Improve Mathematics Education Research Articles

DEVELOPMENT AND IMPLEMENTATION OF A FIVE-TIER DIAGNOSTIC TEST TO IDENTIFY STUDENT MISCONCEPTIONS ON FRACTIONS: A SIGNIFICANT STEP TOWARDS IMPROVING MATHEMATICS EDUCATION

Misconceptions in fractions, a significant challenge in mathematics education, occur when students' conceptions do not align with scientific conceptions, yet they firmly believe in the correctness of their conceptions. These deeply rooted misconceptions are difficult to eliminate and not easily identified with conventional instruments. Therefore, this study aims to develop a valid and reliable five-tier diagnostic test instrument to identify students' misconceptions about fractions effectively. The design of this development research involves qualitative and quantitative methods using the 4D model (define, design, develop, disseminate). Sixty-eight seventh-grade students were involved in quantitative instrument quality testing; data were analyzed using SPSS. The final result of the development of this instrument was 12 questions declared valid and reliable. Furthermore, the instrument was applied to 30 seventh-grade students in different schools to identify their misconceptions about fractions. Based on the analysis of the combination of students' answers, it was obtained that 36.4% of students understood the concept, 8.9% were in the false positive category, 7.2% were false negative, 9.7% lacked knowledge, and 37.8% had misconceptions. It was found that the most dominant description of misconceptions (33%), namely, students assume that the smaller the denominator of a fraction, the smaller the value of the fraction. Then, it was also found that students' thinking, in general, causes misconceptions to occur. The practical implication of the results of this study is that teachers can use the instrument and identify misconceptions to develop more effective teaching methods, thereby improving mathematics education by helping students avoid and anticipate misconceptions.

Improving Mathematics Education through Teacher Professional Development: A Tanzanian Perspective

This study aimed to explore mathematics teachers’ perceptions of professional development. The study involved two public secondary schools in Ilala Municipality, Dar es Salaam. This was a qualitative study based on case study design. The study involved fourteen (14) participants that were selected purposefully. Two (2) heads of the schools, two (2) Academic Teachers, two (2) heads of mathematics departments, and eight (8) mathematics teachers were equally involved from both schools. Interviews, focus group discussions, surveys, and document analysis methods were used in data collection. Both interviews and focus group discussion were audio-recorded by using a protected smartphone with password to ensure data security. The documents reviewed includes; school policies, school calendars, and mathematics departmental meetings’ minutes. The data collected were analysed thematically to identify and interpret key themes. The data analysis was based on the following steps: transcription, data reduction, presentation, and discussion of findings. Fictitious names were used for names of people and schools to ensure confidentiality and anonymity. The study revealed that teachers perceived professional development as formal programs to improve teachers’ quality that were time-consuming and costly, while informal professional development programs were overlooked by teachers and other educational stakeholders. The study recommends that, in order to improve teachers’ quality as intended in professional development, there is a need to raise awareness for both formal and informal professional development programs among teachers and a learning community as a whole.

Teaching aids usage and Generic Skills Acquisition in Mathematics Subject in Public Secondary Schools in Rwanda: A Case of Bugesera District

