. These valuable findings hold significant implications for educators seeking to improve students' mathematical knowledge by emphasizing the importance of concept-based learning and providing opportunities for re-education. Through this study, we offer key insights into how widespread mathematical misconceptions can be effectively addressed, contributing meaningfully to mathematics education.

Exploring Racial Justice with Culturally Responsive Mathematical Modeling in the Primary Grades: Cultivating Criticality in the Problem-Based Learning Space

This study explores the integration of culturally responsive mathematical modeling (CRMM) in primary grades to promote racial justice and critical consciousness. The research focuses on how CRMM can support problem-based learning (PBL) by engaging students in analyzing real-world issues through mathematics. CRMM leverages students' cultural knowledge, identities, and experiences to critically examine and address social justice issues, such as racial representation in classroom libraries. The study utilizes a case study approach to investigate the supports and challenges faced by two primary grade teachers in designing and implementing a CRMM task, the Library Diversity Project. This project aimed to evaluate and improve the fairness of classroom library collections by analyzing the representation of different racial and cultural groups in children's books. The research highlights the importance of collegial support, critical reflection, and the use of specific pedagogical tools, such as decision matrices and graphical representations, in facilitating CRMM. Key findings indicate that CRMM tasks can cultivate critical awareness and empathy among students, enabling them to take action to address inequities. The study also unveils the complexity of implementing CRMM, particularly in navigating political, contextual, and mathematical challenges. Teachers' critical reflexivity and collaboration were essential in addressing these challenges and fostering a learning environment that allowed students to use mathematics to analyze an issue and take action. The research contributes to the literature on equity-focused mathematics education by providing empirical evidence of the potential of CRMM to promote social justice in the primary grades. It emphasizes the need for ongoing professional development and support for teachers to effectively integrate CRMM into their practice. The study concludes with recommendations for future research and practice in culturally responsive mathematics teaching.

Factors influencing the use of digital technologies in primary mathematics teaching: Voices from Chinese educators

Abstract This study examines the multifaceted aspects of using digital technology in Chinese primary mathematics education through qualitative analysis. Participants included eight primary mathematics teachers and five vice-principals from four primary schools in Chongqing. Through in-depth interviews with these teachers and leaders, the research uncovers a complex interplay of internal and external influences on technology use. These influences range from individual attitudes and teachers' pedagogical beliefs to systemic factors like infrastructure and resource access. Based on these findings, the study proposes the Technological Pedagogical Readiness framework (TPR), which encapsulates the intricate interplay of these factors. The framework advocates for a balanced consideration of internal influences, such as Technological Pedagogical Content Knowledge (TPACK) and attitudes towards technology integration, and external influences, including educational environment, teacher professional development, educational challenges, students’ technology literacy and parental and community involvement. This framework, developed from the analysis, represents an initial step towards a more comprehensive model for using digital technology in education. It informs theoretical discussions and practical applications, providing a foundation for future curriculum development, teacher training initiatives, and policy considerations. The study's approach to proposing this framework reflects its developmental nature and underscores the need for further empirical validation. This research aims to inspire continued exploration into practical strategies for enhancing mathematics teaching and learning in the digital era by contributing a novel perspective to the ongoing dialogue on digital technology in education.

Characteristics of Effective Elementary Mathematics Instruction: A Scoping Review of Experimental Studies

Considering that the teaching of mathematics in elementary school is an important prerequisite for the development of mathematically literate citizens, it is essential to identify what makes it effective. The aim of this study is to determine the characteristics of effective interventions in elementary school mathematics education. To this end, a scoping review was conducted that included 44 experimental studies published between 2014 and 2023. Through a qualitative analysis of the intervention descriptions, we identified 27 characteristics, which were categorized into nine thematic units. We found that, on average, seven characteristics were used per intervention. The results of this study suggest that effective elementary school mathematics instruction should foster students’ conceptual understanding and procedural fluency through problem-solving, active learning, and mathematical games. This can be achieved through a dynamic alternation of whole-class instruction and cooperative and individual learning with the use of manipulatives and visualizations to reach the level of abstraction. Considering that the analyzed interventions rarely addressed students’ common errors and critical thinking, future research could focus on these aspects in elementary school mathematics education.

Learn math through motion: a technology-enhanced embodied approach with augmented reality for geometry learning in K-12 classrooms

ABSTRACT Despite the growing attention to the technology-enhanced embodied learning approach in mathematics education and its pedagogical potential, much remains unexplored regarding its implementation in real-world classroom contexts and student engagement in embodied learning activity. Addressing this gap, we introduce an embodied learning game leveraging computer vision and Augmented Reality (AR) techniques. We implemented the embodied AR game into fourth-grade classrooms to explore its impact on students’ geometry understanding, attitudes, and engagement patterns. Our analysis revealed significant enhancements in students’ geometry understanding from pre- to post-test, whereas their attitudes remained unchanged. A multiple regression analysis on students’ in-game log and hand gesture data showed that only time spent on making-angle activities predicts students’ cognitive learning gain, suggesting that not all hand gestures were meaningful to students’ learning. In addition to demonstrating the pedagogical benefits of cost-effective AR-based embodied learning in classroom settings, our findings highlight the importance of thoughtfully designing embodied actions that are both educational and engaging.

Artificial Intelligence: An Untapped Opportunity for Equity and Access in STEM Education

Artificial intelligence (AI) holds tremendous potential for promoting equity and access to science, technology, engineering, and mathematics (STEM) education, particularly for students with disabilities. This conceptual review explores how AI can address the barriers faced by this underrepresented group by enhancing accessibility and supporting STEM practices like critical thinking, inquiry, and problem solving, as evidenced by tools like adaptive learning platforms and intelligent tutors. Results show that AI can positively influence student engagement, achievement, and motivation in STEM subjects. By aligning AI tools with Universal Design for Learning (UDL) principles, this paper highlights how AI can personalize learning, improve accessibility, and close achievement gaps in STEM content areas. Furthermore, the natural intersection of STEM principles and standards with the AI4K12 guidelines justifies the logical need for AI–STEM integration. Ethical concerns, such as algorithmic bias (e.g., unequal representation in training datasets leading to unfair assessments) and data privacy risks (e.g., potential breaches of sensitive student data), require critical attention to ensure AI systems promote equity rather than exacerbate disparities. The findings suggest that while AI presents a promising avenue for creating inclusive STEM environments, further research conducted with intentionality is needed to refine AI tools and ensure they meet the diverse needs of students with disabilities to access STEM.