Math Classroom Research Articles

STEM career expectations across four diverse countries: motivation to learn mathematics mediates the effects of gender and math classroom environments

BackgroundWe tested the broad generality of a model for predicting 9th–10th grade students’ STEM career expectations by age 30, focusing on hard science, mathematics and engineering professions only, known for driving innovation, research and development. The model’s predictors included motivation to learn mathematics, gender, and math classroom environments (disciplinary climate, teacher support and instructional strategies fostering conceptual understanding).MethodsWe used data from the Programme for International Student Assessment (PISA) 2022. Four countries were selected based on the percentage of students expecting STEM careers, representing high vs. low groups (Qatar and Morocco vs. Czech Republic and Lithuania, respectively). Analysis began with computing correlations between the variables, followed by path analyses for each country to determine both direct and indirect effects of the predictors on students’ STEM career expectations.ResultsWe found that motivation to learn mathematics not only directly predicted STEM career expectations but also mediated the influence of the remaining variables: gender (boys show higher motivation to learn math), and math classroom environments (students in well-disciplined math classes with supportive teachers who employ instructional strategies fostering math reasoning also demonstrate higher motivation to learn math). Remarkably, our model consistently demonstrated robustness across all four countries, despite their significant economic, ethnic, and religious diversity.ConclusionsTheoretically, the model reveals that 9th–10th grade students’ transitory long-term STEM career expectations are shaped by their interest in mathematics, their perceived importance of the subject, confidence in their self-efficacy to succeed in math tasks, perceptions of classroom disciplinary climate, teacher support, and their exposure to instructional strategies aimed at enhancing math reasoning. Practically, it suggests widespread potential for informing interventions aimed at increasing student motivation to pursue STEM careers through improved mathematics education practices.

Movement in Math: A Look at Integrating Movement-Based Activities into a Kindergarten Math Classroom

Movement in Math: A Look at Integrating Movement-Based Activities into a Kindergarten Math Classroom

Unplugged activities in the elementary school mathematics classroom: The effects on students’ computational thinking and mathematical creativity

The rapid development of artificial intelligence technology has led to the proliferation of computational thinking (CT) education. However, research on unplugged activities’ influence in elementary math classrooms is limited, despite some exploring programming's cognitive benefits. This study presents both qualitative and quantitative analyzes stemming from a ten-week quasi-experimental research endeavor, specifically tailored for third-grade students. The research devised a series of unplugged activities, encompassing mathematical games, hands-on construction of mathematical logic boards, and calculating shopping discounts. The overarching objective was to investigate the impact of these unplugged activities on students’ mathematical creativity and CT. Students participating in a mathematics curriculum based on unplugged activities (N = 47) were compared with students participating in a traditional lecture-based mathematics curriculum (N = 46). The results indicated that unplugged activities exhibited significant advantages in fostering students’ CT and mathematical creativity across three dimensions, namely, problem-posing creativity (t = 5.830, p < 0.01), problem-solving creativity (t = 6.633, p < 0.01), and creative self-efficacy (t = 7.554, p < 0.01). Furthermore, the study revealed a relationship between students’ mathematical creativity as a predictor of CT. The results of the quantitative analysis were supported by the teacher's and students’ interview data, and the students felt excited and interested in the unplugged activities, whereas some students using the lecture-based method reported boredom and lack of interactivity. This research offered valuable insights for mathematics and CT education practice, underscoring unplugged activity as an innovative instructional approach that brings forth new possibilities for traditional mathematics teaching, with potential applications in the K-12 curriculum.

When ethnic-racial discrimination from math teachers spills over and predicts the math adjustment of nondiscriminated adolescents: The mediating role of math classroom climate perceptions.

Ethnic-racial discrimination is a pernicious experience that affects discriminated adolescents' healthy human development, but the spillover consequences of discrimination on the nondiscriminated adolescent population are less clear. Adolescents who vicariously witness their classmates experience ethnic-racial discrimination from educators may question their educators' authority and classroom rules, and educators who perpetuate discrimination may engage in other practices that disadvantage the entire classroom. Thus, we posed three research questions: Did classmates' ethnic-racial discrimination from teachers predict adolescents' classroom adjustment outcomes (e.g., class grades, test scores, and engagement), did classroom climate mediate the link between classmates' ethnic-racial discrimination and adolescents' classroom adjustment outcomes, and did the results differ between early versus middle adolescents? To answer these research questions, the present study leveraged longitudinal data among 1,539 adolescents (Mage = 13.81, SDage = 1.49; 60% Black, 30% White, 9% other, 1% Asian; 49% female, 51% male) nested in 104 math classrooms, as math is a subject domain with pervasive ethnic-racial stereotypes about students' abilities and opportunities to succeed in class. Results illustrated that direct and vicarious ethnic-racial discrimination from math educators in the fall semester predicted worse math course grades, state-administered standardized test scores, and classroom engagement across the fall and spring semesters. Math classroom climate perceptions mediated the longitudinal relations between ethnic-racial discrimination and their math adjustment outcomes, and the role of ethnic-racial discrimination varied across different developmental stages of adolescence. Implications for the measurement of ethnic-racial discrimination in the classroom context and the social contagion linked to ethnic-racial disadvantage are discussed. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Supplemental Material for When Ethnic–Racial Discrimination From Math Teachers Spills Over and Predicts the Math Adjustment of Nondiscriminated Adolescents: The Mediating Role of Math Classroom Climate Perceptions