The research assess the extent to which various factors related to teaching aids usage are employed to enhance the acquisition of generic skills among students of mathematics in public secondary schools; identifies the specific generic skills in mathematics that students acquire as a result of using teaching aids in public secondary schools, and determines the relationship between the utilization of teaching aids and the acquisition of generic skills in mathematics in public secondary schools in Bugesera district, Rwanda. The study underscores the significance of teaching aids in improving mathematics education quality in Rwanda's public secondary schools, particularly in Bugesera district. By evaluating the impact of teaching aids on the acquisition of generic math skills, the study offers valuable insights for enhancing educational practices and informing evidence-based policy decisions using a mixed-methods approach that combines qualitative and quantitative data collection through case study and survey research designs. By capturing statistical trends and contextual insights from a targeted sample of 184 respondents, including mathematics teachers, head teachers, sector education inspectors, and students, the study provides a comprehensive understanding of how teaching aids influence student outcomes. Stratified and simple random sampling techniques were utilized to ensure the reliability and validity of the research. Data were collected through questionnaires, interviews, and observations. The study's internal consistency and accuracy were verified using the Content Validity Index (CVI) and Cronbach's alpha coefficient. Quantitative data were analyzed using descriptive and inferential statistics, while qualitative data were subjected to content analysis. Content analysis was used for qualitative data. Results indicate a significant integration of teaching aids into mathematics lessons, with 83.6% of respondents agreeing that these aids effectively enhance the acquisition of generic skills, reflected by a mean of 4.21 and a standard deviation of 1.16. Additionally, 60.9% of respondents agreed that the frequency of using teaching aids is sufficient to support skill acquisition, with a mean of 3.43 and a standard deviation of 1.21. The majority of respondents acknowledged the positive impact of teaching aids on students' motivation, engagement, and skill development, with 86.9% confirming their role in enhancing students' motivation to acquire generic skills. Moreover, 91.3% agreed that teaching aids engage students actively, fostering interest and participation in mathematics learning, as shown by a mean of 4.35 and a standard deviation of 0.56. However, 65.7% noted challenges related to the accessibility and availability of teaching aids, with a mean of 2.7 and a standard deviation of 1.57. Furthermore, the study has revealed a strong and positive correlations between the frequency, variety, and accessibility of instructional aids and the development of students' critical thinking, problem-solving, and logical reasoning skills.

An Examination of Content-Specific Leadership: District-Level Mathematics Specialists’ Sense-Making and Enactment of Their Leadership Role

ABSTRACT In the United States, calls for improved K-12 learning opportunities in mathematics have shifted focus in school district offices from bureaucratic pursuits to instructional improvement efforts. Yet, district leaders often receive little guidance on how to achieve these goals. Further, although widely recognized that content-specificity matters in instructional improvement efforts, mathematics-based district leadership has received relatively limited attention in the literature. In this qualitative study, we drew on district leaders’ narratives of their work to examine: 1) How do district-level mathematics specialists engage in and make sense of their practice? and 2) What influences the ways they make sense of their practice? Results indicate that the ways in which participants made sense of their leadership practices through their agency, agenda, and positioning was strongly influenced by both personal and systemic factors. Personal factors included the leaders’ personal and professional backgrounds and experiences. Systemic factors included the degree of coherence leaders perceived in the district’s vision of instructional improvement, the clarity of the district leader’s role, and management of staffing resources for improving mathematics instruction. The study concludes with implications for further research and practice.

The Impact of GeoGebra in Analytic Algebra: A Bibliometric Review

GeoGebra is a software that is often used in mathematics learning. GeoGebra is an electronic program that contains a set of tools that equip students with mathematical skills. This research aims to look at research trends related to algebra learning that integrates GeoGebra. This research is literature review research, there are 95 publications collected from the Scopus database which are then analyzed using the bibliometric analysis method assisted by the Vos viewer application. Data taken from the Scopus database was refined in 4 stages, namely identification, filtering, eligibility, and inclusion, resulting in 95 publications. The research results show that Spain and Austria are the most influential countries and have high cooperation with other countries in this field. The focus of research related to GeoGebra on algebra material is, 1) geometry and students; 2) GeoGebra and algebra; 3) elementary geometry and computational theory; 4) dynamic geometry and computer algebra. The new themes in this research are symbolic computation, quantifier elimination and real quantifier elimination. This research not only enriches the scientific literature in the fields of GeoGebra and algebra but also provides practical guidance for educators and researchers to improve mathematics teaching and learning methods in the future.

THE EFFECTIVENESS OF MATHEMATICS LEARNING THROUGH A REALISTIC MATHEMATICS EDUCATION APPROACH IN ELEMENTARY SCHOOLS

The research aims to analyze the effectiveness of mathematics learning through the realistic mathematics education approach in learning the concept of counting integers in grade VI elementary school students. The research used a quasi-experiment with one pretest postets design. The research involved 32 grade VI students at SDN 205 Neglasari, Coblong District, Bandung City. The research instrument is in the form of a multiple-choice test that includes addition and subtraction of decimal numbers. Research shows that the RME approach is effective in producing a significant improvement in students' learning completeness in the addition and subtraction of decimal integers, as well as improving mathematical problem-solving, self-efficacy, reasoning, and mathematical literacy. RME encourages students to recognize the practical application of mathematical concepts through real-world contexts and cultural elements, as well as to cultivate creative and imaginative thinking skills so that they can be an important strategy in improving mathematics education in primary schools.

