Mathematics Education Issues Research Articles

Issue and Challenges of Mathematics Education in Vyas Municipality Ward No-1, Nepal

Mathematics is not a subject that can be enjoyed easily like other subjects because other subjects contain different stories, poems and themes that touch different emotions. Although it is found that the beginning of mathematics education started from ancient times, it is found that it was tried to be organized from the year 1537. In this study, an attempt has been made to investigate the real challenges and issues in mathematics education. Although many problems were seen in mathematics teaching, I was forced to think about various questions. Is it because of incompetent teachers that the students' academic loss is happening in mathematics? Is there a decrease in achievement due to the lack of interest of students in mathematics? Various research questions were prepared and objectives were prepared and the research work was carried forward. This study proceeded to explore the reality of teachers' real issues and challenges in mathematics education. It was possible to identify many issues and challenges through the tests conducted on certain schools and certain students and teachers. Studying based on the 3-year academic achievement of the students selected in the sample from the research, although only 3 students have improved, the scores have been declining year after year. It seems that only 7 percent of the students like mathematics. A total of 40 students and 2 schools in rural areas and 2 schools in urban areas have been selected in the sample selection. Although every educational aspect of the teachers is good, the failure of mathematics subject to become a subject of interest and the annual educational loss in mathematics is a challenge and issue of mathematics teachers. It is expected that the mathematics education can be improved if the stakeholders make strategies and plans based on the results obtained from this research.

Race/ethnicity in mathematics education: what topics appear and how do they change over time?

Research on equity has received a great amount of attention in the field of mathematics education. Although various review studies have focused on race/ethnicity issues in mathematics education, they rarely examined how the studies on race/ethnicity issues in mathematics education have evolved over time. This study examined research topics and trends of race/ethnicity studies in mathematics education while drawing on a social-ecological model. We collected 920 articles in the field of mathematics education that are relevant to the issue of race/ethnicity during the last 2 decades and implemented a topic modelling method. Findings include 11 latent topics, which were classified into 4 levels of the social-ecological model: individual (Growth, Identity), interpersonal (Immigrants, English language learners), community (Kindergarten, Course taking and college, Culturally responsive teaching, Intervention, School programme and instructional practices), and societal (Stereotype threat, Segregation). Among the topics, Identity and Stereotype threat were getting more attention as hot topics, while Course taking and college and School programme and instructional practices are becoming gradually less popular. The implications were discussed related to equity issues in the field of mathematics education.

Teachers' perceptions of teaching mathematics topics based on STEM educational philosophy: A sequential explanatory design

<p>STEM education has gained significant attention in educational systems, and integrating mathematics into STEM education is a crucial issue in mathematics education. As teachers are considered highly influential in the educational process, we aimed to identify mathematics teachers' perceptions of teaching mathematics topics within the context of STEM education. We employed a mixed-methods sequential explanatory design. The quantitative sample included 248 mathematics teachers (99 males and 149 females) from the Bisha Governorate in Saudi Arabia. A questionnaire encompassing three dimensions (teachers' perceptions of teaching competence, teachers' perceptions of student interaction and motivation, and teachers' perceptions of the suitability of mathematics textbook content) was used to collect data, and its validity and reliability were verified. Qualitative data were gathered through interviews with eight participants. The results showed that mathematics teachers' perceptions of teaching mathematics topics based on the principles of STEM education were positive at the "agree" level, with an overall mean of 2.41. The dimensions were ranked as follows: Teachers' perceptions of their STEM teaching competence (M = 2.49), perceptions of the suitability of mathematics textbook content for STEM-based practice (M = 2.47), and perceptions of their students' interaction and motivation when teaching mathematics in line with STEM (M = 2.26). There were no statistically significant differences in perceptions due to gender, teaching experience, or educational stage. The qualitative findings attributed the positive perceptions of teaching competence to factors such as the integration of technology and the inherent connections between mathematics and other subjects. However, designing STEM-integrated tasks was challenging due to lack of STEM training and knowledge. Limitations in student interaction were linked to students' limited understanding of STEM, teachers' beliefs, and students' weak mathematics skills. The participants viewed textbook content positively, citing STEM-related components.</p>

Development of Fraction Puzzle Teka-Teki Media to Improve Mathematical Problem-Solving Ability Students in Elementary School

This research examines the development of a media entitled "Fraction Puzzle Teka-Teki" with the aim of improving the mathematical problem-solving abilities of 2nd grade elementary school students. This media is designed with an interactive approach to address issues in mathematics education for students with low problem-solving abilities. This research uses Research and Development research with the ADDIE (Analysis, Design, Development, Implementation and Evaluating) development model. The research subjects were the Tingkir Lor 02 Salatiga State Elementary School, the research samples were 2nd grade elementary school students. Validation results from subject matter experts, media experts, and learning experts indicate very high levels of validity, with scores reaching 91.6%, 93.3%, and 75%, respectively with very high category. Media practicality received a percentage of 88% in the very high category from student responses and 92.5% in the very high category from teacher responses. The implementation of the "Fraction Puzzle Teka-Teki" in education is effective, as evidenced by the improvement in post-test scores for second-grade students. Statistical analysis shows significant results (Sig. [2-tailed] = 0.000 < 0.05), indicating an enhancement in mathematical problem-solving abilities following the use of the developed media. Based on these findings, it can be concluded that "Fraction Puzzle Teka-Teki" is a suitable tool for mathematics education and is effective in enh ancing the mathematical problem-solving abilities of students. indicating an enhancement in mathematical problem-solving abilities following the use of the developed media. Based on these findings, it can be concluded that "Fraction Puzzle Teka-Teki" is a suitable for use in mathematics education and is effective in improving the mathematical problem-solving abilities of 2nd grade elementary school student.

