Effective Mathematics Teaching Research Articles

The Impact of Introducing Scientific Calculators to Junior High School Graduates on Their Academic Performance in Mathematics

Scientific calculators are commonly and widely used tools in senior high schools, offering students the ability to perform mathematical calculations faster and more efficiently. This study aimed to investigate the Impact of Scientific Calculators usage on Junior High School graduates Performance in Mathematics. The study was purely quantitative hence data was collected through survey questionnaires and a mathematics achievement test. The study's accessible population size and sample size consisted of 280 and 162 respectively. The sample of 162 students was selected using a systematic random sampling method. Data collected were analysed using descriptive statistics, a simple linear regression model, and a paired sample t-test. The study found a significant difference in students' test scores before and after the use of scientific calculators, t (162) = 17.199, p < .001, leading to a rejection of the null hypothesis. Additionally, a significant correlation was found between calculator usage and students' achievement test scores, F (162) = 24.614; p < .001. Based on these findings, the study recommended that the Ghana Education Service consider allowing and granting permission to schools to incorporate the use of scientific calculators into the teaching and learning of mathematics at the junior high level. This would enhance students' mathematics learning and academic performance. Furthermore, teachers at the senior high school level should introduce enrolled junior high school graduates in Form One to the proper and efficient use of scientific calculators. Students should be taught how to use calculators to solve simple mathematical questions, which would facilitate effective teaching and learning of mathematics

ASSESSMENT OF ASEI-PDSI PEDAGOGICAL PARADIGM ON STUDENTS’ MATHEMATICS ATTITUDE AND ACHIEVEMENT IN JUNIOR SECONDARY SCHOOLS (JSS) IN FCT-ABUJA

The ASEI-PDSI pedagogical paradigm championed by SMASE – Nigeria Project in collaboration with Japan International Cooperation Agency (JICA) is designed towards improving the quality of Mathematics which has consistently declined over the years in public secondary schools across the nation. The study assessed the ASEI-PDSI pedagogical paradigm on students’ mathematics attitudes and achievement in Junior Secondary Schools (JSS) in Federal Capital Territory (FCT) – Abuja. Descriptive survey research design was adopted for the study. The study population comprised of all Mathematics teachers in the 161 Public JSS in FCT. 100 Mathematics teachers whom have implemented ASEI-PDSI pedagogical paradigm were selected from the six (6) Area councils of FCT using the proportionate stratified random sampling technique. A researcher made 4-points Likert type of questionnaire was used for data collection and had reliability coefficient of 0.83 determined using the Pearson’s product moment correlation coefficient formula. Collected data was analysed using mean and standard deviation for research questions, while hypotheses were analysed using Chi-square (X2) and tested at 0.05 level of significance. The findings showed that, ASEI-PDSI pedagogical paradigm had a high positive influence on Junior Secondary Students’ Mathematics Attitude and Achievement but the influence was only statically significant on Attitude. The study established that ASEI-PDSI pedagogical paradigm is an appropriate teaching and learning strategy for delivery effective mathematics instruction in JSS in FCT. The study recommended among others; the need for JSS mathematics teachers in FCT implementing the ASEI - PDSI pedagogical paradigm to sustain it application and also for the stakeholders like FCT - Universal Basic Education Board to be encouraged to maintain regular in-service programme for JSS mathematics teachers as well as train those yet to be trained on the paradigm.

Methods and Strategies for Effective Teaching of Mathematics in Secondary Schools in Nigeria

