High School Mathematics Research Articles

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

There 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.

Identity, Power, and Dignity: A Positional Analysis of Gisela in Her High School Mathematics Classroom

Multiply minoritized learners face racialized, gendered, and ableist hierarchies of mathematical ability that shape the organization of schools and classrooms and can significantly challenge access to identities as mathematical learners and practitioners as well as to fundamental human dignity. Classrooms and everyday interactions can perpetuate or interrupt these conditions. Contributing to questions about the relationships among identity, power, and dignity in mathematics learning, this article presents a positional interaction analysis of Gisela, a Disabled 10th-grade Latina student, as she took up, challenged, and renegotiated identities of mathematical thinker, learner, and community member over the course of one school year.

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.

Development of Mobile-Based Learning Media to Improve Creative Thinking Abilities and Learning Interest of Middle School Students

Mathematics, a compulsory subject from elementary school, is essential for developing critical thinking, reasoning, creative thinking, communication and collaboration. However, the ability mentioned above in Indonesian students is still low, as evidenced by the results of PISA and TIMSS. The 4C capabilities, which consist of Critical Thinking, Reasoning, Creative Thinking, Communication, and Collaboration, are very important for 21st century learning. To improve the ability to think creatively, it is necessary to have an innovation that has an impact on student learning outcomes, one of which is through learning media. Geometry, a popular subject in junior high school mathematics, poses challenges for students. This study to improve creative thinking skills and geometry learning media, researchers developed mobile-based geometry learning media using the ADDIE model. The process of developing mobile-based geometry learning media is carried out through the stages of analysis, design, development, implementation and evaluation. Learning using learning media that has been developed is classified as effective. Students can master the material presented in learning using mobile-based geometry learning media.

Relationship between teachers' assessments of non-cognitive skills and cognitive skills in junior high school mathematics

The assessment of non-cognitive skills and the relationship between non-cognitive skills and cognitive skills have been studied using an interdisciplinary framework; however, this has not resulted in learning or teaching improvements. This study focused on teachers’ observational assessment of non-cognitive skills specific to junior high school mathematics. Questionnaire surveys were used and a factor analysis was conducted. Three factors were identified to assess non-cognitive skills specific to junior high school mathematics based on teachers’ observations: cooperation in mathematical problem-solving, spirit of inquiry in mathematical problem-solving, and composure in mathematical problem-solving. To analyze the relationship between each factor and the overall assessment of cognitive skills in junior high school mathematics, each factor's assessment was divided according to the stages of cognitive skills. A positive proportionality emerged between the assessment of the non-cognitive skills and cognitive skills. If these two assessments are treated independently, the findings suggest that teachers may have difficulty distinguishing between the assessments, both of which are specific to junior high school mathematics.

The influence of teachers’ statistics knowledge on the academic performance of high school students in math lessons

Statistics and probability is one branch of mathematics with numerous conceivable outcomes and problem-solving circumstances that require a basic problem-solving aptitude. The purpose of this study is to determine the need for high school mathematics teachers to teach statistics and probability, which would serve as a basis for improving the level of teaching statistics and mathematics in general. A descriptive research method was applied in this study, and a two-part survey was employed as the primary method of data collection. A total of 34 secondary school mathematics teachers from 23 private and public secondary schools in Kazakhstan acted as respondents to answer a specially designed questionnaire. The mean value, percentage of frequency, standard deviations, correlation, regression, percentage of correct answers and average percentage scores were used. Based on the responses, the respondents have a low level of knowledge regarding the content of statistics, but their students have satisfactory results in statistics and mathematics. The results of this study will give scientists an idea of how to improve the level of training of mathematics teachers. In addition, since higher educational institutions are engaged in the training of mathematics teachers, they need to think about the methodology of teaching statistics, as well as teacher training institutes, to adapt courses and seminars for teachers.

