Experiences Of Learning Mathematics Research Articles

Investigating transgressive actions undertaken by students while studying mathematics via primary sources

We describe an exploration informed by transgressionism and supported by data collected from students’ report of learning abstract algebra via curriculum materials where primary historical sources are central to their design, namely Primary Source Projects (PSPs). PSPs require students to actively engage with primary source texts written by historical mathematicians and counter students’ more traditional mathematical learning experiences. We explore the components forming transgressive triads consisting of <i>outcomes</i> of <i>transgressive actions</i> taken to overcome <i>boundaries </i>encountered in students’ study of mathematics. Particularly, we focus on transgressive actions undertaken by students and provide exemplars identified from data to empirically support our theoretical conceptualisations. We end with a discussion by proposing research that draws upon transgressions in both learning mathematics via PHS in particular and with regard to other approaches in undergraduate mathematics education which may place students in contexts in which their familiar is made unfamiliar.

A holistic framework to model student's cognitive process in mathematics education through fuzzy cognitive maps

This study introduces a pioneering framework for modeling students' cognitive processes in mathematics education through Fuzzy Cognitive Maps (FCMs). By integrating key educational theories—Duval's Semiotic Representation Theory, Niss's Mathematical Competencies, Marton's Variation Theory, and the broad Engagement, Motivation, and Participation framework— the model offers a comprehensive and holistic understanding of students' cognitive landscapes. This research underscores the necessity of a multidimensional approach to capturing the intricate interplay of cognitive, affective, and behavioral factors in students' mathematical learning experiences. The novelty lies in its methodological innovation, employing FCMs to transcend traditional qualitative analyzes and facilitate quantitative insights into students' cognitive processes. This approach is particularly relevant in the current era dominated by digital learning environments and artificial intelligence, where real-time, automated analysis of student interactions is increasingly vital. The proposed FCM has been developed over the years with a data-driven approach; the concepts and relationships in it have been derived from the literature and refined by the author's experience in the field. Illustrated through case studies, the framework's utility is demonstrated in diverse contexts, highlighting how the quantitative data obtained are confirmed by qualitative approach: analyzing the impact of remote learning during the Covid-19 pandemic on student engagement and exploring Augmented Reality's role in enhancing mathematical conceptualization. These applications show the framework's adaptability and its potential to integrate new technologies in educational practices. However, the transition from qualitative to quantitative methodologies poses a challenge, given the prevalent use of qualitative approaches in mathematics education research. Additionally, the technological implementation of the FCM model in educational software presents practical hurdles, necessitating further development to ensure ease of integration and use in real-time educational settings. Future work will focus on bridging these methodological gaps and overcoming technological challenges to broaden the FCM model's applicability and enhance its contribution to advancing mathematics education.

Insights on usability testing: The effectiveness of an adaptive e-learning system for secondary school mathematics

The study evaluates the Mythematix prototype, an innovative adaptive e-learning system designed specifically to enhance secondary school students’ understanding and proficiency in mathematics. Utilizing a mixed-methods approach, it combines qualitative and quantitative research methodologies to thoroughly assess students’ perceptions and experiences with the Mythematix prototype. The study involved a group of 30 students participating in a comprehensive usability survey, which included a range of Likert scale questions alongside an open-ended response. This survey was designed to evaluate the usability of the prototype, pinpointing its strengths and weaknesses from the students’ perspectives. The analysis of the survey results provided detailed insights into the most and least effective aspects of the prototype. Overall, the study contributes valuable insights into the effectiveness of adaptive e-learning platforms in enhancing and enriching students’ learning experiences in mathematics, and it lays the groundwork for future research in this evolving educational field.

STEM application in miniature bridge making can sharpen children's critical thinking patterns

To improve the skills required for students in the 21st century, such as basic skills, competencies, and character, mathematical literacy is one of the critical factors. With the application of STEM, students are expected to be able to think critically so that they can improve their mathematical literacy skills. This research used a descriptive qualitative method with subjects aged 3–9 years in Joho Village, D.I. Yogyakarta, Indonesia. In this study, data was collected using three methods: observation, interview, and documentation. The instruments used include a critical thinking scale, an observation guide, and an interview guide. The results obtained from this study indicate that applying STEM can hone students' critical thinking skills. Two classifications were obtained by applying STEM, namely groups with high and average levels of critical thinking. Students can identify given problems, formulate the core of the problem, provide solutions based on a problem, draw conclusions, and evaluate relevant arguments for solving a problem. Thus, research is expected to provide a strong foundation for applying STEM-based learning to enrich students' mathematical learning experiences and prepare them for future challenges in the age of globalization towards Indonesia in 2045.

