Mathematics Education Curriculum Research Articles

Mathematics teaching and teacher education against marginalisation, or towards equity, diversity and inclusion

The interrogation of often unintended practices of marginalisation has gained focus in research on mathematics teaching and mathematics teacher education throughout the last decades. In this introductory survey paper, work against marginalisation in these contexts of mathematics education is viewed in terms of work towards equity, diversity and inclusion. Based on this interpretation, we present a framework on awareness and practice of equity, diversity and inclusion in mathematics teaching and mathematics teacher education research. We then use this framework and a survey method of mapping review to identify and comment on a selection of studies. As a result, we illustrate three research moves towards equity, diversity and inclusion, in the form of interconnected themes: (1) Widening the understanding of the mathematics and the mathematics education curricula (2) Improving the practice and discussion of mathematics teaching (3) Unpacking ideologies in mathematics teaching and mathematics teacher education. We finally examine the themes and the special issue papers together to foreground commonalities regarding awareness of discriminatory discourses and practices of creating and distributing opportunities for all groups, including those historically and currently marginalised. Despite the important increase of equity-driven principles of awareness, we conclude that mathematics education research on teaching and on teacher education needs more examples of practices whose development has been proved to challenge marginalisation.

Implementation of Special Mathematics Education in Narvacan National Central High School

The study assessed the implementation of Special Mathematics Education (SME) at Narvacan National Central High School, focusing on teacher profiles, policy, instructional materials, and performance, identifying challenges and relationships among variables. The study utilized a mixed method and explanatory sequential research design, involving 15 teachers and 128 learners, and collected data through a survey questionnaire and one-on-one interviews, analyzing frequency, percentage, mean, and correlation. The study found that most respondents were female mathematics teachers aged 26-30, with a master's degree and school-based training. Most students received outstanding grades for the 2022-2023 school year. The Special Mathematics Education curriculum was highly implemented, and teachers' profiles showed a significant relationship with instructional materials and learners' performance. Solutions included technology integration, Open Education Resources, active learning techniques, and personalized learning plans. Teachers should pursue postgraduate education, enhance student performance through materials, sustain special mathematics education, enrich their knowledge through LAC sessions, seminars, and trainings, identify and solve teaching problems, and continue to provide meaningful and productive activities for learners, ensuring outstanding performance and continuous improvement.

TPACK competence of mathematics education students in designing constructivist learning

The problem and the aim of the study. This study examines mathematics education students' TPACK (Technological Pedagogical Content Knowledge) and constructivist learning skills. The major issue is mathematical education students' ability to integrate technology, pedagogical expertise, and mathematical content knowledge in a constructivist learning setting. The study topics include how well students employ constructivist ideas in learning design, how technology supports mathematics learning, and what variables impact their TPACK abilities. By studying it more, this research may help enhance the mathematics education curriculum and teacher training to meet 21st-century education needs. Research methods. Qualitative case study research is used in this work. 23 students of the mathematics education program at Universitas Negeri Surabaya were selected. After observing students in constructivist mathematics learning design activities, in-depth interviews were conducted to understand better their views on TPACK and the constructivist approach, and their learning plans were analyzed. Students' TPACK abilities in constructivist learning will be assessed using thematic and triangulated data analysis. The research findings may help explain the problems and opportunities of constructing a mathematics education curriculum, particularly when merging TPACK and constructivist techniques. Results. The average TPACK competency of math education students is 78.4%, according to studies. According to the TPACK component analysis, students scored 85.2% on the Technology Knowledge Test (TK), 79.6% on the Pedagogical Knowledge Test (PK), and 75.8% on the Content Knowledge Test (CK). However, CK component proficiency varied, suggesting mathematical content knowledge should be improved. In-depth interviews showed that students with formal educational technology training or courses had higher TPACK ratings (M = 82.1%) than those without (M = 76.3%). These data show that formal education and training improve TPACK abilities. To optimize the constructivist method, the CK component must be improved. This research shows that technology integration and mathematics subject mastery are crucial to constructivist learning curricula and training programs for mathematics education students. Conclusion. The constructivist learning TPACK skills of mathematics education students are examined in this study. Students demonstrated technology integration, instructional competency, and mathematical topic knowledge with an average TPACK score of 78.4%. According to TPACK component analysis, pupils have good technical skills (TK) but varied mathematics topic knowledge. TPACK scores are higher for technology education students, demonstrating the role of formal learning in competency. These findings show that CK needs to include constructivism better. In conclusion, comprehensive training and mathematical content additions can improve students' TPACK skills, enabling constructivist technology usage. These insights may assist in improving mathematics curriculum and training.