Needs Assessment for the Development of Learning Models Based on Mathematical Problem Posing to Improve Critical Thinking Skills

Needs assessment is used as a base or a foundation in designing learning models based on mathematical problem posing. This research aims to identify mathematics learning that occurs and should occur. Needs assessment is carried out by literature study and field study. The participants in this study were junior high school mathematics teachers in Palu City. Of the 25 mathematics teachers who sent the mathematics learning questionnaire results, it was found that 65% of the teachers rarely applied the problem-posing task, and 35% never gave the assignment of proposing mathematics problems. The information obtained from the interviews with 4 mathematics teachers regarding problem posing was that the students understanding about the concept. The teacher argues that if students are given the task of problem posing, they would only copy in the book. They construct problems from the textbook and replace the numbers. The task of posing a problem is given when the math teacher is unable to attend. The task of constructing problem was a punishment for students for not working on the questions. The conclusion from this study results is that the teacher rarely gives the task of problem posing. There are misconceptions about the task of mathematical problem posing. Keywords: critical thinking skills, learning models, mathematical problem posing, needs assessment

Students’ perspective on feedback in mathematics in high school

Students’ perspective on feedback in mathematics in high school

An Investigation of The Connection of Bloom’s Taxonomy to the Core Mathematics Curriculum for Senior High Schools in Ghana

This paper attempts to preview the connection of Bloom's taxonomy to Ghana's Senior High School mathematics curriculum. Mathematics is a vital tool for economic growth and national development as a STEM subject. Bloom's taxonomy, which presents a hierarchical model, helps educators teach school mathematics to enable students to acquire basic Knowledge known as order thinking (LOT) skills and develop higher-order thinking (HOT) skills. The analysis of the mathematics syllabus concerning Bloom's taxonomy revealed that the syllabus concentrates more on the three fundamental skills in Bloom's hierarchy of teaching and assessment. Remember 18.1%, Understand 33.3%, and Apply 29.8%, totalling 81.2%, leaving only 18.8% for the top three HOT skills. The study recommends that Ghana adopt a curriculum model that focuses on teaching transversal skills that can churn out informed citizens rather than putting students under the shackles of tests.

Core competency oriented problem-solving teaching ----Taking "Solving Application Problems with a System of Equations" as an Example

The teaching of Mathematical problem-solving is one of the three key teaching points in junior high school mathematics. Solving applied problems through equations (systems) is an important component of the first module of teaching content, "Numbers and Algebra", and holds a very important position. It is a key focus in junior high school mathematics problem-solving teaching. At present, under the premise of the implementation of the new curriculum reform in the field of mathematics in China, based on the recent publication of compulsory education curriculum standards,the teachers of mathematics should focus on cultivating excellent mathematical core literacy among junior high school students, and ensuring that they can independently cope with and solve problems in the math teaching of junior high school. Based on the above background, the author focuses on the newly published mathematics curriculum standards in 2022, and studies the teaching design of "solving application problems for systems of equations". In this paper, we explore the mathematical core literacy elements contained in the teaching of solving applied problems in equations, study the improvement path of mathematical problem-solving teaching, share the teaching design practice and thinking based on core literacy oriented problem-solving teaching, and the important role that this teaching design can play in cultivating students' core literacy .

A Comparative Study of Junior High School Mathematics Textbooks between People's Education Press Version and Gyeonggi Province Department of Education Version: The Case of Similar Triangles

A Comparative Study of Junior High School Mathematics Textbooks between People's Education Press Version and Gyeonggi Province Department of Education Version: The Case of Similar Triangles

The influence of using Learning Videos for High School Mathematics Curriculum Subjects with Flipped Classroom Models on Learning Achievement in the UIN Walisongo Semarang

During the current pandemic, students are having difficulty understanding mathematical material; normally, they are taught by lecturers face-to-face, but now online. The obstacle that students face is that they believe that learning is not optimal because the signal is often poor and inconsistent, and they are unable to meet with the lecturer. To alleviate this issue, it is required to create a video of learning material that will be supplied by a mathematics lecturer by the lecturer who teaches, the video is published on YouTube, and the youtube link is given to students to study beforehand for the forthcoming meeting. This is consistent with the flipped classroom concept, in which students are expected to first understand the lecturer's video before being discussed directly by the lecturer.It is expected that students are able to think creatively about video content created by their professors, and students are able to examine material flaws that they have not understood and then clarified by their lecturers at the next meeting. In research on the development of instructional video media for high school mathematics curricular with the ADDIE stage model. This model, as the name suggests, consists of five main phases or stages, namely (A) analysis, (D) design, (D) development, (I) implementation, and (E) evaluation. The Implementation and Evaluation stage was carried out in the second year, with expanded tests carried out at UIN Walisongo Semarang in a fun and enjoyable manner, with posttests and user response questionnaires given with the following results: Based on research at UIN Walisongo, posttest results were processed using tests t results obtained are 0% <5%, then H0 is rejected. This means that we accept H1, which means that the results of learning mathematics using video learning media for high school mathematics curriculars are better than conventional learning models. Looking at the average learning achievement in the mean column, Group Statistics table, the experimental class average is 86.00, while the average -the average control class is 64.74. These results show that the learning outcomes of the experimental class are better than the control class. R Square value of 0.804 = 80.4%. This value means that the influence of virtual lab media on learning achievement is 80.4%, while 19.6% of learning achievement is influenced by other variables outside of the independent variables in this research.

