Field Of Mathematics Education Research Articles

Behind the Love and Stories: Rural Learners’ Reasons and Motivations for Learning Mathematics

Research on learners within rural areas and rural schools in South Africa has been consistently overlooked by researchers in the field of mathematics education. If the education landscape in rural areas differs from that of urban areas, which has been extensively researched since the end of apartheid. In that case, it becomes evident that the research on mathematics education in South Africa has not adequately addressed issues of social justice. To address the lack of research on mathematics education in rural contexts in South Africa, this study focuses on exploring the experiences and attitudes of Grade 10 rural mathematics learners. A qualitative multiple case study design was used, involving 12 learners from two different school sites. Data was collected through semi-structured individual interviews and unstructured classroom observations. Fairclough's Critical Discourse Analysis, in conjunction with Anderson's concept of imagination, was employed to analyse the data. The findings revealed that learners anticipate and aspire for mathematics to enhance their opportunities for post-secondary education and employment, which instils a sense of hopefulness and motivates them to better understand mathematical concepts.

Development and validation of Mathematical Higher‐Order Thinking Scale for high school students

AbstractGlobally, significant attention is given to the cultivation and evaluation of Mathematical Higher‐Order Thinking Skills (MHOTS). This study aims to address the gap in developing and validating suitable MHOTS structures for high school students. In this study, 53 items were determined by experts in the field of mathematics education and scale development. The study group of this study consists of 654 students educated at the high school level. We decided to split the samples randomly in two by designating a random half as exploratory factor analysis (EFA) and the other half as confirmatory factor analysis (CFA). EFA was used to confirm a robust “four‐dimensional, nine‐factor” measurement structure, encompassing four key dimensions, namely mathematical critical thinking, mathematical creative thinking, mathematical problem‐solving, and mathematical metacognitive skills. The scale's quality was assessed through a retest using CFA and the structural validity was evaluated through CFA and correlation analysis. The criterion validity of the scale was also examined using math scores. The results from the double validity analysis showed that the scale had a reasonable and valid structure. The findings established the MHOTS for high school students as a reliable and valid instrument for measuring the level of MHOTS among high school students. This newly developed scale holds promise as an effective tool to assess and enhance mathematical higher‐order thinking in the student population.

Addressing student diversity to improve mathematics achievement through differentiated instruction

Managing student diversity is one of the issues that occur in mathematics education. Students typically achieve poorly in school if it is not appropriately addressed. Therefore, differentiated instruction (DI) strategies were used in mathematics classes to address the issue. This study aimed to evaluate the efficiency of DI strategies in addressing student diversity and raising mathematics proficiency levels. DI was carefully implemented in one school using the plan-do-study-act methodology. Data were gathered via test scores, questionnaires, and interviews, and professionals in the field of mathematics education verified the content validity of the said instruments. The study discovered that more incredible mathematics achievement resulted from addressing student diversity. Mathematics classes were better delivered and adapted to students’ learning styles using DI. However, mathematics teachers faced difficulties like lengthy preparation, poor classroom management, large class sizes, and a lack of resources.

Understanding the textbook: Reflections in the field of mathematics education

This theoretical essay presents reflections about the textbook (TB) as a material widely used in the teaching and learning of Mathematics, aiming to present a perspective on what constitutes a TB and the different roles it assumes in school practice. In this sense, we start from its understanding as a didactic, curricular, and school material to characterize it as a resource that is not neutral and central in disseminating formal knowledge that is the school’s responsibility. Therefore, it is a component of its culture. We emphasize that the use of this material in the classroom mobilizes its different roles, namely: curricular, ideological-cultural reference, source of theoretical and methodological knowledge and scientific dissemination, as well as the role of the teacher in this particular resource, highlighting his critical performance when using TB in classroom practice, either with a reproduction character, adaptation, or improvisation. We conjecture that properly articulating TB-related attributes will favour the teacher’s practice and assist in students’ learning, directing educational institutions to a work that achieves their main objectives.