NAVIGATING MATHEMATICAL OBSTACLES: EIGHTH GRADE STUDENTS' JOURNEY IN OVERCOMING LEARNING CHALLENGES IN MATHEMATICS

This study delves into the challenges encountered by eighth-grade students while learning mathematics and examines the strategies they employ to overcome these hurdles. Through qualitative analysis, data were collected from interviews, observations, and surveys conducted among a sample group of eighth-grade students. The findings shed light on various impediments such as conceptual difficulties, lack of motivation, and anxiety towards mathematics. Additionally, the study highlights effective techniques utilized by students to navigate these obstacles, including peer collaboration, engaging teaching methods, and personalized learning approaches. Understanding the dynamics of these challenges and strategies can inform educators and policymakers in developing targeted interventions to enhance mathematical learning experiences for eighth-grade students.

Reciprocal Learning Mathematics through Honeycomb Patterns

The purpose of this paper is to examine the mathematical ideas, problems, and solutions from the honeycomb patterns. This is a qualitative research design under an interpretive paradigm. I used interview, participant observation, small group discussions, photos, notes taken, and personal reflection for the data collection tools. The information was analyzed by participants generated text, activities, and experience of learning mathematics through the honeycomb patterns. The major themes that generated were algebra and students knowing of in-depth processes and solutions; algebraic and geometrical interpretation of 2D shapes with formulas; and geometrical knowledge of honeycomb patterns. The study showed that honeycomb patterns are the source for reciprocal learning of multidimensional area contents like algebra (quadratic and arithmetic sequence, hexagonal congruent tessellation, and geometry parallel lines, angles, and similar and congruent shapes together). What the students and the teachers need in reciprocal learning is the skill of observing patterns, redrawing, imagining, estimating, and logically intervening and shearing in them. The findings of the study can be helpful to teachers, students, and educators for reciprocal ways of learning, teaching, and training mathematics, connecting such patterns interestingly and meaningfully.

Leveraging community-based assets in coaching, wellness and mentorship to increase the African American and Latinx math teacher workforce

Purpose There is some evidence to suggest that the historical challenge associated with recruiting and retaining Black and Brown Science, Technology, Engineering and Math (STEM) collegians is tied to early their teaching and learning experiences in Mathematics. This paper describes an National Science Foundation (NSF) funded project (NSF #2151043) whose goal is to attract, prepare and retain math teachers of color in high need school districts ensure that those teachers remain in the field long enough to make a meaningful impact on the minds and hearts of BIPOC students who are often, extrinsically, and intrinsically, discouraged from pursuing careers in STEM professions.Design/methodology/approach This mixed-methods study, which began in the summer of 2023, seeks to recruit, prepare, support and retain nineteen (19) Black and Brown math teachers for two (2) high need urban school districts. The expectancy value theory will be used to explain the performance, persistence, and choices of the teachers, while grounded theory will be utilized to understand the impact of the intensive mentorship and wellness coaching that applied over the first year of their preservice preparation and subsequent in-service years.Findings Measures of project efficacy won’t begin until 2025 and as such there are no findings or implications to draw from for the study at this time.Originality/value The intention of this paper is to augment the body of knowledge on recruiting and retaining Black and Brown math teachers for urban schools where the need for quality STEM teachers is critical.

Investigating the effectiveness of TPACK and TGT in enhancing histogram learning achievement among eighth-grade students

This study aimed to explore the effects of employing the Technological Pedagogical Content Knowledge (TPACK) model integrated with the Teams Games Tournament (TGT) collaborative instructional approach in teaching the concept of histograms to eighth grade students. Additionally, the research sought to assess the students' satisfaction with this integrated method during the learning process. The participants in the study comprised 44 eighth-grade students from a public school in Thailand. Three primary instruments used in this study are the learning management plan, a learning achievement test and a satisfaction questionnaire. The findings of the study indicate that the integration of the TPACK model with TGT collaborative learning had a positive impact on the participants' comprehension and knowledge of histograms. The interactive and cooperative nature of TGT activities in addition to the integration of technological, pedagogical and content knowledge increased the learning outcomes of the students. Additionally, the participants expressed a high level of satisfaction with the integrated TPACK and TGT frameworks learning experiences. This suggests that the collaborative and technology-enhanced approach fostered a positive and engaging learning environment, facilitating a deeper understanding of the histogram concept. These findings contribute to the existing body of knowledge on innovative instructional methods and provide valuable insights for educators seeking to enhance students' learning experiences in mathematics and other related subjects.

