Effective Mathematics Teaching Research Articles

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 2010 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.

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.

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.

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. "

Using visual representations to enhance isiXhosa home language learners’ mathematical understanding

Background: Several isiXhosa home language (HL) learners are excluded from meaningful mathematics learning because they are taught in English. Not only do teachers lack epistemological and pedagogical confidence in using multiple languages when teaching mathematics, but there are no mathematical registers for African languages that allow for adequate mathematical teaching and learning. There is a scarcity of research on what constitutes effective mathematics instruction for isiXhosa HL learners in South African language of learning and teaching (LoLT) Grade 1 classrooms.Aim: The purpose of this study was to explore the experiences of Grade 1 teachers using visual representations to enhance isiXhosa HL learners’ understanding of mathematics in the English- LoLT in Grade 1 classrooms.Setting: This study was conducted at four primary schools in the Western Cape’s Metro East Education District.Methods: This study employs a qualitative research approach in conjunction with an adapted interactive qualitative analysis (IQA) systems method to collect in-depth data about current mathematics practices in English LoLT in Grade 1 classrooms. The data were analysed using John Stuart Mill’s analytical comparison technique.Results: This study found that semiotics such as visual (and concrete) representations assist isiXhosa HL learners to grasp and understand mathematical concepts easily.Conclusion: This study emphasises the significance of using sufficient visual representation strategies to enhance isiXhosa HL learners’ mathematical understanding in the English LoLT in Grade 1 classrooms.Contribution: The outcomes of this study can make a positive contribution to current mathematics practice in terms of supporting isiXhosa HL learners in English LoLT in Grade 1 classrooms.

A Literature Review of the Effective Teaching of Mathematics in Junior High School Since the New Curriculum Reform

Mathematics, as a basic subject, has an imperceptible influence on other subjects. With the development of the new curriculum reform, the effective teaching research of mathematics in junior high school has been paid attention to by experts, scholars and teachers. In this paper, from the quantitative and qualitative dimensions, the CNKI database as the main data source, the new curriculum reform of junior high school mathematics teaching since the research is systematically combed. To analyze the research results, find out the lack of research, explore the research trends, in order to provide reference for the future development of effective mathematics teaching research.

Active learning strategies for an effective mathematics teaching and learning

Learning is an active enterprise, where three dimensions stand out, cognitive, social, and physical, and, in addition, not all students learn in the same way. Grounded on these ideas, this article reports a study that aims to understand and characterize the performance of pre-service teachers when experiencing active learning strategies during their mathematics classes. The participants were 48 future teachers of primary education (3-12 years old) that experienced paper folding, a gallery walk, and a math trail as active learning strategies. We followed a qualitative methodology, collecting data though observations, written productions, and photographic records. The analysis involved a qualitative and inductive approach resorting to content analysis. The results of the study show that the participants valued these experiences, due to their potential in the development of a diversity of mathematical concepts and abilities, and throughout them showed traits of cognitive, social, and physical engagement. Active learning provided collaborative work and mathematical communication enabling the emergence of different strategies to solve the proposed tasks. The participants were able to reflect and be aware of their ideas, mistakes, and difficulties, as well as of others, in a non-threatening environment, where movement was highlighted for not being a popular dimension in mathematics classes. Although more research is needed, the results encourage the use of active learning strategies as a valuable approach to teaching and learning.

ANALISIS OBSERVASI HASIL BELAJAR SISWA SD KELAS III DAN KELAS V PADA MATA PELAJARAN MATEMATIKA DI KOTA MEDAN, KABUPATEN DELI SERDANG DAN KABUPATEN LANGKAT

This study uses a qualitative descriptive method that aims to understand the phenomena of elementary mathematics learning outcomes. The resulting data is presented in the form of numbers described in the description. Research using the observation method was conducted on mathematics learning outcomes in grades III and grade V of elementary schools spread across three districts/cities in North Sumatra Province. To understand students' errors and misconceptions is essential for the effective teaching and learning of mathematics. It is important for teachers to approach student mistakes in a constructive way, helping students understand their mistakes and learn from them. Research has been conducted to investigate patterns of student misunderstandings, errors, and misunderstandings across educational systems, grade levels, gender, and time. Several case studies of mathematics subjects in elementary schools in North Sumatra Province became the main focus of the North Sumatra Education Office so that they held improvement and development activities for Chemistry, Biology, Physics and Mathematics subjects in 2022. The conclusion showed that only three grades III fulfilled and 1 class V that meets above the value of 70.