The role of technology in reducing mathematics anxiety in primary school students

Mathematics anxiety is a significant problem in education that affects students’ learning outcomes, academic success, and well-being. This systematic literature review aimed to explore the role of technological interventions in reducing mathematics anxiety and promoting positive learning experiences in mathematics learning. Our findings revealed a mixed picture, where learning mathematics through online distance education increases mathematics anxiety, especially among primary school students, while interventions such as game-based learning and digital tools show positive results in reducing students’ mathematics anxiety levels. Additionally, the results of this study contribute to ongoing discussions on effective strategies to reduce mathematics anxiety and improve mathematics education through the integration of technology, providing new understanding among educators, parents, researchers, and policymakers in creating inclusive and effective learning environments. Using technology to reduce mathematics anxiety and increase student achievement emphasizes the importance of collaborative efforts.

THE INFLUENCE OF STEM EDUCATION ON MOTIVATION TO LEARN IN MATHEMATICS LESSONS

This study examined the impact of STEM (Science, Technology, Engineering, and Mathematics) education on 8th-grade students' motivation towards learning mathematics at a Nazarbayev Intellectual School in Almaty. The research aimed to assess how STEM education influences motivational factors such as intrinsic value, self-regulation, self-efficacy, utility value, attainment value, and test anxiety. An experimental design was employed with 52 participants divided into two groups: a control group using traditional teaching methods and an experimental group engaging in STEM approaches. The Mathematics Motivation Questionnaire (MMQ), adapted from the Science Motivation Questionnaire (SMQ), was utilized for data collection before and after the intervention. Results from paired samples T-tests and descriptive statistics showed significant enhancements in the motivational levels of students in the experimental group, indicating that STEM education effectively boosts motivation towards mathematics learning. This research underscores the significance of incorporating STEM educational practices into mathematics curricula to create a more engaging and motivating learning atmosphere. These findings are crucial for educators, curriculum designers, and policymakers focused on improving mathematics education and fostering a greater interest in STEM fields among middle school students, contributing to the existing literature on educational motivation.

MATHEMATICS TEACHING TECHNOLOGIES DEPENDING ON STUDENTS' COGNITIVE ACTIVITY CHARACTERISTICS: PARTIAL SEARCH AND HEURISTIC METHOD

Improving mathematics education is a multifaceted process and therefore needs to be approached from different angles. Along with the improvement of the content and methods of teaching mathematics in primary school, students should be provided with high interest, initiative and activity. In the article, the ways of using the partial search and heuristic methodical system in mathematics education are widely investigated.

Metacognitive Awareness as a Predictor of Mathematical Modeling Competency Among Preservice Elementary Teachers

<p style="margin-left:28px; text-align:justify">Mathematical modeling offers a promising approach to improving mathematics education. This study aims to determine if the concept of metacognitive awareness in the learning process is associated with mathematical modeling. This study also considers the interaction effect of sex and academic year level on both variables. Focusing the study on preservice elementary teachers might address potential issues and targeted intervention in their preparation program concerning their ability to teach and guide young learners in modeling activities. The research sample includes 140 preservice elementary teachers at Central Luzon State University, Philippines. Data collection used an adapted metacognitive awareness inventory and a validated researcher-made mathematical modeling competency test aligned with the K-12 mathematics curriculum in the Philippines. Results revealed that the preservice elementary teachers had a high metacognitive awareness and mathematical modeling competency, ranging from 22 to 31 out of 36 points. Besides, Factorial ANOVA indicates that academic year level positively affects both variables regardless of sex, and stepwise regression analysis unveiled that information management, declarative knowledge, and planning significantly predict 41.4% of the mathematical modeling competency variance. This suggests that developing metacognitive awareness supports preservice elementary teachers in performing modeling tasks that improve their competency level in mathematics.</p>

Synchronous Virtual Learning in Ubiquitous Learning Paradigm and Effective Mathematics Teaching

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

Effectiveness of 5E Instructional Model on Learning Achievement in Mathematics at Secondary Level.

