Mathematics Teaching Research Articles

Engineering Academics and Students’ Views on the Phases of Teaching and Learning of Engineering Mathematics in an Antenna Design Course

An antenna design course, naturally, aims to teach students to produce an antenna device, which is a vital tool in technological development. Typically, this course is taught and designed in an abstract manner, which may be an inappropriate approach to teaching it. This approach could be due to engineering academics and students’ poor understanding of how to model mathematics concepts. As a result, antennae experts suggest that antenna technology is a difficult device when it comes to mathematical descriptions, which has resulted in a sudden loss of interest among students in a school of engineering. Thus, this paper reports on the four phases of teaching antenna design using mathematical modelling approaches, with the specific aim of resolving the difficulties encountered in teaching an antenna design course. In achieving this teaching, the study explains the approaches and impact of teaching Mathematical Modelling (MM) in antenna design among engineering academics. In this study, the sample population included one engineering academic and four engineering students. The data were collected using a qualitative research approach, utilising an interview guide and an open-ended questionnaire. Finally, the results of this study confirmed the four major phases of teaching antenna design using engineering mathematics.

Parents' use of sustained shared thinking during joint mathematics activities with young children: Aninvestigation of its measurement, antecedents, and outcomes.

There is currently a dearth of tools to assess parents' use of effective interactive strategies for supporting early mathematics learning. One potential such strategy is sustained shared thinking. This study therefore constructed and validated a scale for measuring parents' use of sustained shared thinking during joint mathematics activities with young children, and examined its antecedents and outcomes. Four hundred and sixty-six parents completed a questionnaire about their conceptions of mathematics teaching and learning, home practices, as well as their kindergarten children's approach and avoidance motivation to learn mathematics. Additionally, the children were tested on numeration skills. Results showed that our new scale has three factors: exchanging ideas with children about mathematical problem-solving processes, creating a child-centred atmosphere for mathematics learning, and engaging children in mathematical thinking. Parents' uses of these three strategies were predicted by their constructivist conception of mathematics teaching and learning, and were differentially associated with the children's numeration skills, approach, and avoidance motivation to learn mathematics. Potential uses of our new scale in future home mathematics environment research are discussed.

The construct of attitude in mathematics education research: current trends and new research challenges from a systematic literature review

AbstractThe crucial role of attitude towards mathematics in the processes of teaching and learning mathematics is now recognized by both school practitioners and researchers in the field. However, “attitude” is a construct borrowed by disciplines other than mathematics education, and it is still conceptualized in various ways within the broad body of research about the role of affect in the teaching and learning of mathematics. In this context, developing a systematic literature review is particularly significant to characterise the recent trends—through the critical description of studies, foci, and approaches—and to guide future research by highlighting new possible research challenges in light of the current state of the art. Adhering to the Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) guidelines, this paper describes the systematic literature analysis of 180 papers published between the beginning of 2016 and the end of 2023, sourced from the Web of Science and Elsevier’s Scopus databases. The review confirms the worldwide interest and production about attitude towards mathematics, highlighting new remarkable findings and interests, such as the critical discussion about the translation of validated scales, as well as the persistence of some typical critical issues related to the “quantitative domain” in methodologies and to the widespread absence of precise definitions for attitude or of appropriate theoretical frameworks.

Digital Technologies in Primary Mathematics Education: Insights from Future Teachers’ Portfolios

The integration of digital technology in education has become an essential competency for primary school teachers, particularly in mathematics education, where innovative tools can enhance learning outcomes and student engagement. This paper investigates the extent and nature of digital technology utilization among future mathematics teachers, focusing on tools like dynamic geometry software (GeoGebra), e-testing platforms (e.g., Kahoot), learning applications (e.g., Learning Apps), and immersive technologies such as augmented and virtual reality. Our research centers on the analysis of final portfolios submitted by graduating students from the Faculty of Education at the University of Ostrava in 2024. These portfolios, which are a culmination of the students’ educational strategies and experiences, offer a unique lens through which to assess the preparedness and innovation potential of future educators. Additionally, we surveyed the views of these students through questionnaires on the use of digital technologies in mathematics teaching. We specifically examined how these candidates plan to integrate digital technologies into their teaching practices and the innovative methods they propose to engage primary school students in mathematics. Through a qualitative study of 24 portfolios and a questionnaire survey of 15 students, we identified prevalent trends and inventive approaches in the use of digital tools. Our analysis highlights not only the variety of digital technologies incorporated into teaching strategies but also the depth of pedagogical integration, reflecting a sophisticated understanding of how to enhance learning environments effectively. The findings underscore the importance of digital literacy in teacher education and suggest that current training programs are effective in equipping future educators with the necessary skills to implement advanced technological tools. This study contributes to the ongoing discussion about digital competence in education, providing evidence of emerging trends and the transformative potential of digital technologies in primary mathematics education.