Metacognition in mathematics education: From academic chronicle to future research scenario–A bibliometric analysis with the Scopus database

Originally introduced by psychologists, metacognition has attracted considerable interest within academic spheres and has transformed into a significant research focal point in the field of mathematics education, commonly denoted as ‘mathematical metacognition.’ This investigation constitutes the primary endeavor to comprehensively examine all publications within the Scopus database related to metacognition in mathematics education (MiME). The data encompasses a total of 288 documents, authored by 653 individuals hailing from 58 different countries and territories and disseminated across 162 diverse sources. Notably, this examination delineates two distinct developmental phases, with a particularly pronounced surge in publications emerging from the year 2016 onward. Although Asia has two representatives in the top-10 in terms of number of publications (China and Indonesia), authors from developed countries have made significant contributions to research on MiME, especially the United States, Germany, Turkey, and Belgium. Among the 15 most influential academic journals, merely two pertain to the domain of mathematics education, whereas the majority belong to the disciplines of psychology and social sciences (educational science). The main research directions that have been pointed out are adults’ metacognitive abilities, considering gender differences and problem-solving abilities; metacognition and the ability to learn mathematical concepts (more recently arithmetic concepts); control metacognitive processes and students’ academic achievement. Early-career researchers as well as interested scholars can find important scholars, documents, and research directions on this topic to refer to for their research activities.

An An Exploration of High School Students’ Errors in Solving Trigonometry Problems

Trigonometry plays an important role in the field of mathematics education, but in fact, some errors are identified. Therefore, this study aims to explore the students’ errors in solving trigonometry problems, especially in the sub-topics of trigonometric ratios. This is a qualitative study using a case study design. The subjects of this study were 35 students in grade 10 in one of the senior high schools in a district located in the Province of East Kalimantan. The research instruments were 1) a diagnostic test consisting of five essay problems about trigonometric ratios; 2) observation sheets; and 3) interview guidelines. The data was analyzed through three processes. They were: 1) data reduction, 2) data presentation, and 3) conclusion drawing or verification. The results show that the subjects made errors in solving trigonometric ratio problems, with the most errors made by subjects being errors in understanding concepts and writing algorithms. The causes of students making errors are due to the weak understanding of students' concepts, lack of student mastery of the prerequisite topics, the problems given being less varied, and students being in a hurry to solve problems.

Promoting STEM learning perseverance through recognizing communal goals: understanding the impact of empathy and citizenship

Abstract Background Previous research has indicated that placing emphasis on communal goals within the field of science, technology, engineering, and mathematics (STEM) education can yield beneficial learning outcomes. However, there remains a relative dearth of investigation into the factors that contribute to the success of STEM education programs integrating communal goals. In the present study, we sought to explore the roles of two constructs that prioritize the interests of others, namely empathy and citizenship, in promoting STEM learning perseverance within the context of a STEM-based community service learning (CSL) program. Specifically, we proposed that empathy would be associated with STEM learning perseverance through its relationship with citizenship, within a sample of 275 secondary school students from Hong Kong who participated in the said program. Results Using structural equation modeling (SEM), the results revealed that empathy is significantly and positively associated with STEM learning perseverance, both directly and indirectly, through citizenship. The results held even after controlling for the demographic variables of school membership, gender, and age. Conclusions This research highlights the association between understanding the needs of the community (empathy) and students' desire for community involvement (citizenship), which subsequently influences their perseverance in STEM learning. This relationship is particularly pronounced in educational settings where communal goals are emphasized.

Preservice Mathematics Teachers’ Experiences in Designing STEM Lessons

This study aims to investigate the views of pre-service mathematics teachers pertaining to STEM education and the challenges encountered during the process of lesson planning. The primary objective of the study is to provide guidance to enhance the efficiency of STEM education practices within mathematics courses. In this study, qualitative research method was utilized for in-depth analysis with three pre-service mathematics teachers. Three semi-structured interviews were conducted, and the participants were asked to prepare a STEM lesson plan. Following the initial interview, STEM education practices were conducted by the researcher. Then, the STEM lesson plans prepared by the participants were analyzed. The analysis of the findings revealed a remarkable progress in the pre-service teachers’ comprehension of STEM education following the intervention. Furthermore, it was observed that the participants were able to integrate mathematics and science into their lesson plans and did not have as much difficulty in this integration as other disciplines. Conversely, it was found that challenges were more pronounced when it came to the integration of engineering principles. The participants who stated that the integration of mathematics and technology was not challenging were weak in this integration. Finally, the participants stated that STEM education is an essential educational approach within the field of mathematics education, expressing their intentions to incorporate STEM activities into their future lesson plans.