This study investigated the effectiveness of the 5E instructional model on learning achievement in Mathematics compared with traditional teaching methods at the secondary level, using a non-equivalent control group design of a quasi-experimental method. The experimental group (n = 40) received instruction using the 5E instructional model, while the control group(n=40) was taught through traditional method. Pre-achievement and post achievement test were prepared and used to measure the learning achievement in Mathematics. The t-test was applied to compare the learning achievement of both the groups. The result indicates that the students of experimental group taught through 5E instructional model performed better than the control group. The results also indicate no significant difference in learning achievement between the groups during the pre-test. The findings suggest that the 5E instructional model enhances students' learning achievement and concept clarity in Mathematics. These results signify the effectiveness of incorporating the 5E instructional model to improve Mathematics education outcomes.

OTHER METHODS OF TEACHING PROBABILITY THEORY AND COMBINATORICS

The traditional methods of teaching probability theory and combinatorics often fail to engage students and promote deep understanding. This study explores alternative teaching strategies that incorporate active learning, technology, and real-world applications to enhance student comprehension and interest in these mathematical fields. By comparing the effectiveness of these methods with conventional approaches, this research aims to provide educators with practical insights for improving mathematics education.

Elementary teachers’ use of adaptive diagnostic assessment to improve mathematics teaching and learning: A case study

This case study examined teachers’ perceptions and use of adaptive diagnostic assessment for improving teaching and learning of elementary-level mathematics. The purpose was to understand how the teaching and learning of mathematics occurred in the classroom and changes that transpired due to the implementation of diagnostic assessments. Findings illustrate that diagnostic assessment can be a critical tool for improving pedagogical practice by enhancing mathematics teaching and learning by creating groups of students, planning lesson time, focused pedagogy, giving student feedback, communicating with stakeholders, and improving teacher efficiency. Participants demonstrated satisfaction with the benefits offered by diagnostic assessment for improving mathematics teaching and learning. Participants described challenges that hindered their effective use of diagnostic assessment tools. The findings of this study support a case for the adoption of diagnostic assessments to improve pedagogical practice and promote mathematics learning among elementary-level students.

Attitudes and Educational Settings: A Correlational Analysis

This study explored the relationship between students' attitudes towards mathematics and their educational settings at Pangasinan State University (PSU) Binmaley Campus. Using a descriptive correlational research design, data was collected from 160 students across four programs: Criminology, Environmental Science, Fisheries and Aquatic Sciences, and Secondary Education major in Science. A survey questionnaire was administered to gather detailed insights into students' perceptions and experiences in mathematics classes. Results indicated that the majority of participants were in their late teens, with significant representation from 19 and 20-year-olds. Female students constituted 57.5% of the sample. Firstyear students were the predominant group, highlighting the need for transitional support in higher education. The study found that while students generally agreed that mathematics was important and felt confident in their abilities, it was not necessarily their favorite subject. Perceptions of the educational setting at PSU Binmaley were generally positive, with the highest agreement on the classroom environment being conducive to learning. However, areas such as noise level management and teaching pace received slightly lower scores. Importantly, a significant moderate positive correlation (r = 0.444, p < 0.01) was found between students' perceptions of their educational setting and their attitudes towards mathematics, emphasizing the impact of a supportive learning environment on student engagement. These findings underscored the critical role of tailored educational interventions to enhance mathematics learning and engagement, aligning with broader educational policies and research. The study's insights were valuable for informing strategies to improve mathematics education at PSU Binmaley, fostering a more positive and engaging learning experience.

IMPLEMENTATION AND IMPACT OF INNOVATIVE TEACHING METHODS ON PROBLEM-SOLVING SKILLS AMONG STUDENTS AND LECTURERS IN FCT COLLEGE OF EDUCATION, ZUBA-ABUJA

This paper explores the significance of problem-solving in mathematics education and the challenges associated with traditional teaching methods, emphasizing the need for innovative approaches. At FCT College of Education, Zuba, there is a concerted effort to prioritize excellence in mathematics education, recognizing its broader implications beyond the classroom. The study investigates the implementation and impact of innovative teaching methods on problem-solving skills among students and lecturers. Through surveys, observations, and document analysis, the research assesses various approaches' effectiveness, such as real-world problem integration, technology incorporation, and personalized learning. Results suggest a positive perception of innovative methods, highlighting their value in enhancing problem-solving abilities. Additionally, the study underscores the importance of tailored assessments and lecturer support in effectively implementing these approaches. Recommendations include further exploration of innovative methods, collaboration, and resource allocation to improve mathematics education and prepare students for real-world challenges.