Overcoming Obstacles for the Inclusion of Visually Impaired Learners through Teacher–Researcher Collaborative Design and Implementation

Teacher preparation to address the needs of disabled learners in mainstream mathematics classrooms is quintessential for the implementation of the inclusive educational policies that governments are often committed to. To identify teacher preparation needs, we draw on data and analyses from the doctoral study of the first author, who endorsed sociocultural and embodied perspectives in an investigation—first exploratory, then interventional—of visually impaired (VI) learners’ experiences and their teachers’ inclusion discourses. Here, we focus on the intertwined contributions of physical and digital resources in the mathematical learning experiences of VI pupils, as these resources co-existed simultaneously in the observed mathematics lessons. We first summarise findings from the exploratory phase that highlighted inclusion issues related to resource use in the mathematics classroom. We then offer a critical account of the circumstantial and systemic obstacles that impeded the successful intertwinement of digital and physical resources and discuss teacher–researcher collaborative design and implementation of classroom tasks (auditory, tactile) in the intervention phase. We conclude by making the case that well-meaning individual teacher–researcher collaboration is a necessary condition for such interventions to succeed but not a sufficient condition for these interventions to be scaled up and have longevity.

Exploring Insights of DotA Gamers in Learning Mathematics: A Qualitative Study

The World Health Organization (WHO) has formally recognized Gaming Disorder, characterized by excessive and compulsive gaming akin to addiction. This phenomenon has caught the attention of many Filipino students and professionals who are deeply engaged in the popular online game, Defense of the Ancients (DotA). Many literature and research studies underscore the adverse consequences associated with such addictive gaming behavior, supported by robust empirical evidence. Addressing this issue, the present study employs a single descriptive case study approach to delve into the insights of students who are avid DotA gamers, particularly in the context of their mathematical learning experiences. Grounded in the Gestalt theory, which emphasizes the holistic perception and organization of experiences, this study sheds light on the intricate interplay between gaming and mathematics education. Through purposive selection, five participants willingly contributed to this study, each fulfilling predefined criteria. Thematic analysis of the data revealed prominent themes centered around the potential enhancement of cognitive skills attributed to gaming and the multifaceted factors influencing the integration of gaming elements into mathematics education. In light of these findings, it is recommended that educators explore interactive and informative game-based approaches to Mathematics teaching.

Teaching Mathematics Through Online at the University Level: An Ethnographic Inquiry

Teaching mathematics at the university level expects a more complex form of algorithmic and theoretical exploration which sometimes could not be delivered as enough as the curriculum demands. In this context, this study primarily focused on exploring the opportunities and challenges of online classes while teaching-learning mathematics at the university level. It is an ethnographic study in which three students and a teacher who had a long experience in online teaching-learning practices were taken as the key respondents. The key informants were requested for writing the reflection about their experiences of learning mathematics through online mode. And, the responses of the students were analyzed and presented in different themes. Based on the responses of the key respondent students, poor networking, unavoidable disturbance, teacher’s artificial pretending, negligence of the teachers, and less ICT-friendly curriculum & teachers were found as the major challenges for the online class. From the perspective of teachers' preparing documents for teaching, students’ negligence, ICT being used only as a means of sharing, taking more time to complete the course, less interactive class, and evaluating the students were found as the major challenges. However, online education provided the teachers and student both with a friend in crisis, sitting home reaching school, reducing unnecessary expenditures, and utilizing video records of the classes. Similarly, for teachers; providing opportunities for professional development, web browsing, any time anywhere teaching-learning, and developing the skills for designing different online evaluation tools have been observed as the major opportunities. Based on these conclusions, even having many challenges of using ICT in teaching university mathematics, its appropriate use leads for the deeper and wider understanding of mathematical contents.