Interest and Academic Achievement of Students in Senior Secondary School Mathematics as Determined by Teachers' Self-Efficacy

This study examined the degree to which Teacher’s Self-efficacy determined students’ interest and academic achievement in Mathematics. The study adopted correlational research design. The study was guided by two (2) research question and two (2) hypotheses. The population of the study consist of 8 Mathematics Teachers and 5125 Senior Secondary II (SS2) students. A sample of 29 mathematics teachers and 400 students was used for the study. Four instruments were employed for data collection in this study. They are Teachers’ Self-efficacy scale (TSS), Students Mathematics Interest Scale (SMIS) which was developed by researcher and students’ Mathematics Achievement Pro-forma (SMAP). Face validity as well as construct validity were used to the instruments. The reliability indices of the Students Mathematics Interest Scale (SMIS) and Teachers Self-efficacy scale (TSS) were computed using Cronbach's Alpha (α). Regression analysis was performed to analyse the data, and regression ANOVA was utilised to test the hypotheses at the significance level of 0.05. The study's results, among other things, demonstrated that students’ interest in mathematics is determined by teachers self-efficacy (11.1%), found significant (p> 0. 05) determinant of students Interest in Mathematics, it also showed that students’ achievement in Mathematics is determined by teachers self-efficacy (11.2%), found to be significant determinants of students achievement in mathematics. Conclusion were drawn and implications of the findings of the study was highlighted. It was recommended that Teachers should strive to develop high self-efficacy, positive aversion and low anxiety towards the teaching of Mathematics in schools as to boost students’ interest and achievement in mathematics; Government agencies and school administrators should train in-service and pre- service teachers for self-efficacy to enhance students’ interest and academic achievement.

Dialogues with Thinkers on Problematizing Practices for the Teaching of Mathematics in Early Childhood Education

This article exposes part of a research of a teacher who teaches mathematics, based on her personal experiences as a basic education student and during her initial education in pedagogy and professional performance in early childhood education, phenomenological character, and whose theoretical section was presented in narrative format. Therefore, the literature review on theories associated with the research subject was developed in a dialogue format with researchers and thinkers considered key to the study. This text presents the dialogues with these authors whose ideas and concepts guided the researcher’s thoughts in a movement of hermeneutic contemplation about their experiences, explaining the want to do pedagogical and opening ways for new questions.

Research on Teaching Methods Based on Mathematical Modeling and Their Applications

Mathematical modeling serves as a crucial bridge between mathematical theory and real-world problems, playing an increasingly important role in education. This paper aims to explore the current state, applications, and future prospects of mathematical modeling teaching methods. Firstly, the article provides an overview of the basic concepts and theoretical foundations of mathematical modeling, introducing the classifications and characteristics of traditional teaching methods and modern teaching methods, including problem-based modeling teaching methods, project-based teaching methods, and computer-assisted modeling teaching methods. Secondly, by analyzing the effectiveness, technical support, and innovations in the application of mathematical modeling teaching methods, the paper reveals the importance of teaching effectiveness, technology application, and innovation. Finally, the paper looks ahead to the challenges faced by mathematical modeling teaching, future development trends, and policy recommendations, offering references for further improving the quality of mathematical modeling education and student capabilities. The research presented in this paper is significant for promoting the innovation and optimization of mathematical modeling education.

Research on the Optimization of Higher Mathematics Teaching Content Based on Vocational Demands

With the rapid development of the economy and technology, society has placed higher vocational-oriented requirements on higher education, especially in fields such as engineering and information technology. As a core foundational subject, higher mathematics must keep pace with the times to meet the practical needs for mathematical knowledge across different industries. However, the current teaching content of higher mathematics tends to be overly theoretical and disconnected from practical applications, making it difficult to adequately support students' career development. This study analyzes the requirements for mathematical knowledge in various industries from the perspective of vocational demands and proposes optimization strategies including modular design of teaching content and the integration of mathematics with vocational skills. It also explores innovative multidimensional teaching models and reforms in teaching evaluation systems. The findings provide a theoretical basis and practical guidance for the optimization of higher mathematics teaching content, contributing to the enhancement of students' professional abilities and employability.