An Investigation of the Correlation between Lecturers’ Instructional Practices and the Level of ICT Tools Use in Teacher Training Programmes

This study investigates how lecturers' instructional practices and ICT tools usage relate to the teaching and learning of mathematics at Kyambogo University in Uganda. A questionnaire was used to collect data (N=50), and Pearson's correlation analysis was used to analyze the results. Using SPSS 25, it had a Cronbach's alpha coefficient (α) of 0.728. The study employed a quantitative research methodology and a correlation research design. The null hypothesis for the study was rejected by the analysis, which showed that lecturers' instructional practices are significantly impacted by the usage of ICT tools (r=0.796, p<0.01). ICT integration into teacher preparation courses could greatly enhance mathematics instruction in Uganda. From the above r=0.796, p<0.01, there is a strong interdependence linking ICT tools and lecturers’ teaching practices which portrays the essence of integrating ICT tools into mathematics education curricula. The implication is that adopting ICT for teacher education improves lecturers’ teaching methodology and, eventually, their learners’ attitudes towards mathematics.

INVESTIGATING PRE-SERVICE MATHEMATICS TEACHERS' CONCEPTIONS OF THE PROPERTY OF COMPLETENESS OF REAL NUMBERS

In recent years, the emphasis on concept teaching and conceptual understanding has played a central role in mathematics education curricula. The conceptualization of number systems is important to understand all areas of mathematics. Considering the difficulties experienced in the conceptualization of real numbers, it is seen that students have difficulty in understanding the relationship between real numbers and other number systems. This study aims to investigate pre-service mathematics teachers' conceptions of the property of completeness, which is the most basic element that distinguishes a real number set from other number systems. To this end, the APOS theory, which reveals the mental structures and mechanisms of the individual regarding a concept, was used. Data were collected via semi-structured interviews with three pre-service teachers. The data were analyzed using the descriptive analysis method, and the findings were presented under two themes, which are the epistemology of the concept of the property of completeness of real numbers and the mental structures in the schemas related to the property of completeness of real numbers. The findings revealed that the pre-service teachers' conceptions of the property of completeness of real numbers was mostly at the action level. The study found some mental structures such as the representation of rational numbers on a line, which should be included in the genetic decomposition to be created in the context of the APOS theory regarding the completeness of real numbers.

Ethnomathematics in Ulos Abit Godang of South Tapanuli, North Sumatra

This research explores ethnomathematics, particularly the relationship between geographical culture and the use of mathematics, focusing on Ulos Abit Godang from South Tapanuli, North Sumatra. As a cultural heritage object, Ulos Abit Godang provides a unique context for analyzing the correlation between mathematical principles and local culture. A qualitative descriptive methodology with ethnographic techniques was adopted to understand the interaction between mathematical concepts and cultural context. The findings reveal a connection between the ideas of set theory and geometric transformation in the Ulos Abit Godang culture. Thus, Ulos Abit Godang of South Tapanuli holds significant ethnomathematical elements, linking cultural heritage to mathematical concepts. These insights offer valuable educational contributions, enriching ethnomathematical methods in teaching mathematics to enhance student creativity and engagement. Future research is suggested to develop similar studies on other cultural artefacts in Indonesia and integrate them into the mathematics education curriculum to enrich student learning experiences.

English

This paper makes a case for curriculum development and evaluation. It emphasized the new dimensions to enrich mathematics education in Nigeria. The paper therefore examined the meaning of curriculum. It highlighted issues involved in planning the mathematics education curriculum such as purpose of the curriculum, current knowledge level of students and materials. Also, it examined the practical aspect of developing the mathematics education curriculum as well as the implementation of the mathematics education curriculum and dissemination. Besides, the paper highlighted the evaluation process in mathematics class as well as evaluation problems and solutions in mathematics education. The paper recommended that the opinions of teachers, school authorities and students should be sought in curriculum development in Nigeria as well as field validation and face validation of curriculum materials in mathematics education. Key words: Curriculum development, evaluation, mathematics education, curriculum dissemination.