Unpacking Elementary Preservice Teachers’ Ways of Reflecting on Conceptual Mistakes

ABSTRACT We know that making mistakes in mathematics is an inherent attribute of doing mathematics deeply. Yet, making mistakes is at the root of mathematical fear and anxiety for elementary preservice teachers (PSTs). Valuing mistakes in mathematics is an essential part of shifting from deficient views to asset views of mistakes and having better mathematical learning experiences. In two mathematics content courses at different universities, we implemented a project, “My Favorite Conceptual Mistake,” as a tool for supporting PSTs in reflecting on conceptual mistakes about mathematics. In this article, we describe the ways that the PSTs reflected on mistakes. The PSTs bravely made mistakes about mistakes, joyfully centered mathematical mistakes, and made connections beyond mathematical mistakes. The PSTs, for example, shared how they made mistakes about their mathematical identities or ideas of mathematical pedagogy. Unpacking the ways that PSTs reflected on mistakes expands what we know about supporting mathematical mistakes and enhances PSTs’ experiences with mathematics.

Mind the Gap! Using a Discourse Perspective to Bridge Students’ Experiences of Learning Mathematics Across Grade Levels

Presently, in Malta, syllabi are being replaced by learning outcomes. For ages 3–7, the outcomes are framed holistically (e.g. identity, communication, etc.), and it is recommended that children learn mathematics informally through play and projects. For ages 8–11, learning outcomes are subject-based, and new mathematics textbooks are being phased in. I discuss the importance of a smooth transition between informal and structured approaches to learning mathematics. I draw on Anna Sfard’s 4-element definition of discourse, linking the theory with my research classroom data. I argue that a discourse perspective can provide a basis for ensuring continuity across Grade levels.

Exploration of Teaching Methods in the Implementation of Early Mathematics Teaching and Learning (PdP)

The National Standard Preschool Curriculum (NSPC) (Revised 2017) describes the disciplines of knowledge that provide Early Mathematics learning experiences encompassing the concepts of pre-numbers, numbers, number operations, money values, time, shape and spatial for preschool children. The implementation of teaching and learning (PdP) of Early Mathematics is mandatory based on the importance of each conceptual scope with 40 minutes time allocation for teaching in a week. The goal of Early Mathematics PdP is to foster children's interest in math skills through various activities and daily experiences. In addition, children are also expected to master basic math skills and improve thinking and problem solving skills. However, there are various challenges and obstacles faced by preschool teachers in implementing Early Mathematics PdP. Among the main challenges underlined by previous researchers are the teacher’s attitude, knowledge level of Early Mathematics concepts, teacher’s mastery of pedagogy and knowledge of children’s development. Thus, this concept paper explores the practices and challenges faced by preschool teachers in rural areas. Based on the review, several suggestions for improving Early Mathematics PdP were also identified to overcome the challenges of preschool teachers; for example, participation in workshops and competency training for preschool teachers. It is expected that this concept paper contributes ideas to overcome teacher problems as well as intensify studies in the field of Early Mathematics at the preschool level.

Mathematics Learning in the Era of Society 5.0 in Terms of the Objectives and Ideology Of Mathematics Education

Challenges in the increasingly complex world of education are demanded in accordance with the existence of the era of advances in technological integration. In the era of society 5.0, the occurrence of modernization in mathematics learning is proportional to the needs of the millennial generation. The purpose of this study is to look at learning mathematics in the era of society 5.0 according to the goals and ideology of mathematics education. Furthermore, mathematics learning solutions in competing in the implementation of mathematics learning. The transformation of society 5.0 era makes it easier for students and teachers in learning mathematics where students are expected to be more influenced, think dynamically, be productive in realizing an exciting education. Mathematics learning can use ICT in accordance with the goals and ideas of Mathematics education where the experience of learning mathematics can develop children's creativity. So that the implementation of the ideology and goals of mathematics education in the Era of Society 5.0 are: mastery of digital technology, distributing cultural change, pedagogical development, personality-social competence, expansion of professionalism, and innovative-creative-adaptive