Methods and Strategies for Effective Teaching of Mathematics in Secondary Schools in Nigeria

If the mathematics is to be interesting rather than a dull experience for the students, the first steps must be to make it a positive rather than negative emotional experience for the teachers. The importance placed on the subject is derived from the fact that it would help the nation meet its quest for science and technological advancement. A lot required from the mathematics teacher in terms of methods and strategies for effective teaching and learning of mathematics in secondary schools to meet the learning expectation of the students and other stake-holders. You need satisfied, competent and confident teacher to produce satisfied and confident students. The teacher is a major learning resource in mathematics at any level. If he is effective, he is catalyst, a stimulator, an inspirer and facilitator. He has to be able to facilitate learning by creating opportunities which enable learner to investigate situations. He has to have internalized techniques which enable him to go beyond ordinary routine questions ending at the knowledge level, comprehension, application, analysis, synthesis and evaluation which may together be called higher intellectual skills and abilities have to be viewed by the mathematics teacher as important attributes to be acquired by his students. Teaching process cannot be said to be complete if assessment of the students, teachers and the, methods and strategies employed are not thoroughly carried out, The teacher must know the best techniques and methods of presenting his ideas to the students putting into consideration students interest, needs, individual differences, difficulties and abilities. Thus, for effective teaching and learning of mathematics, a teacher must embrace active learning as against the traditional method of teaching mathematics.

How might a mastery style of teaching in mathematics lead to deeper understanding and sustained levels of attainment?

ABSTRACT The ‘mastery’ approach for the teaching of mathematics in primary schools has been advocated by the UK government stating it will develop deeper understanding and sustained learning for pupils. The approach, emulated from countries that have scored highly in international testing, has seen varied implementation in England. This research aims to compare the understanding of the mastery approach and its implementation in two English primary schools to the approach to teaching mathematics in Shanghai. The findings suggest that the implementation must be supported by relevant and ongoing training in both subject and pedagogical knowledge in mathematics for all practitioners.

Indigenous Knowledge Content & Mathematics Curriculum

Cultural practices present opportunities for Mathematics Education to be more relevant, and effective, especially in post-colonial contexts. Despite national policies emphasising integration of Indigenous Knowledge (IK) into school curricula, there has been limited success in incorporating ethnomathematics into Mathematics teaching. We exploredgeometrical concepts inherent in traditional baskets produced by Aawambo women, an ethnic group in northern Namibia. We identified specific geometrical concepts that can be linked to the junior secondary school Mathematics syllabus. We employed ethnographic observations, interviews with local basket makers and focus group discussions with Mathematics junior secondary school teachers for triangulation. Furthermore, we adopted an interpretive paradigmusing a multi-modal method to source empirical data that demonstrated relevance to the curriculum. We explored socio-cultural perspectives of women and artefacts (baskets) to compare the subject matter from literature. The findings revealed common concepts as well as the ethnomathematical content not yet incorporated in the junior secondary school Mathematics curriculum comprising of symmetry (axial symmetry) and geometrical transformation (shear and translation). The study has implications for decolonizing western Mathematical practices through adoption ethnomathematics approaches across Africa.

Intelligent Tutoring Systems in Mathematics Education: A Systematic Literature Review Using the Substitution, Augmentation, Modification, Redefinition Model

Scholars have claimed that artificial intelligence can be used in education to transform learning. However, there is insufficient evidence on whether intelligent tutoring systems (ITSs), a representative form of artificial intelligence in education, has transformed the teaching and learning of mathematics. To fill this gap, this systematic review was conducted to examine empirical studies from 2003 to 2023 that used ITSs in mathematics education. Technology integration was coded using the substitution, augmentation, modification, redefinition (SAMR) model, which was extended to suit ITSs in a mathematics education context. How different contexts and teacher roles are intertwined with SAMR levels were examined. The results show that while ITSs in mathematics education primarily augmented existing learning, recent ITS studies have transformed students’ learning experiences. ITSs were most commonly applied at the elementary school level, and most ITS studies focused on the areas of number and arithmetic, algebra, and geometry. The level of SAMR varied depending on the research purpose, and ITS studies in mathematics education were mainly conducted in a way that minimized teacher intervention. The results of this study suggest that the affordance of an ITS, the educational context, and the teacher’s role should be considered simultaneously to demonstrate the transformative power of ITSs in mathematics education.

