High School Mathematics Teachers Research Articles

ALEKS in High School Mathematics Classrooms: Exploring Teachers’ Perceptions and Use of this Tool

AbstractThere has been a limited amount of research that has attempted to determine teaching strategies using adaptive learning systems. Most studies have attempted to measure success of the use of these technologies based on improvements in students’ test scores but have lacked to provide any information regarding the pedagogy implemented while using the tool or teachers’ perceptions of it. A basic qualitative study was conducted where five Chicagoland high school mathematics teachers, who used the Assessment and Learning in Knowledge Spaces (ALEKS) system, were interviewed three times during one academic school year. This study asked participants to share first-hand experiences and perceptions of using ALEKS as the main learning tool. Teachers used ALEKS for assessing student understanding through its quizzes and assignments, analyzing student progress, and allowing students to practice and receive feedback on mathematical concepts. The findings of this study indicate that teachers found ALEKS to be easy to use and useful in their teaching. Specifically, teachers cited the assessment tools, built-in feedback, ability to personalize learning, and the accessibility of learning tools for students as useful in their teaching.

Teachers’ strategy in conducting assessments in the new normal era

Assessment is an important component of learning which aims to determine student achievement in learning. However, the pandemic has changed how assessment is carried out, prompting teachers to look for new strategies in carrying out mathematics learning assessments under any conditions, whether in normal conditions or during a pandemic. This study described the strategies used by high school mathematics teachers in assessing mathematics learning during the pandemic towards the post-pandemic period. This type of research is descriptive exploratory research with a qualitative approach. The subjects in this study were three mathematics teachers, three principals, and three vice principals from a public senior high school in Yogyakarta City, Indonesia. Qualitative data were collected by means of questionnaires, interviews, and documentation. The collected data were analyzed qualitatively according to Bogdan and Biklen. The results of the study reveal that the mathematics teacher’s strategy for carrying out assessments during a pandemic includes: i) determining the appropriate online assessment platform that suits the needs; ii) assessment based on student participation; iii) using various of online assessment methods; iv) prioritizing academic integrity and honesty in the assessment implementation; and v) carry out the management and reporting of data on the results of the assessment in accordance with established procedures.

Use of GeoGebra for teaching quadratic equation

The present study was carried out to massify the use of the GeoGebra program in high school mathematics teachers. A pretest was carried out, after the training an evaluation was used, and then a satisfaction survey with all the teachers, with the dependent variable being the learning of quadratic equations and the use of GeoGebra as an independent variable. The methodology consisted of using this software to motivate students in the teaching-learning process of mathematics. The main results show that the traditional teaching of mathematics can be complex for today's students, however, the use of technological tools such as GeoGebra is attractive to them, which causes motivation and consequently achieves more effective learning.

The impact of grouping in mathematics: Views from Kurdistan-Iraqi high school teachers

Mathematics is one of the primary disciplines in education that can be used to measure students' abilities in learning and understanding scientific equations. This research explores the effectiveness of grouping methods in teaching mathematics at the high school level and its impact on students' scientific literacy. Using data analysis and descriptive methods, this study gathered responses from 60 high school mathematics teachers in Kurdistan who completed questionnaires on using grouping methods in teaching. The results show that all teachers found the grouping method to be an effective way to teach mathematics, improve student understanding, and facilitate student cooperation and critical thinking. The implications of this study include providing beneficial teaching methods for teachers and new insights into the practical and theoretical literature on group learning in mathematics. This research contributes to developing more effective mathematics teaching strategies in high schools, focusing on group learning approaches.