Using Prior Knowledge to Advance Students’ Mathematical Understanding: Geometric Translation as a Function

Matematik eğitimi araştırmacıları ve öğretim programı geliştiricileri, matematik öğretiminin öğrencilerin ön bilgileri dikkate alınarak tasarlanması gerektiği konusunda hemfikirdir. Bu araştırmanın amacı, öğrencilerin herhangi bir matematiksel konuyla ilgili matematiksel anlamalarını geliştirmek için, ön bilgilerin öğretim dizaynında nasıl kullanılabileceğine dair bir yaklaşım sunmaktır. Konu olarak, okul matematiği ve matematik öğretmen adaylarının eğitimi için önemli konularından birisi olan öteleme seçilmiş ve Pirie-Kieren teorisinde yer alan geriye katlamalar ile öğretim müdahaleleri temel alınarak bir eylem araştırması dizayn edilmiştir. Katılımcılar, bir devlet üniversitesinin Matematik Öğretmenliği programının dördüncü sınıfında öğrenim gören 28 matematik öğretmen adayıdır. Araştırmanın verileri, öteleme dersleri başlamadan önce uygulanan ön teste katılımcıların verdiği yazılı cevaplar, dersler boyunca gerçekleşen matematiksel tartışmalara yönelik kayıtlar, ders gözlem notları ile dersi yürüten eğitimcilerin ders öncesi veya sonrası görüşmelerinde alınan notlardan oluşturmaktadır. Dersler boyunca, öğretmen adaylarının ön bilmeleri üzerinde çalışmalarını sağlayan geriye katlamaları teşvik eden öğretim müdahalelerin, adayların ötelemeyi bir fonksiyon olarak anlamlandırmalarına yardımcı olduğu belirlenmiştir. Araştırmanın, öğrencilerin matematiksel anlamalarını desteklemek amacıyla ön bilmeleri referans alarak öğretim tasarlamak isteyen matematik eğitimcilerine fikir vereceği düşünülmektedir.

사범대학 수학교육과 교육과정이 예비수학교사의 교수관점에 미치는 영향에 관한 사례연구

Objectives This study analyzed the effect of the curriculum of mathematics education at the College of Education on the preservice mathematics teacher’s teaching perspectives.
 Methods To the purpose of this study, the teaching perspective of the preservice mathematics teachers was investigated using TPI in the first week of the freshman of mathematics education, and was investigated once again in the final exam week of December, the senior just before completion. The subjects of this study were three groups, group 1 was the freshman in 2015 and the senior in 2018, group 2 was the freshman in 2016 and the senior in 2019. The results of the study were analyzed by chi-square homogeneity test using IBM SPSS Statistics 26 program.
 Results As a result, both groups showed numerical changes in teaching perspective, but no statistically significant changes were found.
 Conclusions There are a numerical change on the superior and inferior teaching perspcetives of freshmen and seniors in both groups. However, the mathematics education curriculum of the study subjects did not have a statistically significant effect on the preservice mathematics teacher’s teaching perspectives.
 

사범대학 수학교육과 교육과정이 예비수학교사의 교수관점에 미치는 영향에 관한 사례연구

Objectives This study analyzed the effect of the curriculum of mathematics education at the College of Education on the preservice mathematics teacher’s teaching perspectives.
 Methods To the purpose of this study, the teaching perspective of the preservice mathematics teachers was investigated using TPI in the first week of the freshman of mathematics education, and was investigated once again in the final exam week of December, the senior just before completion. The subjects of this study were three groups, group 1 was the freshman in 2015 and the senior in 2018, group 2 was the freshman in 2016 and the senior in 2019. The results of the study were analyzed by chi-square homogeneity test using IBM SPSS Statistics 26 program.
 Results As a result, both groups showed numerical changes in teaching perspective, but no statistically significant changes were found.
 Conclusions There are a numerical change on the superior and inferior teaching perspcetives of freshmen and seniors in both groups. However, the mathematics education curriculum of the study subjects did not have a statistically significant effect on the preservice mathematics teacher’s teaching perspectives.
 