Beliefs in Online Professional Learning in Early Mathematics Teaching and Their Effects on Course Engagement

This study focused on the effects of an early math online professional learning course offered to preschool teachers. The course was designed to inform participants' knowledge of developmental progressions and promote daily mathematics instruction that encouraged students to view their world through a mathematical lens. A survey of preschool teachers' beliefs was administered to participants of the course to determine if participants' beliefs changed significantly and how their pre-course beliefs influenced their engagement in the course. Findings indicate that the course impacted preschool teachers regardless of their area of responsibility, education level, or experience level. The teachers' comfort with teaching math to young children and perspectives about age appropriateness of mathematics were both positively influenced by the course. The teachers with the most positive initial beliefs had a higher rate of course completion. Implications for the field of preschool teacher education and online professional learning environments are discussed.

Enhancing mathematics learning with 3D augmented reality escape room

Learning mathematics is a challenge for many students, especially because of the traditionalist method with which its contents are taught. To a large extent, mathematics classes generate little motivation in students, so in this research, a novel technological method based on augmented reality is applied to improve the mathematics learning process, particularly the techniques of solving systems of linear equations. The research design used was a two-phase mixed sequential confirmatory type. The research worked with a sample of 65 students (Mage=17.72, SD=0.65; 58.5% female and 41.5% male). In the first phase, a quasi-experimental study was designed with an experimental group (M=32) and a control group (M=33). The experimental group received a mathematics teaching and learning intervention based on augmented reality vs. the control group, which received a traditional educational process. The experimental group showed improvements in acquired knowledge and motivation compared to the control group students. In the qualitative phase, two focus groups were conducted with students from their respective groups. In the experimental group, the following categories were identified: interesting, fun, innovative, and entertaining. The control group identified the following categories: little attention, low interest in learning, tired knowledge, and lack of motivation. The results are discussed in relation to the need to generate educational processes that benefit mathematics learning.

Examining TPACK Enactment in Elementary Mathematics with Various Learning Technologies

As schools continue to invest more resources into learning technologies and their infrastructure, there is a need to consider ways to support teachers’ professional learning related to the appropriate uses of learning technologies. The construct of TPACK continues to provide a framework for the field to help make sense of the knowledge and skills related to effectively integrating learning technologies into teaching. The article includes three vignettes that describe research-aligned enactments of TPACK using three different learning technologies: an internet-based activity focused on lower-level fluency, an internet-based simulation/game on budgeting, and an internet-based open-ended tool. The three vignettes suggest that TPACK can be enacted regardless of the learning technologies and that the culture and context of schools greatly influences whether and how teachers integrate technology into their mathematics teaching.

REVISÃO SISTEMÁTICA DE LITERATURA

This text aims to address the topic of the Systematic Literature Review (RSL), and its application to the teaching and learning of mathematics in the initial grades of elementary school. The aim is to establish a line of guidance that makes it possible to particularize and direct the child’s knowledge, in such a way that facilitates their learning, highlighting research on themes that deal with the interpretation of texts, both in reading and writing statements and mathematical problems, within the native language.