Connectivity and Application of the Principle of Multiple Intelligences in the Three Domains of Learning Mathematics

The study aimed to examine how Gardner's Multiple Intelligences applied to Ghana's Senior High School's core mathematics curriculum and instruction. The Core Mathematics curriculum was the primary document reviewed for the study. The action verbs used in the objective, section teacher-learner activities section, and the evaluation section of the core mathematics syllabus were identified and grouped with respect to the multiple intelligences. The analysis revealed that the mathematics curriculum was linked to several intelligences, although some intelligence was underserved. The Senior High School Mathematics Curriculum fails to consider diverse learning styles and preferences. It should provide a diverse range of topics using various instructional techniques. However, children with different intelligences should not experience mathematics as a hindrance. A re-evaluation is necessary to address these issues.

EMI Vocabulary Support in High School Mathematics: A Quasi-experimental Study in Taiwan

EMI Vocabulary Support in High School Mathematics: A Quasi-experimental Study in Taiwan

Growth mindset in high school mathematics: A review of the literature since 2007

Growth mindset in high school mathematics: A review of the literature since 2007

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.

Gender Dynamics in High School Mathematics Education: Impact of Teachers and School Environment on Female Students Attitudes and Achievement

This study investigates the impact of teacher gender and school type on the attitudes and academic performance of female high school students in mathematics. Utilizing a sample of 262 final-year high school girls and 10 mathematics teachers from both mixed-gender and single-sex schools in the Sunyani West District located in Ghana, the study employs surveys and achievement tests to gather quantitative data. Statistical analyses reveal several key findings. Male and female teachers shared similar beliefs regarding female students in general. Significant differences emerged in perceptions of students' mathematical abilities. Girls taught by male teachers exhibited lower anxiety levels (t (260) > 1.96, p < 0.05) and higher self-confidence (t (260) > 1.96, p < 0.05) in mathematics compared to those taught by female teachers. Additionally, mixed-gender schools fostered more positive attitudes towards mathematics among female students compared to single-sex schools (t (260) > 1.96, p < 0.05). There were positive correlations observed between students' attitudes towards mathematics and their academic performance, highlighting the importance of teacher-student relationships in shaping students' perceptions and achievements in mathematics. These findings underscore the need for inclusive teaching practices and the recruitment of qualified mathematics educators to support the academic success of female students in mathematics. Future research could explore the disparate treatment of male and female students in mathematics classrooms and investigate effective pedagogical strategies to promote equitable learning outcomes.

Common Teaching Strategies of Mathematics Teachers and Learning Achievement of High School Students at Tacurong National High School

Students' academic experiences are greatly influenced by effective teaching methods, especially in topics like mathematics. This study explores the opinions of math teachers about using different teaching pedagogies with high school pupils. Without an organized plan, information could be shared that isn't relevant to the interests of the students, which highlights the need of using a variety of techniques to create positive discipline and encourage student motivation. Twenty-two high school math instructors from a public school in New Isabela, Tacurong City, Sultan Kudarat, were chosen as respondents using a Purposive Sampling Technique. The study uses a validated questionnaire to measure teacher impressions and uses a quantitative comparative design. To evaluate the collected data, statistical methods such as mean, One-way-analysis of Variance, and Tukey-Kramer were used. The computed F-value of 3.238 indicates that the results show a significant difference in the learning achievement of High School pupils in Mathematics when exposed to diverse teaching styles. This emphasizes how crucial it is to modify teaching strategies to meet the various needs of students. The study provides insightful information about how different teaching methods can improve students' academic performance in mathematics, laying the groundwork for further research and possible advancements in teaching methods. Comprehending the viewpoints of educators about these tactics can facilitate the creation of focused interventions aimed at enhancing the educational experience for High School Mathematics pupils.

Analysis of Text and Use of Chinese High School Mathematics Textbooks from the Perspective of Classroom Blank Space

Analysis of Text and Use of Chinese High School Mathematics Textbooks from the Perspective of Classroom Blank Space

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.