If the mathematics is to be interesting rather than a dull experience for the students, the first steps must be to make it a positive rather than negative emotional experience for the teachers. The importance placed on the subject is derived from the fact that it would help the nation meet its quest for science and technological advancement. A lot required from the mathematics teacher in terms of methods and strategies for effective teaching and learning of mathematics in secondary schools to meet the learning expectation of the students and other stake-holders. You need satisfied, competent and confident teacher to produce satisfied and confident students. The teacher is a major learning resource in mathematics at any level. If he is effective, he is catalyst, a stimulator, an inspirer and facilitator. He has to be able to facilitate learning by creating opportunities which enable learner to investigate situations. He has to have internalized techniques which enable him to go beyond ordinary routine questions ending at the knowledge level, comprehension, application, analysis, synthesis and evaluation which may together be called higher intellectual skills and abilities have to be viewed by the mathematics teacher as important attributes to be acquired by his students. Teaching process cannot be said to be complete if assessment of the students, teachers and the, methods and strategies employed are not thoroughly carried out, The teacher must know the best techniques and methods of presenting his ideas to the students putting into consideration students interest, needs, individual differences, difficulties and abilities. Thus, for effective teaching and learning of mathematics, a teacher must embrace active learning as against the traditional method of teaching mathematics.

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.

Mathematics teachers’ practices in light of the effective teaching practices

Recognising the pivotal role of effective teaching practices in enhancing student learning outcomes, the National Council of Teachers of Mathematics (NCTM) has outlined a comprehensive framework of key strategies. However, empirical research on these practices remains limited. Therefore, this study aimed to investigate the extent to which mathematics teachers apply NCTM-identified effective teaching practices and examine potential differences attributable to teachers' gender and teaching experience. Adopting a quantitative approach and employing a descriptive survey, the study systematically assessed eight designated practices using a validated observation checklist in the Jazan Education Administration, observing 38 mathematics teachers during routine classes. The results indicated a moderate level of implementation overall, with ten practices demonstrating high application. Statistical analyses found no significant differences in practice implementation based on gender or teaching experience at the .05 level. The limitations included the study's relatively small sample size, potentially limiting generalisability, and the observational nature of the checklist, which may not fully capture nuanced teaching dynamics. Future research could focus on developing training initiatives to enhance educators' application of NCTM-recommended practices and undertake qualitative inquiries to understand barriers to integration and teachers' attitudes towards these practices. Finally, this study contributes to the discourse on effective mathematics teaching by providing empirical insights into current practices and highlighting avenues for further investigation and professional development in educational settings.

Unraveling high-quality mathematics teaching in algebra: insights from overlaying domain-specific and content-specific observation instruments

When analyzing instructional quality in mathematics, observational measures can consider domain-specific instructional approaches (e.g., effective teaching of mathematics) and content-focused practices (e.g., effective teaching of a specific mathematical topic). In this study, we analyze lesson videos from secondary algebra classrooms using two different instruments—one focused on ambitious mathematics teaching practices and one focused on instructional features that support students’ learning opportunities in algebra specifically. We consider the information provided by overlaying these instruments to raise implications for instructional improvement efforts, particularly related to how information from the instruments might inform formative feedback to teachers. We consider how alignment between instrument and instructional emphasis can influence the strengths and areas of instructional improvement identified in a given lesson. We further model a collaborative process for looking across observation instruments to deepen understanding of the information provided.

Integrating subject-generic and subject-specific teaching frameworks: searching for stages of teaching in mathematics

Currently there is an attempt to combine subject-generic and subject-specific teaching frameworks to comprehensively capture teaching quality. This study explores the possibility of integrating two widely used and validated frameworks, the subject-generic Dynamic Model of Educational Effectiveness (DMEE) and the subject-specific Mathematical Quality of Instruction (MQI). Toward this end, we drew on data from 38 upper-grade primary school teachers, each observed in six mathematics lessons, which were coded using both frameworks. Data were analyzed using the Extended Logistic model of Rasch to explore whether a common scale of teaching quality with good psychometric properties could be developed. Saltus was then utilized to investigate the possibility of forming levels of effective teaching in mathematics. A common scale encompassing both subject-generic and subject-specific teaching aspects, which had good psychometric properties, was developed. The subject-generic and subject-specific teaching aspects of these frameworks were clustered in five distinct levels. With the exception of the top level that included only subject-generic aspects, all other levels included teaching aspects from both frameworks, thus providing support to the assumption that it is possible to develop levels of effective teaching that combine related subject-generic and subject-specific aspects. In discussing the study findings, we consider their implications for developing an integrated framework of teaching quality and for developing professional development programs that combine subject-generic and subject-specific teaching aspects.