Interpretasi Validitas dan Reliabilitas Instrumen Kemampuan Berpikir Aljabar

This research aims to interpret the validity and reliability of the items on the algebraic thinking ability instrument which are linked to content, context, question structure and students' cognitive level. The development of the algebraic thinking ability instrument was carried out in four stages by adapting the Plomp development model. The first stage (initial assessment), conducting a theoretical study of algebraic thinking abilities and curriculum analysis. The second stage (design), draft questions by paying attention to the relationship between indicators of algebraic thinking ability and learning objectives. Furthermore, this question design was validated by three experts in the field of mathematics education. The fourth stage (realization/construction) is testing the instrument which includes testing validity, reliability, distinguishability and level of difficulty. Apart from that, in the fourth stage the test results are also interpreted, evaluated and revised. The instrument was tested on 19 class VII students at one of the junior high schools in Bandung City. Interpretations of validity, reliability, distinguishability and level of difficulty are related to content, context, question structure and students' cognitive level. The results of the analysis at this stage are used as a reference for improving the instrument. The instrument produced in this research is a description question consisting of four items that are valid and reliable and can be used to measure algebraic thinking abilities, especially those related to generalization, transformation and metaglobal abilities.

The Learning of Mathematics Based on Individual Differences : A Topic Trend Bibliometric Analysis Using VOSviewer

This study aims to establish a foundation for the development of differentiated learning through an analysis of trends in articles related to personality type differences in the field of mathematics education. The research method used was descriptive, using Bibliometric Analysis. These 422 data from Scopus have been from Scopus-indexed journals and were obtained by defining search keywords, namely "individual differences." These articles were then filtered based on the highest citation, resulting in 100 articles that were analyzed using Vos Viewer and Microsoft Excel to display the necessary data for analysis. The results of this study indicated that from many articles that had been analyzed, individual differences have a wide meaning, it could be gender, characteristics, thinking process, fear, attitude, and others. Those differences should be taken into consideration by the teacher and cannot be neglected because they can influence the learners. From the data that has been analyzed, the topic above has been increasing after 2017 with the United States and the United Kingdom as the most recent country that published this topic. Cognition is the journal that has the most publications on this topic, with Engle, R. W. as the most productive writer. The most trending article was about Mathematics in general, mathematics concepts, and the phenomena in teaching and learning math. The next piece of advice is about the development of the individual learning model, its evaluation, and its utilization in creating a differentiated learning model.

LEARNING OUTCOMES IN MATHEMATICS EDUCATION

The research investigates the effective integration of Digital Educational Resources (DERs) into mathematics instruction by utilizing constructivism, socio-cultural theory, multiple intelligences, and the TPACK framework. This approach aligns with pedagogical best practices and promotes active learning, collaboration, and differentiated instruction. It also analyzes the advantages and drawbacks of digital and conventional teaching techniques in the field of mathematics education.

Evaluating problem-solving and procedural skills of first-year students in a Peruvian higher education institution

In this study, we aim to compare the procedural and problem-solving skills of university students during their transition to higher education. A diagnostic test was administered to 374 first-year students at a Peruvian university in March 2023, assessing both their mathematical knowledge and the aforementioned skills. The results reveal that university entrants exhibit a deficient level of mathematical proficiency, with significantly lower scores in problem-solving skills compared to procedural skills. It is noted that while procedural skills are part of problem-solving skills, the discrepancy in scores suggests challenges in the practical application of mathematical knowledge by students. The study sheds light on the situation faced by university entrants in Peru and provides recommendations for improving mathematical skills in higher education. However, it emphasizes the limitation of generalizing the results to all universities due to the limited sample size and the scarcity of research in the field of higher mathematics education in Peru. Disparities based on gender and type of school are observed, indicating that males slightly outperform females in both skills, and students from private schools outperform those from national schools. These differences are analyzed in the article, offering a more comprehensive understanding.