“Opportunities for Indigenizing Mathematics Pedagogies and Practices in Southern Province, Zambia”

This study investigates the opportunities perceived by teachers in implementing indigenized mathematics education in Southern Province, Zambia. Indigenized education aims to integrate indigenous knowledge and cultural practices into mainstream curricula, enhancing educational relevance and inclusivity. Employing a sequential exploratory mixed-methods design, this research collected quantitative data from structured questionnaires distributed to 55 mathematics teachers and qualitative data from in-depth interviews with 15 teachers. The findings reveal multiple perceived benefits of indigenized mathematics education. Teachers reported that such an approach enhances student understanding and engagement by making mathematical concepts more relatable to students’ cultural contexts. It also fosters a sense of pride and identity, bridges the gap between traditional knowledge and formal education, and strengthens school-community relationships. The study underscores the necessity of professional development programs focused on indigenous pedagogies, the creation of culturally relevant teaching materials, and the active involvement of indigenous communities in educational processes. The results highlight significant opportunities for improving mathematics education through the integration of indigenous knowledge. These insights provide a foundation for policy and practice enhancements aimed at creating a more inclusive and culturally responsive educational system. Future research should focus on expanding sample sizes, examining long-term impacts of professional development and curriculum reforms, conducting comparative studies, and exploring interdisciplinary approaches to further understand the benefits and challenges of indigenized education.

Effect of learning interest on students' mathematical critical thinking ability in vocational high school

This research investigates the impact of students' interest in learning critical mathematical thinking skills in the context of vocational high schools (SMK) by using a quantitative approach with correlational research methods. This research involved all class XI students of Ma'arif Al-Ghozali Vocational School as the population. Purposive sampling was used to select a sample of 30 students. Data analysis includes various statistical tests, including normality, linearity, correlation, and simple regression tests. The findings of this study reveal an essential relationship between students' learning interests and their mathematical critical thinking abilities. In particular, there is a significant favorable influence between interest in learning and students' critical mathematical thinking abilities. These results underscore the importance of nurturing and improving their mathematical critical thinking skills. This study contributes to our understanding of the factors influencing mathematical critical thinking skills in vocational high school students. It offers valuable insights for educators and policymakers seeking to improve mathematics education in such settings.

Research on Blended Learning in Middle School Mathematics Classes

Blended learning is gaining importance in the field of education as a result of the quick advancement of science and technology. There is a rising understanding of the necessity of integrating technology and digital resources into traditional classroom settings as educational systems continue to evolve. Combining in-person instruction with online learning activities is known as blended learning which offers a promising approach to enhance student engagement and improve learning outcomes in mathematics education. The objective of this research is to explore the impact of blended learning on middle school mathematics education, further understand its significance in improving student learning outcomes and interest, reveal the current status of blended learning in middle school mathematics classes, and provide some suggestions. The research finds that students will face the challenge of self-regulation in blended learning, students' personalized learning should be paid attention to, students' affective factors are also important, and students' negative learning attitude will lead to lower scores. In addition, the individual guidance from teachers is insufficient and the effective evaluation needs to be improved. Some teachers are even intimidated by new technology, which leads to the reduction of their teaching innovation. To overcome these challenges, student engagement should be increased, teacher planning should be optimized and a support system should be built. Through the research on blended learning, hopefully, this paper can provide support for improving mathematics education.

Pedagogy of Mathematics

This paper delves into the realm of mathematics pedagogy, exploring various facets of teaching and learning mathematics. Through the analysis of the modified Fennema-Sherman Attitude Scales and an in-depth examination of best practices, this paper aims to shed light on the attitudes of students toward mathematics and provide recommendations for improving mathematics education. The paper emphasizes the importance of cultivating a growth mindset, promoting diversity and inclusion, and incorporating active learning strategies in mathematics instruction. It highlights the significance of continuous professional development for educators and support systems for students facing challenges in mathematics. As we conclude this internship, it is clear that mathematics education is not static but a dynamic field that demands collaboration and a commitment to excellence. This paper serves as a compass for future endeavors, guiding the way toward a mathematics pedagogy that empowers learners and transforms perceptions of mathematics.