Adaptation and validation of Mentoring for Effective Mathematics Teaching (MEMT) – Mentee and Mentor scales to Turkish

ABSTRACT This article aims to reveal the adaptation and validation process of the Mentoring for Effective Mathematics Teaching (MEMT) -Mentee and -Mentor scales in the Turkish context, which was developed to examine preservice mathematics teachers’ and mathematics mentor teachers’ perceptions of mentoring practices within the Five-factor mentoring model. In the direction of this purpose, two studies were conducted between the years of 2020 and 2022. Within the first study, the instruments were translated into Turkish, validity and reliability analyses were conducted. Then, the second study was conducted to strengthen linguistic and cultural revisions of the instruments. The result of the studies showed that the Turkish versions of the instruments for mentor teachers and preservice teachers’ perceptions of mentoring practices is usable. Furthermore, according to descriptive statistics, preservice teachers and mentor teachers gave high scores for each factor in the instruments, and the practices about Personal Attributes were perceived by them as among the most performed practices.

Synchronous Virtual Learning in Ubiquitous Learning Paradigm and Effective Mathematics Teaching

Learning generally has taken a new dimension in this present era. Virtual learning has become increasingly popular recently due to technological advancement. Learning has moved from didactic pedagogy characterized by a teacher-centered approach where knowledge is transmitted from the instructor to the learner to a virtual, mobile, blended/ hybrid, e-learning mode of instruction. Learning is now a form of a Transformative approach to teaching and learning that goes beyond acquiring knowledge and skills only to create profound changes in individuals' beliefs, attitudes, values, and behavior. To obtain the necessary skills required for learning, the learners should have access to learning, and learning should be flexible and occur anywhere anytime through virtual instruction. The study emphasizes the ubiquitous (u-learning) paradigm, synchronous virtual learning in particular, and teachers' role in mathematics teaching and learning. This research has contributed valuable insights into how synchronous virtual learning can improve mathematics teaching and learning, support diverse learners, and inform instructional practices in digital environments. The implication of using synchronous virtual learning is to promote active engagement, social interaction, and peer collaboration, enhancing student comprehension and problem-solving skills. Since learning cannot be limited to didactic instruction, virtual learning should be considered for effective mathematics learning.

Toward a Better Understanding of the Nature of Pedagogical Content Knowledge for Fractions: The Role of Experience

ABSTRACT Mathematical knowledge for teaching (MKT) is a professional knowledge crucial for effective mathematics instruction, encompassing both content knowledge (CK) and pedagogical content knowledge (PCK). The purpose of this study is to investigate the hierarchical structure of PCK for fractions by seeking further evidence for the PCK-Fractions assessment. The PCK-Fractions measure is designed to examine the effectiveness of teacher education program and field experiences in facilitating preservice teachers’ (PSTs) PCK for children’s fraction reasoning in grades 4–6. Emplying165 undergraduate students, the research investigates how different levels of coursework and field experience influence PCK-Fractions scores. Results suggest that both completing coursework in a teacher education program and having grades 4–6 field experience each led to higher PCK-Fractions scores. Additionally, this study provides further evidence supporting the validity of the PCK-Fractions measure as a reliable indicator of PSTs’ proficiency in teaching fractions. Implications for mathematics teacher education and educational research are discussed.