Examining the Dynamics of Teaching Algorithms of Fractions – A Case Study of Grade 3 Rural Schools in South Africa

This article emanates from a study that sought to establish teacher experiences in the effective teaching of Mathematics, especially when dealing with teaching algorithms of fractions in their schools. Fraction algorithms is a section of algebra in mathematics that deals with quantities as wholes and sub-constructs. In grade 3, learners seem to be unable to comprehend the meaning and this leads to teachers being frustrated. The authors posit that despite the teacher’s dilemmas about teaching fractions in grade 3, there still exists effective teaching in schools. The study adopted an interpretivism paradigm in which thematically analysed data was collected through interviews from 8 purposely selected participants. The researchers noticed that examining the dynamics in teaching algorithms of fractions involves significant development of the idea through prominent learner participation, handling of tangible materials by learners and learner inclusivity. The study reveals that teachers need to compatibly reflect on Mathematics Fundamental Knowledge (MFK) and Mathematics Pedagogical Content Knowledge (MPCK) to have the option to adequately teach their learners. Overall, it was found that teachers worked very hard to strive for excellence in teaching grade 3 learners and that they did their best irrespective of overcrowding, inadequate training and resources and other challenges they faced to achieve effective teaching fraction algorithms for their grade 3 learners. Keywords: Constructivist Theory, Effective Teaching, Community, Pedagogy, Collaboration, Fractions Algorithms

The Role of Dynamic Geometry Software in Teacher–Student Interactions: Stories from Three Chinese Mathematics Teachers

Teacher–student interactions are critical for effective mathematics teaching and learning. Certain technologies, especially dynamic geometry software (DGS), can have a great impact on interactions between teachers and students. In Chinese mathematics educational environments, we selected three mathematics teachers as examples to analyze how DGS impacts their method of teaching and feedback and what role it plays in their interactions with students. Based on the data, we found mathematics to be the main focus for Chinese teachers, even though DGS was widely used in their lessons. DGS was mainly used as a projector to present geometric properties. This implies that the interactivity of the DGS was simply used for pressing buttons on the screen during lessons. Although teachers may have used DGS for many years, they still lack sufficient skills to integrate this software into mathematics teaching.

Zimbabwean mathematics pre-service teachers’ implementation of the learner-centered curriculum during teaching practice

Effective mathematics teaching and learning is crucial not only for the purposes of examination and assessment but as well for the learners’ empowerment so that they cope with the ever-changing technology and be able to solve real-life social and economic problems of the world. The study aimed at revealing the pre-service teachers’ pedagogical practices during teaching practice as well as whether they aligned their practices to the teaching approaches recommended in the mathematics syllabus. The case study involved four secondary school pre-service mathematics teachers who were purposively sampled. Documents, interviews and lesson observations were the data collection instruments. The results showed that out of the four teachers only two used both teacher-centered and learner-centered methods, whilst the other two used purely traditional teacher-centered methods. The learner-centered methods used by the two teachers were only limited to group work and pair work out of the several learner methods recommended by the syllabus. In this era of technology, none of the teachers made use of technology whilst delivering their lessons, which is also not in line with the syllabus requirements. Pre-service teachers need to be more knowledgeable in learner-centered approaches, syllabus use and interpretation as well as technology integration in the teaching and learning of mathematics.

Teachers’ perceptions of the effectiveness of a planning framework on content sequencing for the teaching and learning of mathematics

Planning is an instrument for effective teaching and learning of mathematics, which can address the dropping enrolments of year 12 students studying advanced mathematics. This study investigated teachers’ perceptions of how a planning framework on content sequencing from junior mathematical knowledge (years seven to 10) to senior mathematical knowledge (years 11 to 12) informs teaching and learning of mathematics in Queensland, Australia. This mixed methods study collected data through a survey and semi structured interviews with 16 high school mathematics teachers. The data reveals that the elements of the framework can enhance the process of content sequencing, promote an environment that enhances development of new knowledge from prior knowledge, and articulate the hierarchical nature of mathematics. The study found that the framework can enhance collaborative planning among teachers within and across year levels. The study argues that using the planning framework on content sequencing can be a significant tool that can play an important role in guiding teachers to plan and teach new mathematical knowledge building from prior mathematical knowledge.