Integration of Gamification in Teaching and Students’ Academic Performance: Basis for Action Plan

Gamification has been noted to be very helpful to learners in increasing their collaboration, motivation, interest, engagement, and teamwork in the classrooms. This is the reason that this work was conducted to determine the extent of the integration of gamification in teaching as a step to help address the alarming performance of the learners in the international and local examinations. Using the descriptive-correlational research design with use of a survey questionnaire as the main data gathering tool, this work was implemented to junior high school science and mathematics teachers in the districts of Guinsiliban, Sagay and Catarman. Appropriate statistical tools were used to analyze the data to answer the inquiries of the study. Results showed that most of the respondents in science and mathematics were females, and majority of them were in Teacher I position, on the age group of 20 to 40, served for at most 10 years, proceeded to graduate studies, and specialized in science education. The respondents had moderately integrated gamification in teaching science and mathematics. While the learners of the respondents had a very satisfactory performance in science and mathematics. Demographic variables like sex, age, educational attainment, number of years of teaching, field of specialization, and teaching position did not influence the extent of integration of gamification in teaching. The study also found a positive, low correlation but significant relationship between the extent of integration of gamification and the academic performance of the learners. Lack of gadgets like laptops and computers, internet connection, lack of access to online game-based platforms, computer literacy of teachers, and time management were the most common challenges in the integration of gamification in the learning sessions of science and mathematics. The researcher recommended that future researchers may replicate this study in schools where gadgets and internet connection are available.

Junior High School Mathematics Teachers’ Perceived Knowledge of Problem-Solving and Practices of Teaching Mathematics Through Problem-Solving in the Tamale Metropolis

This study focused on public JHS mathematics teachers’ perceived knowledge about problem-solving and the extent to which mathematics teachers employed problem-solving strategies. The sequential explanatory research design was adopted for this research. The study sample consists of eighty-six JHS mathematics teachers in the Tamale metropolis. Means and standard deviations were used to analyse the quantitative data. The thematic analysis was done on the qualitative data after it was transcribed. The results demonstrated that even though JHS mathematics teachers have good knowledge about problem-solving, they moderately used problem-solving instructional strategies in their lessons and highly used task-based instruction and cooperative learning strategies. Therefore, the researcher recommends a new paradigm of training teachers on problem-solving strategies for public JHS mathematics instruction. The headteachers must ensure that mathematics teachers are supervised and motivated to use problem-solving methods to enhance students’ academic performance in mathematics

A study on the competence of middle school mathematics teachers in Hebei province under the background of craftsmanship spirit

Purpose: Excellent education is only possible with teachers who possess exceptional skills. This study is based on the competency characteristics of middle school mathematics teachers, constructs a teacher competency model that integrates the spirit of craftsmanship and identifies the professional qualities, motivations and attitudes that outstanding mathematics teachers possess.
 Design/Methodology/Approach: This study collected information and interview data from 12 experts through in-depth interviews and then encoded and summarized the themes through theme analysis to construct a competency system for high school mathematics teachers in Hebei Province. Thirty experts were given questionnaires to complete. The competency model was then validated and revised using the fuzzy Delphi method (FDM) and the relative importance of each indication was examined using the analytical hierarchy process (AHP). 
 Findings: The fuzzy Delphi questionnaire shows that the expert consensus meets the requirements of the verification value while the analytic hierarchy process questionnaire shows that the expert opinions have passed the consistency test.
 Conclusion: This study integrates the spirit of craftsmanship with the competency characteristics of middle school mathematics teachers and constructs a teacher competency model. The constructed model was subjected to fuzzy Delphi validation and analytic hierarchy process weight analysis by distributing questionnaires. The conclusion verifies the reliability and validity of the established model.
 Contribution to the Literature: This study introduces the spirit of craftsmanship into the teacher competency model enriching the connotation and extension of teacher competency research. Interpreting teacher competency with craftsmanship traits can make the competency characteristics of teachers more concrete.

