Junior High School Mathematics Teachers Research Articles

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

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.

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

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.

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.

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.

The Use of Open Educational Resources (OERs) among Mathematics Teachers in Public Secondary Schools

This study investigated the utilization of Open Educational Resources (OERs) among mathematics teachers in selected public secondary schools in Zambales, Philippines for the school year 2022-2023. A survey was conducted with 75 Junior High School Mathematics teachers to assess OERs usage frequency and extent, identify challenges, examine perceptions of OER's effect on mathematics teaching practices, and propose a development plan for promoting OER utilization. Findings revealed that the typical teacher-respondent was a 33-year-old female with a bachelor's degree, supplemented by master's units, and eight years of teaching experience. They held the position of Teacher III and were familiar with OERs. Respondents sometimes used OERs in their math teaching strategies and disagreed with challenges related to OERs use. They agreed that integrating OERs into mathematics teaching had positive effects. The study observed no significant differences in challenges faced by mathematics teachers when grouped by age, sex, highest educational attainment, years of teaching experience, and teaching position. However, significant differences emerged when grouped by OER knowledge. Likewise, there were no significant differences in perceptions of OER effects when respondents were grouped by profile variables. Furthermore, no significant relationships were found between challenges and OER utilization or between perceptions of OER effects and OER utilization among respondents.

Research on Pre-employment Junior High School Mathematics Teachers' Perceptions of Model Concept Literacy in China

At present, the educational problem of model concept literacy of students in compulsory education has become one of the focuses of attention in China, and many scholars have conducted research on it, but there are fewer studies on the cognitive level of model concept literacy of pre-employment teachers, and there is still a research gap. In this study, 20 graduate students majoring in subject teaching mathematics and undergraduates who have been admitted to this specialty in a university were surveyed, and the open-ended interview method was used to investigate the model concept literacy of pre-employment teachers. The analysis of the data revealed that (1) the depth of pre-employment teachers' knowledge of model concept is shallow and remains concentrated at a low level, especially with regard to the concept of model concept and the requirements that students need to meet; (2) the depth of pre-employment teachers' knowledge of the model concept was shallow and still concentrated at a low level; and (3) the clarity of pre-employment teachers' knowledge of the model concept was low, few teachers clearly recognize the points in Compulsory Education Mathematics Curriculum Standards(2022 edition), and they either did not have a full understanding of the model concept or did not have a good understanding of the model concept. Therefore, it is recommended that: (1) pre-employment teachers should have an all-round understanding of the model concept and related contents; (2) they should have an in-depth understanding of the requirements and meanings of model concept at different levels; and (3) they should be able to clearly and accurately articulate the requirements of the Compulsory Education Mathematics Curriculum Standards (2022 edition) and put them into practice.

Research on the Cognitive Degree of Pre-service School Mathematics Teachers for Operation Ability Literacy in China

Currently, the education of operation ability literacy has attracted wide attention from all walks of life. So far, many scholars have studied this aspect, but there is no research on the cognitive degree of pre-service junior high school mathematics teachers for operation ability literacy. In this study, 20 educational master degree students majoring in subject teaching (mathematics) of grade 2022 in the School of Mathematics and Statistics and undergraduate students majoring in mathematics at a university in China were investigated, and their cognition of operation ability literacy was investigated by interview. After that, through data analysis, it can be found that the current pre-service junior high school mathematics teachers' literacy of operation ability: 1. The cognitive scope is not wide, and less than half of the people can recognize more than half of the content; 2. The cognitive clarity of operation ability literacy is low, although all points of operation ability literacy can be recognized, the expression error rate is high. Therefore, it is suggested that pre-service junior high school mathematics teachers should pay more attention to the literacy of operation ability through training; Pre-service junior high school mathematics teachers should learn and study curriculum standards independently to improve their understanding of operation ability literacy.

Research on the Cognitive Level of Abstraction Ability Literacy among Pre-service Junior High School Mathematics Teachers

The cultivation of students' abstraction ability in junior high school is of great significance for their personal development, and the education about abstraction ability literacy has received widespread attention from all sectors of society. So far, many scholars have studied this aspect, but there has been no research on the cognitive level of abstraction ability literacy among pre-service junior high school mathematics teachers. This study investigated the cognitive level of 11 Master of Education (M.Ed.) and 9 Bachelor of Education (B.Ed.) teacher education graduates from a university regarding abstraction ability literacy using open-ended interviews. Through analyzing data, it can be found that the current pre-service junior high school mathematics teachers' cognitive situation regarding abstraction ability literacy is as follows: 1 The cognitive scope is not broad, and more than half of the content is not recognized; The cognitive breadth of Master of Education is slightly higher than that of undergraduate normal university graduates. 2. The overall cognitive clarity is relatively low, with only individual points being recognized.