Toward a theoretical framework for task design in mathematics education

Task design is an important element of effective mathematics teaching and learning. Past research in mathematics education has investigated task design in mathematics education from different perspectives (e.g., cognitive and cultural) and offered a number of (theoretical) frameworks and sets of principles. In this study, through a narrative research in the form of autoethnography, I reflected on my past teaching and research experience and proposed a (theoretical) framework for task design in mathematics education. It contains four main principles: (a) inclusion, (b) cognitive demand, (c) affective and social aspects of learning mathematics, and (d) theoretical perspective(s) toward learning mathematics. This framework could be used as a tool for critically reflecting on current practices in terms of task design in teaching mathematics and research in mathematics education. It may also contribute to ongoing research in mathematics education about task design and enable or enhance opportunities for dialogue between lecturers, teachers, and researchers about how to design rich mathematical tasks for teaching and research purposes.

An Overview of Mathematics Laboratory in School Level Education in Nepal

The article explores the discourse of mathematics laboratories concerning classroom teaching. It focuses on the mathematics teachers' knowledge and awareness about the use of mathematics laboratories and their importance, especially in school-level education in Nepal. The study is descriptive in nature. It is chiefly based on the review of previous literature. This article presents a short glimpse into mathematics education, teaching mathematics, and an outline of mathematics laboratories precisely. It also discusses the different aspects of the mathematics laboratory. The mutual support for transforming knowledge through classroom practice in teaching and learning mathematics to overcome the constraints has also been discussed. Also, it provides ways of sharing experiences by working together with the use of varied modern tools and technology in the classroom practice that helps to encourage the students to take part in the learning process actively and make them clear different mathematical concepts as well. It also suggests the establishment and utilization of a mathematics laboratory for the concerned mathematics teachers and administrators of the school to facilitate and conduct effective mathematics teaching.

TEACHERS' ATTRIBUTES THAT FACILITATE EFFECTIVE MATHEMATICS TEACHING IN RURAL SECONDARY SCHOOLS

Ponte Academic JournalApr 2023, Volume 79, Issue 4 TEACHERS' ATTRIBUTES THAT FACILITATE EFFECTIVE MATHEMATICS TEACHING IN RURAL SECONDARY SCHOOLSAuthor(s): K.GILBERT PULEJ. Ponte - Apr 2023 - Volume 79 - Issue 4 doi: 10.21506/j.ponte.2023.4.3 Abstract:This paper examines the attributes of teachers that facilitate the effective teaching of mathematics in rural secondary schools to enhance learner achievement in rural South African contexts. Survey questionnaires were used to identify and describe the attributes of teachers that allow the practical teaching of mathematics in rural high schools in Mahikeng. Participants were required to indicate whether they strongly disagree, disagree, agree, or strongly agree with each variable. The survey tool used, the modified aspects adopted on the basis of the theoretical framework. The calculated Pearson moment correlation coefficient over 03 was used to measure the relationship between the attributes identified and offered by the correlation matrix. It was shown that teachers generally have a variety of trials in different schools that impact effective mathematics teaching. These factors encompassed, amongst others, unresponsive professional teacher development, lack of support by stakeholders, learner indiscipline, challenges in learner assessments and promotions, learner age cohort, underachieving learners, school location, lack of safety and security, congested work schedules, overcrowding, and overload as well as poor leadership styles. The findings further indicated that a lack of effectiveness in mathematics teaching results in the demoralization of teachers, which concerns the learner outcomes in mathematics, suggestive of a relationship between effective mathematics teaching and learner outcomes in mathematics. Presenting an attribute one way or another has a particular impact on the various attributes. Therefore, neither attribute is achievable without consideration of the others. This confirms the viability of multiple relationships across those attributes. The recommendations are that teachers can continuously re-evaluate themselves with respect to the attributes of this study. Download full text:Check if you have access through your login credentials or your institution Username Password