Development and Cultivation of Mathematical Literacy: A Pedagogical Perspective

This study is dedicated to the formation and enhancement of mathematical literacy with a focus on pedagogical approaches. Mathematical literacy, a crucial skill in today's world, involves the ability to apply mathematical knowledge and skills in various contexts. The research aims to explore effective strategies for developing mathematical literacy among students, recognizing its importance in fostering critical thinking, problem-solving, and analytical skills. The pedagogical approach highlighted in this study centers on interactive teaching methods, incorporating real-life scenarios, and utilizing technology in mathematics education. By examining educational practices from various international contexts, the study identifies key factors that contribute to successful mathematical literacy development. These include a curriculum that integrates practical applications of mathematics, teacher training programs that emphasize innovative teaching methods, and the creation of a supportive learning environment that encourages exploration and inquiry. The findings indicate that enhancing mathematical literacy requires a comprehensive approach, combining effective teaching strategies, curriculum design, and continuous assessment to meet the diverse needs of learners. This research contributes to the field of mathematics education by providing insights into methods and practices that effectively nurture mathematical literacy in students, preparing them for the challenges of the 21st century.

Race/ethnicity in mathematics education: what topics appear and how do they change over time?

Research on equity has received a great amount of attention in the field of mathematics education. Although various review studies have focused on race/ethnicity issues in mathematics education, they rarely examined how the studies on race/ethnicity issues in mathematics education have evolved over time. This study examined research topics and trends of race/ethnicity studies in mathematics education while drawing on a social-ecological model. We collected 920 articles in the field of mathematics education that are relevant to the issue of race/ethnicity during the last 2 decades and implemented a topic modelling method. Findings include 11 latent topics, which were classified into 4 levels of the social-ecological model: individual (Growth, Identity), interpersonal (Immigrants, English language learners), community (Kindergarten, Course taking and college, Culturally responsive teaching, Intervention, School programme and instructional practices), and societal (Stereotype threat, Segregation). Among the topics, Identity and Stereotype threat were getting more attention as hot topics, while Course taking and college and School programme and instructional practices are becoming gradually less popular. The implications were discussed related to equity issues in the field of mathematics education.

Philosophy-Infused Culture-Based Learning Models In Mathematics Education

The aim of this research is to explore and leverage the synergistic relationship between the philosophy of mathematics education and culture-based learning models. It seeks to investigate how philosophical perspectives can inform and enrich the development and implementation of culture-based learning models in mathematics education. Additionally, it aims to examine how integrating philosophical underpinnings can deepen students' comprehension of mathematical concepts within diverse cultural frameworks. Reading the entire paper is essential for anyone interested in advancing the field of mathematics education with a focus on cultural integration. This research explores the intricate relationship between the philosophy of mathematics education and culture-based learning models, offering valuable insights into how philosophical perspectives can enrich teaching practices within diverse cultural contexts. Moreover, it outlines crucial future research agendas, emphasizing the need for cross-cultural studies to identify universal and context-specific approaches, as well as the importance of equipping mathematics educators with the necessary skills through professional development programs. Overall, the paper provides a comprehensive roadmap for educators, researchers, and policymakers to promote inclusive and culturally relevant mathematics education, making it a must-read for those dedicated to enhancing educational practices in a diverse world. In conclusion, the integration of cultural elements in mathematics education is a dynamic field with promising future agendas. Cross-cultural research and teacher professional development programs are essential components for advancing the inclusivity and effectiveness of mathematics education in diverse contexts. By addressing these agendas, we can foster a more equitable and culturally responsive approach to teaching and learning mathematics.

Deep Learning in Math Education

This scientific paper aims to present information about the use of Deep Learning in the field of mathematical education. In the review of the literature, a series of studies and applications of advanced technologies in the teaching of mathematics were identified. Several studies have shown that the use of deep models can identify specific difficulties of students and provide personalized feedback to improve learning outcomes. In addition, the use of innovative applications has shown the potential to make mathematics learning more engaging and interesting for students. In conclusion, the literature review has identified an increasing trend in the use of deep learning in the field of mathematics education. However, continuing research in this direction and expanding practical applications will contribute to our knowledge and improve teaching practices in this area.