Research on Implementing the Core Literacy of Intuitive Imagination in Senior High School Mathematics Teaching

In the process of senior high school mathematics learning, improving students' intuitive imagination core literacy can enhance their ability to combine numbers and shapes. It also plays an important role in developing geometric intuition, spatial imagination, and understanding the essence of things. We first summarize the current strategies for cultivating the core literacy of intuitive imagination, then provide an overview of the intuitive imagination in core literacy. The author interviewed 12 senior high school mathematics teachers who were teaching locally in various cities in Shandong province with a large population and balanced education levels. Through interviews, it is learned that, students always lack numerical evidence when doing exercises, and most student s only look at questions without sketching. During teaching, teachers closely follow the textbook but lack explanation of flexible problem-solving methods using geometry, and they may experience improper use of teaching aids or incoherent explanations. Finally, corresponding strategies are  provided.

Teacher Readiness in Developing Teaching Modules Based on Local Wisdom: A Case Study of Junior High School Teachers in Magetan District

Teacher readiness in planning learning is an important element of teacher success in achieving learning goals. In the Merdeka Curriculum, this learning plan is realized in the form of teaching modules, one of the approaches of which can be directed at local wisdom. The purpose of this article is to describe teachers' readiness in developing mathematics teaching modules based on local wisdom. A case study of teacher readiness was conducted on 21 junior high school mathematics teachers in Magetan Regency who came from different schools during teacher training which was measured through understanding before and after training as well as the resulting teaching module products. The research results show that the level of teacher readiness in developing teaching modules has reached the criteria of proficient to proficient after receiving training and there has been an increase compared to the previous situation. However, some teachers still have difficulty in developing learning objectives and developing problems based on local wisdom. Several challenges in developing this teaching module have also been identified and several alternative solutions have been explained.

GENDER AND OTHER SIGNIFICANT FACTORS CAUSING DISPARITIES IN SENIOR HIGH SCHOOL STUDENTS’ MATHEMATICS PERFORMANCE

Research findings on gender and other student related, teacher related and school related factors affecting students’ performance in mathematics are still debatable. With the recent trend of poor performance in mathematics recorded in both district and national performance statistics in the Assin North District, this present study examined gender factor and other significant factors causing disparities in mathematics performance among high school students. A mathematics achievement test and questionnaires were employed to collect data from a representative sample of 500 final-year students from three public senior high schools in the Assin North District, Ghana. Data were analysed descriptively and quantitatively using independent t-test and probit regression. Results show that male students did better than female students in the mathematics achievement test. The differences were statistically significant at .05 significance level. Aside gender, self-assurance and self-regard were identified as significant student related factors affecting the mathematics performance among senior high school students in the Assin North District. Teacher subject matter knowledge, teacher methods and teacher-student interaction were also significant teacher related factors affecting performance in mathematics. Finally, teacher motivation and school environment were identified as significant school related factors affecting mathematics performance among the senior high school. Other factors such as students’ socioeconomic background and teaching resources had effect on students’ performance but they were not statistically significant. The study recommends that senior high school mathematics teachers should employ gender responsive pedagogies in their teaching practices. It is also recommended that professional learning communities should also be formed at school levels to enable mathematics teachers improve upon their knowledge, motivation and teaching styles.

Perceptions and readiness of high school mathematics teachers for integration of ICT tools in the teaching and learning of mathematics

This paper seeks to gain insights into teachers’ perceptions, and readiness to integrate information and communication technology (ICT) tools in mathematics instruction. A mixed-methods approach was employed, involving surveys and interviews with a sample of high school mathematics teachers. The study involved 90 mathematics teachers working in three senior high schools in Kumasi metropolis in Ghana. The study revealed that teachers generally hold positive perceptions of the benefits of ICT tools in mathematics teaching. They strongly agree that ICT tools enhance students’ understanding of mathematical concepts and improve their engagement and motivation in mathematics classes. Teachers also recognize the potential of ICT tools in promoting problem-solving skills and providing opportunities for differentiation and personalized learning. However, opinions regarding student-centered learning, exploration, and creativity through ICT tools were more varied, suggesting a need for further investigation and support in these areas. In addition teachers expressed the need for continuous training on specific tools, curriculum alignment, and assessment methods.<i> </i>