Effect of the Dialogue and Argumentation Strategy on the Academic Achievement of Ordinary Level Students in Zimbabwe

The purpose of the study was to examine the effect of the dialogue and argumentation strategy on the academic achievement of mathematics students studying the subject at ordinary level. The research strategy used was a descriptive survey. A quantitative approach that used a structured questionnaire for data collection from a sample of 100 O’ level Mathematics teachers was used. Data validation was done using Confirmatory Factor Analysis (CFA). The Structural Equation Modelling (SEM) was used for data analysis. The empirical findings of the study indicated that all the factors of dialogue and argumentation strategy namely: collective teaching, purposeful teaching, supportive teaching, reciprocal teaching, cumulative teaching and pedagogical repertoires have a significant and positive influence on the teaching of ordinary level mathematics. These results demonstrate that the dialogue and argumentation strategy has a significant effect on the academic achievement of ordinary level mathematics students. The main study limitation was that the findings of this study might not be transferable nationally since the study was delimitated to only schools in Gutu district of Masvingo province in Zimbabwe. These results have implications on the effective teaching of ordinary mathematics in secondary schools in Zimbabwe.

Mathematics teachers’ beliefs about mathematics, its teaching, and learning: The case of five teachers

This study explores the views of mathematics teachers at Assosa University regarding effective mathematics teaching. The study used a case study method as a mode of inquiry through semi-structured interviews with five mathematics teachers at Assosa University. The data were analyzed thematically. The results showed that mathematics teachers view memorization, practice, and concrete experiences as ways to enhance their students’ understanding of mathematics. Teachers expressed different views on the nature of mathematics. Some teachers have an instrumental view, while others have a problem-solving view, and others have a Platonist view of the nature of mathematics. The study showed important arguments about the belief systems of mathematics teachers, showing that teachers’ beliefs about the nature of mathematics provide the basis for their mental models of mathematics teaching and learning. The study revealed those mathematics teachers’ beliefs about effective mathematics teaching influence their educational practices. The study suggests that developing the expertise of teachers in higher education institutions by changing their entrenched beliefs about mathematics needs particular attention, which ultimately affects their practice.

Evaluating the Impact of the WEI4S Instructional Approach on Middle School Students’ Algebraic Problem-Solving Skills

This study investigates the effectiveness of an instructional approach called “Worked-out Examples Involving 4 Stages” (WEI4S) for enhancing middle school students’ algebraic problem-solving skills and reducing CL. Based on cognitive load theory (CLT), WEI4S combines four stages (analyse, explain, investigate, and apply) to facilitate deep comprehension. This study involved 36 novice seventh-grade students identified as having challenges solving algebraic word problems. Participants were randomly assigned to different groups, including the experimental group that received the WEI4S intervention and a control group that participated in problem-solving activities. Pre- and post-tests, as well as a transfer test, were administered to measure algebra performance and CL, and students’ opinions about the intervention were collected. The findings revealed that students exposed to WEI4S showed significant improvements in algebra performance, decreased intrinsic CL, and no negative changes in terms of extrinsic and germane load compared to the control group. Overall, the WEI4S approach offers a promising avenue for effective mathematics instruction by providing a structured framework that encourages active engagement and problem-solving skills.

AN EXPLORATION OF THE INTEGRATION OF ICT IN MATHEMATICS LESSONS IN SECONDARY SCHOOLS, GARISSA COUNTY, KENYA

The integration of Information and Communication Technology (ICT) in education has brought about significant transformations in teaching and learning processes. In a mathematics classroom, ICT offers unique opportunities to enhance students' engagement, promote critical thinking, and foster conceptual understanding. This study explores strategies employed by mathematics teachers in integrating ICT into their lessons. The research design was a descriptive survey. The study was informed by the Diffusion of Innovations Theory. The target population consisted of 18 public secondary schools located in Garissa County. A sample of 267 mathematics students was selected using simple random sampling, while purposive sampling was used to select 18 mathematics teachers and 10 school principals from the ten selected schools. Data were collected through interviews with school principals, classroom observations, and surveys given to Mathematics teachers and students. Data were analyzed using descriptive and inferential statistics. Bar graphs were used to present the results. Findings revealed that projectors, printers, and smart televisions were the main ICT tools available for teaching mathematics, while GeoGebra was the most commonly used software by mathematics teachers. PowerPoint presentations and whiteboard displays were commonly used by teachers during mathematics lessons. Based on the findings, one conclusion is drawn: the scarcity of ICT resources hindered effective mathematics instruction. The study recommended the acquisition of more ICT resources for teaching and learning Mathematics. The study's findings can inform policymakers and education stakeholders to efficiently utilize ICT in the mathematics classroom and enhance students' mathematics performance.