Formation and development of mathematical concepts: Elements for research and teaching

This article presents a theoretical-didactic perspective on the formation and development of concepts concerning mathematical objects as a result of research on didactic difficulties in dealing with concepts in school. The theoretical foundation that supports the research is based on the contributions of the materialist approach to the theory of knowledge. Specifically, an interpretation of its application in the teaching of mathematics is under investigation, specifically in the process of formation and development of concepts in the field of Euclidean geometry. However, the elements that are derived are essential for the treatment of concepts in any sub-branch of mathematics. The analysis of this process and the factors that influence the development show some fundamental elements to consider in the research activity in the field of mathematics education.

Design and Implementation of a Mobile Experimental Application for Networked Control Systems

With the development of mobile technologies, mobile applications are increasingly designed and developed. In the field of science, technology, engineering, and mathematics (STEM) education, the idea of using mobile devices for teaching and learning has gradually gained popularity and gained in-depth research. Owing to the advantages of convenience, portability and excellent interactive abilities, mobile devices are a good choice for accessing remote laboratories. In propose of promoting the massive online experimentation of control education, a mobile application with framework based on React-Native is implemented in this paper. The overall remote laboratory architecture adopts front-end and back-end separation scheme, which benefits the mobile application focusing on the construction of front-end interface and user experience. Various functional modules and technologies are applied in the mobile application, allowing users to access various experiment test rigs in the remote laboratory with intuitive experimental immersion. Moreover, a complete laboratory management system to manage the massive users from different universities has also been integrated into the mobile application. At the end, a remote networked control experiment has been conducted to prove the practicability of the mobile application.

Technology Acceptance of Wearable Collaborative Augmented Reality for Mathematics Education in A Junior High School

The Wearable Collaborative Augmented Reality (WcAR) represents a state-of-the-art advancement in computer technology, exhibiting diverse applications across various domains. Despite the increasing recognition of WcAR as an emerging educational technology, there exists a compelling need for further research, particularly in the context of mathematics education at the junior high school level. This research focuses on examining learners' acceptance of technology concerning Wearable Collaborative Augmented Reality (WcAR). The study utilizes data collected through questionnaires distributed after learners have interacted with the Hololens 2 device. To rigorously evaluate the proposed relationships, this investigation employs the methodology of Partial Least Squares Structural Equation Modeling (PLS-SEM). The findings of the study reveal a statistically significant positive correlation between three extension structures—Interaction, Imagination, and Innovation—and the constructs of the Technology Acceptance Model (TAM), namely Perceived Usefulness and Perceived Ease of Use. Consequently, these results offer empirical support for the assertion that Wearable Collaborative Augmented Reality (WcAR) technology has the potential to be an effective tool for enhancing junior high school mathematics instruction. This empirical validation establishes a crucial theoretical foundation for subsequent empirical research endeavors in this domain. Furthermore, the study also discovers that WcAR technology can cultivate students' spatial understanding, providing valuable practical insights for the field of mathematics education.

Transformative approaches and challenges in 21st century mathematics education: A comprehensive review

This article examines the challenges and transformative approaches in 21st century mathematics education. The article examines the transition from conventional lecture-based teaching methods to more interactive, learner-focused strategies, with an emphasis on technology integration, mathematical literacy development, critical thinking, and tackling obstacles including math anxiety and gender inequalities. The article delves into innovative pedagogical strategies like flipped classrooms, gamification, and blended learning, highlighting their effectiveness in enhancing student engagement and understanding. It also underscores the importance of teacher training, parental involvement, and targeted interventions in creating an inclusive and empowering the mathematics classroom. The article concludes by emphasizing the need for educators to stay abreast of these promising and effective teaching strategies as education continues to evolve with technological advancements. The arguments put forth in this article are substantiated by recent research and advancements in the field of mathematics education.