Developing mathematics teaching materials based on numeracy literacy for junior high school mathematics teachers in West Bandung Regency

[Bahasa]: Pemahaman guru matematika terhadap literasi dan numerasi yang baik akan berdampak pada kemampuan mereka dalam mengembangkan bahan ajar yang pada akhirnya akan meningkatkan literasi numerasi siswa. Pengabdian kepada masyarakat ini bertujuan untuk menguatkan pemahaman literasi numerasi guru matematika sehingga mereka memiliki kemampuan dalam mengembangkan bahan ajar yang mengintegrasikan literasi numerasi dalam proses pembelajaran matematika. Kegiatan pengabdian ini didesain dalam tiga tahap, yaitu seminar, lokakarya, dan ujicoba hasil lokakarya. Kegiatan tahap pertama dilakukan melalui seminar secara daring dengan dengan pendekatan PAR (Participatory Action Research). Partisipan kegiatan ini adalah 172 guru matematika SMP negeri dan swasta di Bandung Barat. Kegiatan tahap kedua adalah lokakarya pengembangan perangkat pembelajaran terintegrasi literasi numerasi dimana peserta dibagi menjadi beberapa kelompok berdasarkan topik matematika yang ada di sekolah menengah pertama. Produk hasil lokakarya pada tahap kedua ini adalah modul ajar, bahan tayang, bahan ajar, dan bahan ajar tersimpan dalam aplikasi Kotobee. Tahap ketiga adalah implementasi praktek pembelajaran sebagai uji coba produk yang dihasilkan pada tahap dua. Praktek pembelajaran dilakukan secara terbuka di SMP N 3 Lembang Kabupaten Bandung Barat. Hasil program pengabdian kepada masyarakat ini menunjukkan adanya peningkatan kemampuan literasi numerasi guru matematika SMP di Kabupaten    Bandung Barat. Secara umum peserta mampu menghasilkan produk bahan ajar matematika yang terintegrasi literasi numerasi dan disimpan pada salah satu aplikasi yang Bernama Kotobee. Kata Kunci: bahan ajar matematika terintegrasi, guru matematika, literasi numerasi, pengajaran matematika [English]: Mathematics teachers' understanding of literacy and numeracy impacts their ability to develop teaching materials to improve students' numeracy literacy. This community service program aims to strengthen mathematics teachers' understanding of numeracy literacy to develop teaching materials that integrate numeracy literacy into the mathematics learning process. This program was designed in three stages: seminars, workshops, and pilot testing of workshop results. The first phase of the activity was conducted through an online seminar using the PAR (Participatory Action Research) approach. The participants were 172 public and private junior high school mathematics teachers in West Bandung Regency. The second phase of the activity was a numeracy literacy integrated learning tool development workshop where participants were divided into groups based on mathematics topics. The workshop's products in this second stage are teaching modules, broadcast materials, and teaching materials stored in the Kotobee application. The third stage was the implementation of learning practices as a trial of the products produced in stage two. The learning practice was conducted openly at SMP N 3 Lembang, West Bandung Regency. The results of this community service program showed an increase in the numeracy literacy skills of junior high school mathematics teachers in West Bandung Regency. In general, participants could produce mathematics teaching material products that were integrated with numeracy literacy and stored in one application called Kotobee. Keywords: integrated mathematics teaching materials, mathematics teachers, numeracy literacy, mathematics teaching

Exploring High School Mathematics Teachers’ Experiences of Professional Development in the Integration of GeoGebra

 
             This study investigated how high school mathematics teachers in South Africa integrate GeoGebra, a free dynamic mathematics software program, into their teaching practices. The research explored teachers' perceptions of the training they received for the GeoGebra software, their ability to create and implement GeoGebra-based lessons, and their confidence in using it in the classroom. The study employed an interpretive research paradigm to gather insights through unstructured interviews with four purposefully selected teachers from South Africa's Northwest Province. Despite the absence of a structured training program, the study findings indicate teachers' enthusiasm for adopting GeoGebra. The study underscores the need for the Department of Basic Education to enhance support to address potential obstacles and the importance of aligning GeoGebra training with existing guidelines for integrating information and communication technologies within the Department of Basic Education and school management. In summary, this study provides valuable insights into how professional development impacts high school mathematics teachers' incorporation of GeoGebra, with implications for the design and implementation of future programs aimed at helping teachers integrate technology into their instructional practices.