Investigating the Influence of Instructional Materials on the Academic Performance of Secondary School Students in Mathematics.

Instructional materials play a vital role in teaching and learning objectives especially in technical subjects. This study investigated the Instructional Materials on the Academic Performance of Secondary School Students of Public and Private Secondary Schools in Mathematics in Ikenne Local Government Area of Ogun State and how it affects learning outcomes. A total of twelve public secondary schools and thirteen private secondary schools in Ikenne local government were investigated. The research hypothesis states that there is no significant relationship between types of instructional materials available for use and students’ academic performance in mathematics in public The study found out that most instructional materials used in teaching and learning mathematics are available in most of the private secondary schools and the students are satisfied with how the instructional materials are used in teaching them but were not visibly available in public secondary schools. The analysis revealed that the students in public secondary are not satisfied with the availability of instructional materials and how the instructional materials are used. The study recommends that mathematics teachers should endeavor to use improvised instructional materials for effective teaching of mathematics in public secondary schools where these instructional materials are not available to ensure that teaching and learning of mathematics is seamless. Also, Government and school proprietors should ensure that adequate employment of committed and qualified mathematics teachers are available to teach the subject in all secondary schools.

Exploring Challenges Towards Learning Mathematics Among Secondary School Students in Nepal

Mathematicians had been concerned with everyday problems. However, today's students are uninterested in learning mathematics. The main objective of this research is to identify students' challenges to learning mathematics. Employing an interpretative research paradigm, the study utilizes a narrative research design involving eight students from public and private schools in the Kaski district. To achieve the research objective, in-depth interviews were conducted with research participants. I had narrated views about challenges towards learning mathematics from my participants. After analysis and interpretation of data, challenges towards learning mathematics were difficulties in learning mathematics, negative perception and external pressure, disruption in learning environment and foundation, changing teacher and lack of support, enjoyment in mathematics practice and fear of teacher, barriers in conceptual clarity and guidance, obstacles in effective mathematics teaching and disinterest, unclear teaching and insufficient support respectively. Moreover, Students face a multitude of challenges in learning mathematics, including issues related to teacher behavior, lack of motivation, the current curriculum, low parental socio-economic status, ineffective teaching strategies, poor home environments, low academic achievements, math anxiety, impractical curricula, and traditional teaching methods.

Probing Learners’ Attributes That Facilitate Effective Mathematics Teaching and Learning at the Rural Secondary School Level

This study sought to explore the attributes of students that make mathematics teaching most effective in secondary schools in the North-West province. A total of 1 120 mathematics students were surveyed with a structured questionnaire and 988 responses were received. The Statistical Package for Social Sciences was employed to evaluate quantitative responses. Study respondents were described using descriptive statistics such as the mean, standard deviation, variance and frequency distributions. According to the findings, there was a significant correlation above 0.3. The results also showed that the correlation matrix was not unitary, providing a strong relevance between the students' attributes. The p-value of most of the attributes was less than 0.01 and 0.05 levels of significance, confirming the interrelations between the attributes. Therefore, none of the attributes could be achieved without considering the others. It was concluded that the multiple relationships between these attributes are viable. Through the study, educators will be able to assess and authenticate a cross-cohort of mathematics students, which will lead to the implementation of appropriate attributes to improve mathematics performance at the secondary school level. Such diagnostic interventions can empower mathematics students to recognise warning signals to work toward improved performance.