Supplemental Material for When Ethnic–Racial Discrimination From Math Teachers Spills Over and Predicts the Math Adjustment of Nondiscriminated Adolescents: The Mediating Role of Math Classroom Climate Perceptions

The Influence of Ipad and Tablet Computers on the Enhancement of Oral and Listening Proficiency among Young Students

Educational technology integration rises as schools rethink American school ideology and practices. Technology may be used in schools to develop modern education, but iPad integration in basic math’s teaching has to be understood. In response to these challenges, this in-depth case study examined how iPads as personalised learning aids affect third graders' arithmetic performance and attitudes using nearly experimental qualitative as well as quantitative information. How did NPS School use iPads in a third- grade mathematics classroom as well as how did it influence elementary school students' math skills and attitudes? Subquestions helped fully and comprehensively evaluate the practice problem. How do iPads and textbooks compare in third-grade arithmetic? How do tablet users see math’s differently from traditional students? These study questions were answered by two third-grade math classrooms. Standard education and iPad-integrated teaching were given to two groups. iPads were the only group difference. Content, lesson design, evaluations, inventories, &amp; instructors were identical. Student learning and attitudes were assessed using both pre- and post-tests or an ATMI. The instructor &amp; coordinating administrator were questioned for further information. Researchers also looked at teacher lesson plans to see how iPads were used. This study discovered quantitative-qualitative gaps. Although the post-test and ATMI were not statistically significant, the interviews with the participating adults suggested that students who utilised iPads for teaching had better involvement, attitudes, and productivity.

Literature Review: Inquiry Social Complexity-STEAM Model Based on Math Trail-Virtual Reality Activity Nuanced with Javanese Culture in Improving Critical Thinking Ability

Purpose of the study: Analyse various literature studies on the Inquiry Social Complexity-STEAM model based on Math Trail-Virtual Reality activities with Javanese cultural nuances in improving students' critical thinking skills. Methodology: This research method uses a literature review. Researchers look for data from books, journals, or relevant research articles and include them in the findings and discussion section to reach a conclusion. This research uses descriptive qualitative data analysis techniques to study literature by describing the results of sources obtained either through books, journals, or related research articles. Main Findings: The syntax of inquiry social complexity STEAM learning model based on math trail virtual reality activities with Javanese cultural nuances can be concluded that each syntax encourages students to find, investigate, construct, and integrate the knowledge gained to form better critical thinking skills by accommodating all aspects of students' abilities with different levels to participate in every aspect and step of learning. Novelty/Originality of this study: The addition of the STEAM approach, especially in the Inquiry Social Complexity Learning model, and math trail-based activities using virtual reality technology that has never been done before or integrated into a maths classroom.

Managing Student Behavior in Middle School Special Education Classrooms: A Single-Subject Study of CW-FIT

Teachers have the responsibility of managing student classroom behavior. The positive effects of evidence-based classroom management methods, like Class-Wide Function-related Intervention Teams (CW-FIT), have been demonstrated in a variety of settings; however, research on the efficacy of CW-FIT in special education classrooms is scarce. The purpose of this study was to determine the effectiveness of CW-FIT in two middle school special education math classrooms. Teachers implemented CW-FIT by instructing students in classroom behavior expectations and using a group contingency involving the use of teams, a timer, praise, points, and group rewards. One teacher alternated between using an audible and inaudible timer, while the other used an audible timer. There was an increase in student on-task behavior and teacher praise when CW-FIT was implemented, with no significant difference in outcomes between conditions with an audible versus inaudible timer. Teachers and students indicated that they found the intervention to be socially valid.

Linguistically responsive formative assessment for emergent bilinguals: exploration of an elementary teacher’s practice in a math classroom

ABSTRACT This study explores the responsiveness of an elementary teacher’s support for emergent bilingual students by examining the connections between the teacher’s assessment expertise, formative assessment practices, and emergent bilinguals’ unique language needs in math classes. The study, which investigated the indicators that characterize a linguistically responsive and equitable formative assessment, included and prioritized the perspectives of emergent bilingual students. Primary data sources included classroom observations, teacher interviews, and student interviews. This study elucidates pedagogical practices that are beneficial for emergent bilinguals. It found that both emergent bilinguals and teachers generally agree on the best practices, including their understanding of the language support. However, at times, there is a discrepancy between what the teacher said and the support that emergent bilingual students need. This study contributes to a comprehensive understanding of what and how teachers should know and act for performing responsive formative assessments for emergent bilinguals. It has implications for further research and for teachers who work with emergent bilingual students in core content areas.