Integration of Information and Communication Technology in the Teaching and Learning of Mathematics in Junior High Schools in Tamale, Ghana

This research focused on assessing the integration of Information and Communication Technology (ICT) in the teaching and learning of mathematics by Junior High School (JHS) mathematics teachers in the Tamale Metropolitan Assembly of Ghana. The study assessed the proficiency of teachers’ Technological, Pedagogical and Content Knowledge (TPACK) related to ICT and the extent to which ICT is employed in JHS mathematics lessons. The study utilized a questionnaire to collect the data. The participant pool comprised 44 JHS mathematics teachers who provided responses on a five-point Likert scale. Descriptive statistics was employed to analyse the data. The findings revealed that JHS mathematics teachers in the Tamale Metropolis possessed a solid understanding of pedagogy and subject matter content. However, they were deficient in the fundamental technological skills necessary for effectively integrating ICT into their instructional approaches. It was also found that majority of these teachers do not incorporate ICT into their mathematics lessons. It was therefore concluded that JHS mathematics teachers in the Tamale Metropolis do not possess the required blend of technology with content and pedagogy (TPACK) needed for successful ICT integration, and there is limited utilization of ICT among JHS mathematics teachers. The study therefore recommends that the Ghana Education Service (GES) and the Ministry of Education (MoE) should develop a comprehensive plan for enhancing teachers' professional development on ICT integration, allocate adequate resources for ICT infrastructure and materials, address barriers to effective ICT integration, and formulate strategies to promote ICT adoption among mathematics teachers at the JHS level.

Senior High School Mathematics Teachers’ Perception of the Teaching and Learning of Logarithm in the Kwahu East District

The motive of the study was to find factors that influence the teaching and learning of logarithms at the senior High schools in the Kwahu East Municipality. The study employed a descriptive survey where a questionnaire was administered to Eighty-Six (86) teachers. The sample was selected using the Census method. After the SPSS software was used to analyse the data, the descriptive analysis revealed that most teachers positively perceive logarithms. Factors influencing Senior High School mathematics teachers' teaching of logarithm were identified. Teachers believe that suitable teaching methods can influence students' perceptions. Strategies to encourage positive perceptions should be promoted among teachers, and recommendations include developing innovative methods for teaching logarithms in Senior High School mathematics.

Reflection on Implementing Geometric Intuition in the Junior High School Mathematics Classroom

As one of the core literacies emphasized in the Mathematics Curriculum Standards for Compulsory Education (2022 Edition), geometric intuition has been widely valued in the current junior high school mathematics teaching. Based on the method of theoretical analysis, this paper analyzes the connotation of geometric intuition literacy combines it with the practice of current mathematics classroom teaching, and proposes four implementation strategies for geometric intuition literacy in junior high school mathematics classrooms, which are as follows: 1. Add operational practice to classroom teaching; 2. Provide thematic courses related to ruler drawing; 3. Reasonable use of modern educational technology to assist classroom teaching; 4. Organize special questions about charts to practice with students. These strategies can be used for reference by junior high school mathematics teachers in practical teaching.