The Influence of Social Competition and Maths Anxiety on Game Performance

Digital Game-Based Learning (DGBL) uses serious games to deliver educational content. DGBL has the potential to aid children’s development of maths skills, providing educators with alternatives to traditional mathematics teaching. However, the efficacy of serious games can be affected by their attributes, including whether they are single or multi-player. While competition in a multi-player environment may enhance players’ interest and motivation, potential social pressure may lead to anxiety and affect performance. In maths education, there are additional challenges. Mathematics Anxiety (MA), the negative emotional response to mathematics, may interact with game features and impact players’ experience. This study assesses players' performance in a digital maths game called ’Seven Spells’ across two different game modes (vs. Human and vs. CPU), and it also investigates whether MA levels impacted players’ performance. 43 children from two classes in an Irish primary school participated in thisstudy. Each class played a different game mode of the ‘Seven Spells’ game, one group playing against computer-controlled characters (vs. CPU) and the other playing against their classmates (vs. Human). The game mechanics were identical between the two competition game modes. The children completed the modified Abbreviated Mathematics Anxiety Scale (mAMAS) and a mathematics questionnaire before participating in the intervention, which included 4 sessions. They also participated in a focus group session at the end of the intervention. Data on their gameplay were collected throughout the first three sessions and analysed through multiple linear regression models to investigate possible connections between MA, maths knowledge, game modes and game performance. The results of the multiple linear regressions indicate that game performance was positively influenced by the duration of gameplay and the complexity of moves — measured by the number of moves and cards used — while being negatively affected by MA. However, a significant interaction between MA and the competition game mode was observed, suggesting that MA had a more pronounced negative impact on players in the vs. Human game mode compared to the vs. CPU game mode.

Developing survey-based measures of mathematics teachers’ pedagogical technology knowledge: a focus on computational thinking and programming tools

ABSTRACT The aim of this research is to develop a survey to explore Norwegian teachers’ perceptions regarding integrating computational thinking (CT) and programming tools into mathematics teaching by using Rasch analysis. For this purpose, three measures are developed: mathematical knowledge for teaching (with technology), instrumental genesis and personal orientations, aligning with the components of Pedagogical Technology Knowledge framework. The empirical data to validate and refine the developed measures includes a relatively large sample of 356 Norwegian primary and secondary school mathematics teachers. Through the three measures, analysis of the survey data revealed insights into teacher perceptions and challenges in tool adoption. These results, first, highlighted the complexity of tool integration and the necessity of unpacking country-specific competencies linking CT and programming to mathematics. Second, the results underlined a need for qualitative research to delve deeper into teacher perceptions and understandings of CT and programming to address challenges and enhance classroom practices.

Structural and functional model of formation of STEM-competencies of students of professional higher education institutions in mathematics teaching

Abstract This study focuses on the vocational preparation of learners in professional pre-higher educational establishments. The primary objective is to provide a theoretical foundation for, construct, and empirically evaluate the efficacy of a structural-functional paradigm for cultivating STEM proficiencies among students in these institutions through mathematics instruction. The pedagogical experiment corroborated the research postulate that attaining advanced STEM competencies in mathematics among professional pre-higher education students can be facilitated through a learning model that incorporates specific pedagogical conditions: motivating and stimulating students to engage in educational, cognitive and research activities in mathematics through engagement in cooperation and the use of individual and group coaching; implementation of STEM projects in mathematics teaching; usage of ICT to ensure visibility and research orientation of mathematics teaching. The experimental outcomes and accompanying educational resources have enabled a comprehensive analysis of the challenges associated with implementing STEM methodologies in mathematics instruction. This article aims to elucidate the key attributes of the devised structural-functional model and evaluate its implementation efficacy, with particular emphasis on the application of the authors’ developed pedagogical support materials.

Educational robotics and primary school mathematics teaching: An analysis of pre-service teachers didactic-mathematical knowledge

The scarcity of studies dedicated to the integration of educational robotics (ER) in teaching mathematical content, and the discomfort of teachers when integrating ER in their teaching practices make it pertinent to understand the development of the didactic knowledge of mathematics necessary to integrate ER in mathematics teaching practices during initial teacher training. This qualitative and interpretive study identifies the knowledge of the didactic dimension from the didactic-mathematical knowledge conceptual framework that is mobilized by pre-service teachers (PST) during the implementation of mathematical tasks that integrate ER during the practicum. Through content analysis of the data collected on the PST’s performance, we mapped the occurrence and co-occurrence based on the components of the didactic suitability criteria. From the results, we highlight: (i) the existence of a relationship between the mathematical knowledge needed to teach, knowledge of the mathematics curriculum, and knowledge of ER and how its integration in the teaching process can influence the learning process and (ii) the positive contribution of the implementation in the practicum of mathematical tasks that promote robot manipulation/programming at the same time as the exploration of the mathematical content for the development of the participants’ didactic knowledge of mathematics. A practical implication of our results is that these features should be part of future work dedicated to integrating ER in mathematics teaching practices of PST, aiming to assess their value in initial teacher training programs.