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

Currently, geometric intuition literacy has attracted extensive attention from all walks of life. Many relevant problems about it have been studied except the cognitive degree of geometric intuition literacy of pre-service junior high school mathematics teachers. In this study, 40 pre-service junior high school mathematics teachers in China are surveyed using an open-ended interview method. The analysis of the data reveals that: (1) The accuracy of the cognition about geometric intuition literacy is not high. (2) The cognitive scope of pre-service high school mathematics teachers about geometric intuition literacy is not extensive and pre-service teachers' knowledge of geometric intuition literacy is focused on the more generalized elements. (3) The cognition of many pre-service teachers is not deep or comprehensive and concentrates at a lower level. (4) The cognition of many pre-service teachers for many aspects of geometric intuition literacy is not very clear. Therefore, it is suggested that: Teacher training schools should reform their curricula and pay attention to teacher trainees' learning and education on geometric intuition literacy. Special training and education on core literacy should be strengthened in pre-service teacher training so that geometric intuition literacy can be valued. Pre-service junior high school mathematics teachers should actively learn and study core literacy to improve their understanding of geometric intuition literacy.

Teaching knowledge and difficulties of In-field and Out-of-field Junior High School mathematics teachers in algebra

Teaching knowledge and difficulties of In-field and Out-of-field Junior High School mathematics teachers in algebra

Efektifitas Buku Referensi Media Pembelajaran Matematika Sekolah Menengah Pertama (SMP)

The purpose of this study is to determine the effectiveness of reference books for junior high school mathematics learning media. For this reason, a limited trial was carried out on 6 mathematics teachers at a junior high school in Mataram. This research uses a mixed approach or Mix methods. The research instrument consists of test instruments and interview guidelines about junior high school mathematics teachers' knowledge of junior high school learning media. The results of this study are Based on the data that has been melted and the wetting that has been carried out , significant differences in knowledge before and after studying junior high school mathematics learning media books , it can be concluded that junior high school mathematics learning media books are effective in increasing teacher knowledge in learning media, especially on knowledge about the benefits and functions of learning media, types of learning media, concept maps, interactive power points, student worksheets, props, and tools for creating junior high school math learning videos.

Technology Use Among Ghanaian Junior High School Mathematics Teachers in the Ahafo – Ano South District

The study sought to investigate technology use among Ghanaian Junior High School mathematics teachers in the Ahafo-Ano South District of Ghana. Descriptive survey (cross-sectional survey) design with mixed quantitative and qualitative data was gathered for the study. The population of the study comprised of all JHS mathematics teachers in Ahafo-Ano South District, Ashanti region. A stratified sampling technique was used to select 60 JHS mathematics teachers from rural, peri-urban and urban schools in the district. The findings revealed that mathematics teachers technology use in teaching Mathematics at the Junior High School level in the district was low (2.048 ± .85388). These technologies were grouped into manipulatives, digital/computer-based and audio-visual technologies. The results established that most of the teachers used manipulates in teaching Mathematics (3.120 ± 1.063). On the contrary, the results also showed that digital/computer-based technologies such as virtual protractors, calculators, geometry pad, stepping stones 2.0 comprehensive mathematics and computer game programs such as Globaloria etc., were never used by mathematics teachers in the district (1.621 ± .840). Similarly, evidence from the study adds that audio-visual technologies including television, pie chart assignment to students based on TV program and other audio-visual devices were never in use by mathematics teachers in the district (1.416 ± .712).

Evaluating the Effectiveness of Professional Development Programs for Junior High School Mathematics Teachers in Improving Mathematics Instruction in the K to 12 Curriculum in the Philippines

This study assessed the effectiveness of a professional development program for junior high school mathematics teachers in the Philippines and analyzed their achievement test results in Mathematics. The study aimed to identify the factors affecting the quality of mathematics instruction and propose solutions to these challenges. The study found that while most teachers were consistent in their lesson planning and content delivery, they need to improve their questioning techniques, differentiated techniques, and strategies to develop higher-order thinking skills. The study suggests that teachers need to enhance their teaching practices to achieve the K to 12 Curriculum goals, prepare students for better work opportunities, and contribute to the nation's economy. Professional development programs can provide opportunities for mathematics teachers to increase their knowledge and confidence in the subject. By improving their teaching practices, teachers can help enhance the quality of mathematics education in the Philippines. This study highlights the challenges mathematics teachers face in the country and the need for professional development programs to help them improve their teaching practices. The findings have important implications for mathematics education in the country, which can help raise the quality of education and the nation's economy.