Prospective mathematics teachers’ understanding of proof in mathematics for high school

Changes in the mathematics education curriculum affect the preparation of prospective teachers to learn as well as possible and provide extensive opportunities and experiences regarding mathematical proof in secondary schools, especially those reflecting the nature and role of proof in the field of mathematics. Teachers' ability to respond to this depends on their understanding of proof in a mathematical context. This research examined the understanding of 36 prospective mathematics teachers at Tanjungpura University regarding proof and their ability to prove problems in the context of high school mathematics. The data were collected through a series of interviews focused on their responses to the role of proof and from tests to prove math problems. This research is descriptive-analytical research, which describes the conception of prospective mathematics teachers as knowledgeable in mathematics about proof. However, some view proof as a tool for studying mathematics. This research also found that many of them had a limited view of the nature of proof. They lacked a clear understanding of the subject of demonstrating or explaining the process of proving a mathematical statement.

The Application of Entrepreneurial Elements in Mathematics Teaching: Challenges for Primary School Mathematics Teachers

The entrepreneurial element is one of the aspects emphasized in the primary school mathematics education curriculum in Malaysia. However, previous studies have found that application of entrepreneurial elements in mathematics teaching is still lacking. This study was therefore conducted to identify the real challenges that mathematics teachers face in applying the entrepreneurial element in mathematics teaching. This study is qualitative case study which involved six primary school mathematics teachers. Semi-structured interviews, observation, document analysis and field notes were used for the data collection process in this study. The data obtained was analyzed using the constant comparative analysis method to determine themes and sub-themes. The findings were that a teacher’s knowledge, teaching style, limited time of teaching, and attitudes, and in-service courses and training are among the identified challenges in applying entrepreneurial elements in mathematics teaching. This study expands knowledge and the literature on the challenges faced by school mathematics teachers in applying entrepreneurial elements in mathematics teaching. Various initiatives need to be taken to ensure that all the challenges can be overcome, and ultimately enable the entrepreneurial elements to be applied to students more widely.

Appraisal of Trends in Mathematics Education Curriculum: Gender and Indigenous Knowledge Perspectives

This paper is based on analysis of curriculum and experiences generated from mathematics teachers’ educators and desk review of curriculum document.It also focuses the critical appraisal of the curriculum Trends in Mathematics Education on gender and indigenous knowledge perspectivesThiscourse is recently revised and approved by theFaculty of Education for Masters level students of Mathematics Education. This course has been designed and prepared to trace the trends of various aspects of teaching and learning mathematics education. It critically assessedthe social, cultural, and inclusive educational issues and problems including gender and indigenous knowledge (IK) in teaching and learning mathematics practices at different levels from school to the university. The findings of the study shows that in the context of present curriculum Trends in Mathematics Education, there is little bit space for gender and IK but it is not sufficient. The opinion of teachers revels that some of the teachers integrated the issue of gender and IK on pedagogy, assessment and research. We can apply gender responsive pedagogy by inspiring students to make gender-reflections, generate greater equality in the classroom, and stimulate students to become gender-actors in society at large.

The Impact of COVID-19 on Mathematics Education Curriculum

The Impact of COVID-19 on Mathematics Education Curriculum

Middle School Students’ Problem Posing Processes

Problem posing has an important place in mathematics education curriculum in many countries. There are a few studies in the literature that reveal students' problem posing processes. The purpose of this research is to examine the problem posing processes of middle school students in geometry. The Research was carried out with 160 students who are in 5th-8th grades (aged 11-14). When the findings obtained in the study were examined, it was understood that the students followed some certain ways while posing problems, identified in the research. The processes followed by the students while they are posing problems are classified into 5 steps. It has been observed that the students do not go through all steps in problem posing processes; while some students use all of these steps, the others use some of them. The students are divided into four different types according to the way they used in their problem posing processes.

Basic directions on teaching the content of statistics at high school in the Mathematics Education Curriculum 2018

Statistics plays an increasingly important role in life and scientific research. The Mathematics Education Curriculum 2006 has been equiped students with the content of statistics, however, such equipment has not been continuously implemented. In the Mathematics Education Curriculum 2018, Statistics and Probability become an important knowledge strand, taught throughout and seamlessly from grade 2 to grade 12. In this article, we first explore the main changes in the content of statistics of the Mathematics Education Curriculum 2018 compared to the current Curriculum. Next, we focus on some of the main aspects in teaching the content of statistics of the Mathematics Education Curriculum 2018 at high school. Finally, we draw some ideas about teaching the content of statistics that meets requirements of the Curriculum.