The Educational Radicalism of Bob Moses

Those who come in contact with the Algebra Project, founded 40 years ago by Bob Moses, tend to underestimate the extraordinary radicalism of Dr. Moses’s strategy for using math literacy as an organizing tool. The Algebra Project uses hard-earned insights from the Black freedom struggle to create space for young people to fashion their own insurgency. The goal of the Project is the destruction of caste in the United States, approached through the counter-intuitive vehicle of math classrooms.

GPS: Supporting Use of AI in the Math Classroom

Growing Problem Solvers provides four original, related, classroom-ready mathematical tasks, one for each grade band. Together, these tasks illustrate the trajectory of learners' growth as problem solvers across their years of school mathematics.

활동 이론에 입각한 디지털 테크놀로지 활용 수학 수업의 역동성 분석

The digital paradigm shift has led to a digital transformation of education, emphasizing the use of technology in teaching and learning. However, the effectiveness of technology in math classrooms is ambivalent, and it is necessary to understand how to apply it. This study analyzed the mathematics lessons of two teachers in order to reveal the dynamics of lessons with digital technologies in a view of teaching practice and to identify pitfalls and opportunities through activity theory. The results of the study showed that the activities within the classroom community were dynamically changing over time through the interaction among the elements of the activity system, and various pitfalls and opportunities appeared in the process. The teacher, as the subject of the activity, could appropriately change the purpose of the activity and turned the pitfalls into opportunities. The significance of this study is that it examines the actual use of digital technologies in schools and the dynamics of mathematics classes using digital technologies in focusing on teachers. In particular, unlike previous studies, this study did not emphasize the implementation of instructional plans, so it is meaningful in which the dynamics of the lessons can be investigated by observing the lessons in a natural setting, and the teacher’s role as a central figure in the activity is emphasized, which provides meaningful implications for future research on the use of digital technology and the development of instructional models, as well as research and development of the role of the teacher’s competencies for teaching in the digital era.

Open-Ended Mathematics Learning

Mathematical learning has an important role and is often prioritized in education. In K-16 education, algebra is one of the most vital mathematical content domains: it represents one of the top barriers for students pursuing a postsecondary education. Game-based learning has been effective in fostering classroom math learning environments that are collaborative and focused on conceptual understanding. Sandbox games provide open-ended learning environments where players can set their own goals and level of effort. As part of the project “Math Snacks,” the team designed Agrinautica, a sandbox game to enable constructivist-informed early algebra learning. This article identifies design recommendations for creating meaningful sandbox games for learning, considering students' and teachers' needs. Researchers discuss the decisions to create a sandbox game and describe challenges inherent in math learning through sandbox-type gameplay. This study provides impact results from a large-scale study of users of the game, and shares recommendations for developing future sandbox learning games.

Teacher Positioning, Student Engagement, and Mathematics Identity Development in Online Mathematics Classrooms

ABSTRACT This mixed-methods study explores power dynamics, student engagement, and mathematics identity in online mathematics classrooms. Teacher positioning plays a crucial role in shaping these dynamics, yet research on power dynamics in online math classrooms is limited. The study employs classroom observations, survey questions, and interviews to gather data. Ten teachers were observed, and data from 60 students were included in the analysis. The findings inform instructional strategies that foster engagement, empowerment, and positive mathematics identities, intending to create inclusive online environments that support students’ mathematical growth and identity formation. The study reveals a moderate power imbalance and teacher authority, highlighting the need for equitable power distribution. Teachers’ dominant roles may hinder student autonomy and active engagement. Strengthening collaborative and empowerment strategies holds the potential to cultivate student participation and agency. This research contributes to the existing knowledge on power dynamics, student engagement, and mathematics identity in online classrooms, addressing a significant research gap. Recommendations include involving students in decision-making processes, implementing collaborative strategies, raising awareness of power dynamics, and providing professional development for teachers.