CHALLENGES AMONG MATHEMATICS TEACHERS IN TEACHING AND LEARNING TO THE STUDENTS’ READINESS AND ENGAGEMENT

Various changes and adjustment have been made on the Philippine educational system since the pandemic era began. It started with the transition of face-to-face classes into blended learning modality and now that the situation of the society is getting back to normal, classes has been transforming again to in person classes. In connection with this, teachers and students currently adjusting again with the limited activities and programs for the implementation of in person classes after the most crucial situation brought by the pandemic. The mere intention of this descriptive study was to determine the challenges among mathematics teachers in teaching and learning to the students readiness and engagement. This study was designed for 70 Junior and/or Senior High school Mathematics teachers under the Division of Laguna, who were selected via purposive sampling technique. Descriptive method was used to determine challenges among mathematics teachers in teaching and learning. The researcher used the quantitative/descriptive survey method of research. In order to analyze and interpret the data gathered, weighted mean, standard deviation, pearson r correlation and regression analysis were utilized in the study. The study shows that the relationship between the challenges in teaching and learning and the students readiness has significant. Thus, the researcher, therefore, concludes that the null hypothesis 1 stating that there is no significant relationship between the challenges in teaching and learning and the students readiness is partially rejected. The study also shows that the relationship between the challenges in teaching and learning and the students engagement has significant. Thus, the researcher, therefore, concludes that the null hypothesis 2 stating that there is no significant relationship between the challenges in teaching and learning and the students engagement is partially rejected. Based on the drawn conclusions, It is suggested to the school may provide a seminar conference where they can fully understand the factors that can affect their academic readiness and academic engagement that could lead to their higher level of performance. Furthermore, school administrations as well as government may provide needed support to address these gaps and look for alternatives if the current set-up is deemed to be ineffective. It is also recommended that the teachers may attend to different seminars workshop where they can improve their teaching techniques, they are encouraged to take their masters and doctorate degree for their professional and individual growth. And it is recommended that teachers may teach to the student the challenges during the progressive in-person classes in teaching and learning. And school administrations may support to further improving their skills and knowledge. For future researchers, the findings of the study could help to the one that has the same idea and goals to serve as their reference.

Algebra word problem difficulties: A case study in Tema Education Metropolis in Ghana

Modern mathematics education used a different approach when dealing with word problems in algebra because of how people perceive mathematics. The teacher can aid students in honing their problem-solving abilities to assist them build mathematical concepts that can be applied in real-world situations. This research is a case study involving junior high school (JHS) pupils in Ghana’s Tema Metropolis. For the study, data collection and analysis used a qualitative methodology. Using a purposive sample technique, data from 12 participants–six JHS mathematics teachers and six students–were gathered. Data were gathered through observation, interviews, and document analysis. The primary finding is that JHS pupils at Tema Education Metropolis are unable to present their own issues as proof of conceptual knowledge of algebra word problems.

Professional Development of Mathematics Teachers: Its Impact on Their Classroom Delivery in Ghana

The study imperatively ascertains the impact of Professional Development (PD) of mathematics teachers in their classroom delivery in Kwabre East Municipality (KEM). The study was embedded with positivist philosophical assumptions concerning how knowledge was gained and constructed. A descriptive survey was adopted and the census sampling technique was used to sample all the Junior High School (JHS) mathematics teachers. The sample selected was made up of 221 mathematics teachers. It was concluded that PD for mathematics teachers enhanced their mode of delivery, which improved their students’ understanding of mathematics. The study also suggests that teachers’ development of rudimentary skills and knowledge for classroom management was based on their own beliefs as well as professional beliefs and practices. The factors that contribute to low performance after PD are high and depend on the lack or unavailability of training materials for teachers to use after training and inadequate teaching and learning materials or resources to teach students. It is recommended that the government institutes a policy that requires every teacher to attend PD training to be considered for promotion. Our educational institution’s headmaster/teacher and leaders should also make it a habit to hold in-house workshops and seminars to refresh their teachers’ knowledge and skills in delivering instructional objectives. Additionally, the Ministry of Education and other non-government organisations should help improve our schools by focusing on resources that make teaching and learning better

Predicting secondary school mathematics teachers' digital teaching behavior using partial least squares structural equation modeling

<abstract> <p>Digital technologies play a key role in the digital transformation of education. In order to improve teaching effectiveness and efficiency, teachers should use digital technologies appropriately. However, some secondary school mathematics teachers have little confidence in their digital teaching behavior. This study aimed to explore the predictors of secondary school mathematics teachers' digital teaching behavior. An extended unified theory of acceptance and use of technology (UTAUT) model was adopted to predict secondary school mathematics teachers' digital teaching behavior. A questionnaire survey was conducted with all junior high school mathematics teachers in a state-level new area, which is located in a central province of China. Three hundred and eighty-five valid data were collected. The partial least squares structural equation modeling (PLS-SEM) method was used to analyze the data. It was found that technological pedagogical content knowledge (TPACK) was the biggest predictor of secondary school mathematics teachers' digital teaching behavior. Attitude, behavioral intention, performance expectancy, effort expectancy and social influence can also affect teachers' digital teaching behavior in direct and/or indirect ways. The findings have noteworthy realistic implications for enhancing digital teaching behavior of secondary school mathematics teachers and promoting digital transformation of secondary school mathematics education.</p> </abstract>