Evaluating the Statistics Courses in Terms of the Statistical Literacy: Didactic Pathways of Pre-Service Mathematics Teachers

This study intends to determine the statistical literacy levels of pre-service mathematics teachers and to evaluate the contribution of the statistics courses in the elementary mathematics education curriculum to statistical literacy. A mixed methods research design was adopted. The study group consisted of 202 pre-service mathematics teachers enrolled in the Statistics and Probability course. In the data collection process, a pre-test and post-test was administered to determine the pre-service teachers’ statistical literacy before and after the statistical course, and classroom observations were performed to identify the contribution of the statistics course to statistical literacy. The Rasch model was used for validity-reliability analyses, and one-way ANOVA tests were used to analyze the quantitative data. Content analysis was utilized in the analysis of qualitative data, which revealed that statistical literacy levels of pre-service teachers are generally low, generally influencing the competence of pre-service teachers. The pre-service teachers failed in the sample selection component in the pre-test and data interpretation in the post-test, while they were more successful with table and graphs in the pre-test and sample selection in the post-test. The comparative analysis of revealed statistically significant differences in favor of U4 in the pre-test, but in favor of U1 in the post-test. It was concluded that practices included in the statistics lessons could be effective on these differences.

Teaching Activities Implemented by Pre-Service Primary Teachers While Teaching Mathematics

Abstract: The aim of this study is to determine the teaching activities of pre-service teachers in the course of mathematics teaching methods. All of the pre-service teachers have selected an attainment content from the primary (1-4) mathematics education curriculum at the beginning of the semester in the scope of mathematics teaching methods course. Data collection tools include prepared lesson plans and presentation notes by the students, as well as field notes of the researchers in addition to an observation form. According to the results obtained with descriptive statistics and content analysis, while the pre-service teachers were successfully performed in timing and taking into account of curriculum requirements, they were not adequately performed in problem posing and problem solving and also using alternative and appropriate evaluation methods.

THE INTEGRATION OF ONLINE TEACHING AND LEARNING IN STEM EDUCATION AS A RESPONSE TO THE COVID-19 PANDEMIC

Science, Technology, Engineering, and Mathematics (STEM) education curriculum and instructional design continuously undergo reforms that aim to prepare learners for the challenges of the 21st century (Hoeg & Bencze, 2017; Pietarinen et al., 2017). In particular, STEM education has adopted strategies that integrate modern technologies in teaching and learning to enhance knowledge construction and application among learners and societies. In some countries, STEM education reforms are fuelled by socio-economic and political imperatives that seek to promote social justice (Mnguni, 2018). More recently, the emergence of the Covid-19 pandemic has forced schools and universities to adopt online teaching methods to reduce the coronavirus's spread. Consequently, researchers are exploring strategies for the incorporation of online teaching and learning methods. The effectiveness of these strategies and their impact on the students' conceptualization of STEM knowledge, its application, and relevance are continuously being investigated.

PHÂN TÍCH SÁCH GIÁO KHOA MÔN TOÁN DỰA TRÊN LÍ THUYẾT GIÁO DỤC TOÁN THỰC (REALISTIC MATHEMATICS EDUCATION) VÀ MỘT SỐ KHUYẾN NGHỊ

Writing and evaluating textbooks under the Vietnam new general education curriculum (2018) is a topic of interest to society as well as researchers. This study aims to evaluate the practical elements in current Mathematics textbooks (according to the previous Mathematics Education Curriculum). In order to conduct research, the author offers two frameworks for analyzing textbooks, basically built on the approach to Realistic Mathematics Education theory (RME). This study found that real contexts, real tasks, historical-cultural images, integrated or interdisciplinary elements are presented quite a lot in current Math textbooks. However, it is also necessary to innovate, update, supply real tasks, and pay attention on the structure and level of real tasks, cultural, historical and integrated elements in the mathematics textbooks in order to implement and develop the new math Mathematics Education Curriculum in Vietnam new general education curriculum. The new textbook analytical framework mentioned in this research can also be used to evaluate the “practicality” of the new mathematics textbooks.