Momentary measures of emotions during technology-enhanced learning prospectively predict standardized test scores in two large samples

BackgroundStudent emotions play a vital role in learning and have been linked to achievement outcomes, but research on the relationship between emotions (other than anxiety) and high-stakes standardized tests is sparse. AimsWe investigated whether emotions experienced during learning predict later performance on a high-stakes, mandatory, standardized test. SampleWe used two cohorts comprising a total of 102,007 grade 7–9 U.S. students. MethodsWe used experience sampling methods to measure 14 emotions (e.g., boredom, confusion, hope) as students engaged in technologically-enhanced learning as part of their math classroom instruction. ResultsStudents’ self-reported positive and negative emotions, positively and negatively predicted test scores, respectively, after covarying prior achievement and sociodemographics. However, there was limited evidence for indirect paths between prior achievement, emotions, and subsequent achievement. ConclusionsOur findings corroborate central predictions of major theories on emotions and learning that highlight the importance of emotions to learning processes and outcomes.

Implementation of Informal Formative Assessment in An Elementary Math Classroom: A Case Study

A large body of research has shown the effectiveness of formative assessment on student learning. Yet research on teachers’ implementation of formative assessment is relatively underdeveloped. In addition, there has been a lack of effective instruments for observing teachers’ formative assessment practices. This study focuses on the ongoing informal formative assessment and explores the nature of one experienced elementary teacher’s formative assessment practices by drawing on a sociocultural perspective and the tool of Formative Assessment Rubrics, Reflection, and Observation Protocol. Primary data sources include classroom observations, interviews, and artifacts. Using inductive and deductive coding approaches, the study found the importance of creating a classroom culture of valuing and foregrounding student ideas when teachers communicate learning targets and elicit students’ thinking. In addition, the study sheds light on the teacher’s questioning practice with variations during informal FA. The study has implications for future research.

Making Black Girls Count in Math Education

The author shares an experience she had as a mathematics learner, which became the catalyst for her work as a mathematics education researcher. She discusses the issues that Black girls face in our math classrooms and offers potential solutions for partnering with Black girls.

Learning to learn in mathematics: Two Fulbright distinguished awards in teaching fellows’ narratives

Two middle school educators earned a Fulbright Distinguished Award in Teaching fellowship. A Fulbright Finland Foundation inter-country travel grant provided the grantees with a unique opportunity to connect and collaborate at the University of Helsinki. Within this research, they described their inquiry experiences. The research included examining authentic student-centered learning continuums and phenomenon-based learning in Finland and teachers’ adaptability in relation to meeting the needs of linguistically and culturally diverse math classrooms in the Netherlands. This paper summarizes how cross-cultural dialogues, classroom observations, and informal interviews with educators, students, and thought leaders informed each grantee’s discovery of how student-centered learning is structured, delivered, and valued in Finland and the Netherlands. This article (1) describes how communication empowers middle school mathematics students, (2) analyzes the learning-to-learn framework, and (3) provides insights into how to utilize language diversity in a mathematics classroom.

Design and Application of Evaluation Method for Civics Classroom Based on CRITIC Fuzzy Algorithm

INTRODUCTION: Through in-depth study of mathematics classroom evaluation, teachers can be provided with scientific evaluation indexes and methods to improve the quality and effectiveness of teaching, promote the overall development of students, and promote the professional growth of teachers.&#x0D; OBJECTIVES: Based on the CRITIC and fuzzy comprehensive evaluation methods, this study aims to investigate the effectiveness and accuracy of evaluation methods in math classrooms. Based on the CRITIC method, the undefined complete evaluation method was introduced to solve the problem of subjectivity and uncertainty in the evaluation process.&#x0D; METHODS: Various research methods were used, including observation, interviews, and questionnaires. By comprehensively analyzing the students' performance, feedback and assessment, and the teachers' pre-class preparation, and using the CRITIC and fuzzy comprehensive evaluation methods, the Author can accurately evaluate the strengths and the direction of improving mathematics classroom teaching.&#x0D; RESULTS: The study results show that the CRITIC and fuzzy comprehensive evaluation methods can provide a more comprehensive, accurate, and objective evaluation of the math classroom. The undefined complete evaluation method plays a vital role in dealing with ambiguity and uncertainty in the evaluation process, making the evaluation results more objective and reliable.&#x0D; CONCLUSION: Mathematics classroom evaluation methods based on the CRITIC and fuzzy comprehensive evaluation methods are effective and accurate. These findings strongly support improving the quality of mathematics classroom teaching and enhancing students' learning outcomes.

Who's the winner? Children's math learning in competitive and collaborative scenarios.

Games are frequently used to promote math learning, yet the competitive and collaborative contexts introduced by games may exacerbate gender differences. In this study, 1st and 2nd grade children in the U.S. (ages 5-8; N = 274; 70% White, 15% Asian, 2% Black, 1% Native American, 14% mixed or other race; 17% Hispanic) played either a competitive, collaborative, or solo game to learn about a challenging novel math concept: proportion. Overall, both social contexts boosted perseverance and task attitudes. However, analyses revealed the competitive condition yielded gender differences in attention to proportion in the presence of competing cues, with older boys underperforming in the competition condition. Potential explanations for these findings, as well as implications for classroom math learning, are discussed.