Mathematics Learning in the Society 5.0 Era

Challenges in the increasingly complex world of education are demanded in accordance with the existence of the era of advances in technological integration. In the era of society 5.0, the occurrence of modernization in mathematics learning is proportional to the needs of the millennial generation. The purpose of this study is to look at learning mathematics in the era of society 5.0 according to the goals and ideology of mathematics education. Furthermore, mathematics learning solutions in competing in the implementation of mathematics learning. The transformation of society 5.0 era makes it easier for students and teachers in learning mathematics where students are expected to be more influenced, think dynamically, be productive in realizing an exciting education. Mathematics learning can use ICT in accordance with the goals and ideas of Mathematics education where the experience of learning mathematics can develop children's creativity. So that the implementation of the ideology and goals of mathematics education in the Era of Society 5.0 are: mastery of digital technology, distributing cultural change, pedagogical development, personality-social competence, expansion of professionalism, and innovative-creative-adaptive.

A Planning Framework Foregrounding Equity in Mathematics Teaching and Learning

ABSTRACT Lesson planning is a crucial component of effective mathematics instruction. However, existing lesson planning frameworks and design models do not explicitly foreground equity and inclusion within instructional planning which are necessary in teaching every student. The What-How-Who structure frames the planning process by foregrounding who the learners are so teachers can situate differentiated mathematical learning experiences in ways that foster each student’s construction of knowledge. In this article, we conceptualize the What-How-Who planning structure, which mathematics educators at any age or grade level can use as a lens to incorporate equity-based practices as they design lessons and activities.

A quantitative exploration of Queer-spectrum students' experiences in introductory undergraduate mathematics courses.

Research into the experiences of students in mathematics with a marginalized sexual identity has remained largely underexplored, relegating these experiences and individuals to remain invisible. In this study, we leverage Queer Theory to address this gap in research by reporting on the experiences of Queer-spectrum undergraduate students (n = 2,454) enrolled in introductory mathematics courses (Precalculus, Calculus 1, and Calculus 2) across the United States. Drawing on student data (n = 24,327) from the Student Post-Secondary Instructional Practices Survey, we examine reported outcomes of math learning experiences and access to learning environments. Overall, within introductory math courses, sexual identity had a significant relationship with accessing learning environments and mathematical learning experiences. Asexual students were among those that reported higher levels of interactions with peers and instructors, a greater sense of community & participation, positive math affect, and were more likely to access learning environments external to the course yet anticipated receiving a lower course grade when compared to straight students. Bisexual students reported lower levels of interactions with instructors, a diminished sense of community & participation, math engagement, positive math affect, and were less likely to access learning environments compared to straight students. These findings suggest that Queer-spectrum students experience mathematical learning in a different manner than their straight peers and in relation to other Queer spectrum identities. Queer-spectrum students with a sexualized identity perceive that mathematics environments are not normative places to be a part of the community, resulting in negative dispositions, reduced interactions, and lower academic success. The impact of sexual identity, although small, contributes to negative indicators of positive mathematical experiences and suggests that the normative discourses in mathematics that are identity neutral, heteronormative, and aligned with binary thinking are differentially impacting Queer-spectrum students.

Meta-Analysis Study: Implementation of Rapport Element in Mathematics Education

Rapport is one of the elements that can be implemented among the students which aims to help them in enhancing their motivation and achievement during their conducted lessons in mathematics. Furthermore, it is needed to analyse critically and synthesize the trend of research and the method used in researching before implementing the rapport element in mathematics subjects in Malaysia. This research has analysed upon four articles related to implementation of rapport element which have been randomly picked from other researchers in Malaysia within a timeframe of 2016 to 2021. The results found that most of the previous researchers tend to choose the quantitative research method which adapted surveys design on collecting data over their research. The samples involved secondary school and high-level education students. Based on the 4 articles that were selected, it was found that there was a study on the effectiveness of the rapport elements in the process of teaching and learning as well as studies related to the significant relationship between the rapport element and other variables such as attitude, parents’ involvement and peers’ supports and also mathematics performance amounting to three researches. Overall, the research conducted by Malaysian researchers proved that the rapport element is suitable to be implemented among the students that help to result in better achievement besides providing motivational support for them. The rapport element will also help the students to have a better experience of learning mathematics in class.

Migrant Girls in Australian Schools: Voicing Their Mathematics Learning Experiences

Migrant Girls in Australian Schools: Voicing Their Mathematics Learning Experiences