Challenges for junior high school mathematics teachers in preparing to implement the independent curriculum

This research aims to describe the challenges of junior high school mathematics teachers in Pekanbaru in preparing to implement the independent curriculum. This type of research is a mixture of quantitative and qualitative research. The subjects of this research were 10 teachers from 5 schools in Pekanbaru. Data was collected using interviews, FGD, and questionnaires. Based on the results of data analysis, the challenges for mathematics teachers in preparing an independent curriculum are as follows. First, training and socialization have not been able to provide complete understanding for teachers in preparing the Independent Curriculum. Second, teachers try to overcome difficulties in planning learning in the Independent Curriculum. Third, the implementation of learning is not appropriate and the facilities and infrastructure at school are not yet supportive, coupled with differences in the cognitive background of students. Fourth, teachers need to improve their understanding completely regarding the system for assessing and reporting learning outcomes in the Independent Curriculum. Then, if we trace it based on the questionnaire, we can conclude that the preparation for implementing the Independent Curriculum by junior high school mathematics teachers in Pekanbaru, even though they are still experiencing various challenges, is in the Good category (70% score 84%.), with details, 5 teachers are in the adequate category while 5 people are in the Good category.

Mathematics teachers’ conceptions about infinity: A preliminary study at the secondary and high school level

The literature indicates that students consistently exhibit limited conceptions of infinity in various contexts. Furthermore, it is more resistant in geometric than arithmetic contexts. On the other hand, there is a smaller amount of literature that explores teachers' conceptions and how these conceptions may be similar to those of their students. Therefore, this work presents the results obtained from applying a five-item instrument with secondary and high school mathematics teachers who are in public or private service in the state of Puebla, Mexico. This study had a dual purpose: to show that teachers also possess limited conceptions of infinity, as students do, thereby expanding the existing literature on this topic; and secondly, to emphasize that the results shown here will enable subsequent work to design an intervention for a profound conceptual change regarding infinity among teachers.

Research on the Cognitive Degree of Pre-service Junior High School Mathematics Teachers for Data Concept Literacy in China

Educational issues about data concept literacy have recently received widespread attention from all sectors of society in China. There are a lot of studies on the meaning and current situation of data concept literacy and training strategies, but there is little research on the cognition of pre-service teachers on data concept literacy. In this study, 22 master's degree holders in education from two grades at a university were investigated for their data concept literacy cognition using the semi-structured interview method. After encoding the interview results, we used Excel to make statistical data and quantitative data analysis. It is found that in China pre-service junior high school mathematics teachers: 1. were not accurate and reasonable enough in their cognition of the content related to data concept literacy; 2. did not have a wide range of cognition of data concept literacy, and the pre-service teachers' cognition of data concept literacy was mainly focused on the content that was more general and closely related to their own lives; 3. the overall cognition of data concept literacy was shallow and mainly focused on a lower level; 4. The overall cognitive clarity of data concept literacy is low, and fewer points can be recognized clearly. It is thus suggested that: 1. special training and education about core literacy should be strengthened in the training of pre-service teachers so that data concept literacy can be emphasized; 2. pre-service junior high school mathematics teachers should take the initiative to learn the core literacy and improve their knowledge of data concept literacy.

Using teacher and student noticing to understand engagement in secondary mathematics lessons

AbstractWe investigated what high school mathematics teachers and their students noticed about students’ mathematical engagement to develop a framework for teachers’ and students’ noticing of mathematical engagement. This framework offers clarity about the complexity of engagement, and it includes three elements: evaluations of the valence of engagement (whether students were engaged or disengaged), descriptions of dimensions of engagement (affective, behavioral, cognitive, instrumental, social, or relatedness), and features of engagement (interpretations of what took place in the classroom to support or constrain students’ engagement). We interviewed 30 sets of high school mathematics teachers and focus groups of their students and asked them to reflect on students’ engagement during a videotaped lesson from their classrooms. Results illustrate cases of how noticing of engagement between teachers and students can be shared (or not), from strongly shared (agreement on all three elements in the framework), partially shared (agreement on two elements), and minimally shared (agreement on one element). Cases of partially and minimally shared noticing of engagement suggest opportunities for teachers to learn about their students’ perspectives or how to communicate with students about their intentions for engaging them.