Factors influencing effective teaching and learning of mathematics: A case of selected secondary schools in Lusaka District, Zambia

Effective teaching in mathematics is crucial for students to develop a deep understanding of the subject, foster problem-solving skills, and cultivate a positive attitude toward math. While mathematics can be challenging for many students, a well-crafted teaching approach can make a significant difference in their learning experience. Hence, this study was carried out in Lusaka district and it aimed at investigating factors influencing effective teaching and learning of mathematics in secondary schools of Lusaka district in Zambia. The study was based on three major objectives: (i) to identify factors leading to poor learner academic performance in mathematics in selected secondary schools in Lusaka district, (ii) to establish challenges associated with the teaching and learning of mathematics in selected secondary schools in Lusaka district, and (iii) to suggest measures to promote effective teaching and learning of mathematics in selected secondary schools in Lusaka district. The study employed both qualitative and quantitative methods and a descriptive survey design that sampled head teachers, teachers, and pupils. Data was obtained from the respondents by means of interviews and questionnaires. Data were analyzed by the use of software; Statistical Package for Social Sciences (version 26) and Microsoft Excel (version 16). Frequency tables, graphs, figures, and pie charts were also used to analyze the data. The study established that improving teacher deployment, procurement of textbooks and acquiring of personal study materials by pupils, proper time management among pupils on studies, consistency in class attendance, constructing math labs well equipped with textbooks and relevant instruments, and improving on monitoring and inspection to ensure consistency among teachers were among key factors that would influence/ promote effective teaching and learning of mathematics in secondary schools. The study therefore called for greater attention from school administrators, parents, the government, and other relevant stakeholders to cooperate and find ways of addressing challenges that are associated with the teaching and learning of mathematics in a bid to improve learner academic performance in secondary schools.

Professional Ability System and Effective Strategies in Enhancing Teaching Competence Among Mathematics Student Teachers

This study compares mathematics student-teachers' professional ability system and instructional practices. Content, pedagogical, technical, classroom management, and reflective practice were examined as part of their professional ability system. Modeling, guided practice, co-teaching, differentiation, technology integration, formative assessment, and collaborative learning were also assessed. The study also examined if student-teachers' professional ability system affects their math teaching practices. Content knowledge and effective teaching practices, especially modeling and guided practice, are strongly correlated. Teaching tactics and pedagogical knowledge are strongly correlated, underscoring their value in guided practice and collaborative learning. Although technological skill has a moderate association, it is essential for using digital tools in mathematics instruction. Collaboration in teaching is highly linked to classroom management skills. Modeling, guided practice, and formative assessment are strongly correlated with pedagogical content knowledge. Reflective practice is linked to all teaching styles, demonstrating its importance in improving mathematics education and permitting varied teaching methods. Modeling is linked to content, pedagogical, and reflective practice in teaching methodologies. Guided practice correlates well with content, pedagogical, and reflective practice. Classroom management and pedagogical content knowledge are closely related to co-teaching. Differentiation tactics strongly correlate with reflective practice and technical competency. Classroom management and reflective practice are strongly correlated with technology integration. The association between formative evaluation and reflective practice and differentiation is substantial. Reflective practice and differentiation are strongly linked in collaborative learning environments. For effective mathematics instruction, a full professional ability system must include topic knowledge, pedagogical understanding, technical competence, classroom management skills, and reflective practice. These components enable varied teaching methodologies, improving mathematical education. These components together shape effective mathematics instruction, as shown by the substantial correlations.

Promoting and hindering factors in mathematics teaching in South African high schools

"This study explores what factors enable or prevent South African educators from carrying out effective mathematics teaching. The objectives are to explore the qualifications and experience of those involved, which skills, tools, and resources they use and what barriers they encounter. A qualitative approach using an interpretivist paradigm with multiple case studies was used. Eighteen participants were interviewed, and the data were analysed using qualitative content analysis. Findings showed that the barriers impeding effective mathematics teaching included lack of resources, teachers leaving the profession and many principals not attending workshops or professional development programmes. From the findings, we recommend the Department of Basic Education encourage more teachers to specialise in mathematics and that more funding is directed toward allocating the necessary resources to schools where resources are lacking. The department can provide incentives to encourage more student teachers to pursue mathematics teaching. "