Opportunities to improve student mathematics achievement and outcomes: Building student–teacher relationships and the integration of inclusive and equity‐minded teaching practices

Opportunities to improve student mathematics achievement and outcomes: Building student–teacher relationships and the integration of inclusive and equity‐minded teaching practices

Rethinking strategy on developing students’ levels of geometric thinking in Sokoto state, Nigeria

<span lang="EN-US">Geometric thinking skills remained a topical issue in mathematics education. The purpose of this research is to investigate the van Hiele levels of geometric thinking skills of the students in Sokoto state to provide a clear picture of the students’ levels for the appropriate development of learning activities, and better understanding. The study involves three mathematics teachers and 200 students (100 students each of basic and senior secondary school students). The samples of the teachers were purposely selected and students were randomly selected. There were two instruments used in the study; interviews for the mathematics teachers while a van Hiele test for geometric thinking was adopted to collect data for the students’ van Hiele levels of thinking. Thematic analysis (for teachers’ interview), descriptive, and Mann-Whitney U test for the analysis of students’ van Hiele levels of thinking was used. The result shows that all the teachers indicate that the traditional approach is the dominant method used in teaching and learning and that students in the state lack basic skills in school geometry. Also, the result indicated that the majority of students sample among Basic and Senior secondary schools in Sokoto state were operating at level 0 respectively. Furthermore, a significant difference between the two independent groups was found in favor of senior secondary school students. It is hoped that in the future, educational institutions could use the present research as a guide for the development and design of modules, learning activities based on the van Hiele levels to bridge the gap in the state.</span>

Revisiting Urban Mathematics Education: Towards Robust Theoretical, Conceptual, and Analytical Models.

There are unique, enduring challenges related to mathematics instruction in urban schools, and the most common concerns are related to issues of equitable access to mathematics learning opportunities. In this editorial, we argue that the complexity of teaching mathematics in urban schools requires the attention of mathematics scholars with unique training, expertise, and experiences. Developing mathematics instruction for urban spaces often involves refined research techniques, multi-disciplinary perspectives, and collaboration between diverse stakeholders. Specificity is the key to addressing these challenges. However, to date, the Journal of Urban Mathematics Education (JUME)—out of 69 mathematics education-focused journals (Nivens & Otten, 2017)—is the only journal venue devoted to mathematics teaching and learning in urban environments. Although other mathematics education journals and conferences accept scholarship related to urban schools, due to the vast nature of mathematics education research and limitations in journal space, the nuances of specific issues in urban mathematics education (e.g., preparing mathematics teachers well for high-needs urban schools) are underexamined and poorly understood.

Applying the Delphi method with early-career researchers to explore a gender-issues agenda in STEM education

The Delphi method (DM) was initially conceived as a forecasting technique whose results are based on the consensus of a panel of experts. It has been used in many fields, assisting researchers, policymakers, and others in setting directions and future agendas. This study presents an application of the DM, with a broader interpretation of the notion of “expert” as a qualitative tool to explore gender issues in science, technology, engineering, and mathematics (STEM) education. Its aim is to analyze the use of the DM as a technique to achieve agreement among a group of early-career researchers from the UK and Mexico, who are not considered “experts” in the traditional sense. The other aim was to explore the advantages and disadvantages of using the DM in this context. We used three stages to collect information and reach a consensus. The first two were online activities, and the last consisted of a five-day face-to-face workshop. In the first stage, participants sent research questions, and organizers categorized them into themes. Participants responded to a survey ranking all research questions in the second stage. In the last, organizers analyzed the highest scored questions and arranged them into research topics in which participants worked on research proposals. The DM worked successfully with this group of participants by combining their interest in the field and engagement with the activities. The research strands and proposals of using this method are usable. The method used in this paper can serve as a model to develop research graduate courses to develop students’ skills.

Motivation, Engagement, and Mathematics Achievement: An Exploratory Study Among Chinese Primary Students

Student motivation and engagement have been complex issues in basic mathematics education. Based on the theory of Motivation and Engagement Wheel, this study examined the relationships among student motivation, engagement, and mathematics achievement. A sample of 1,538 Chinese primary school students participated in the survey, and motivation and engagement were assessed through their responses to the Motivation and Engagement Scale. The results largely confirmed the hypothesized relationships between motivation, engagement, and mathematics achievement. Some consistent patterns of individual differences related to gender and grade level were also revealed. Cluster analysis revealed that the category of “struggling students” showed high levels of adaptive engagement in learning, but their mathematics scores were still low, which may be correlated to their high level of maladaptive motivation and engagement. These findings provide implications for developing a more comprehensive knowledge of the nature of students’ mathematics learning motivation and improving their engagement in mathematic learning.

Philosophical concepts of creative insubordination in ethnomodelling research

The application of modelling methods makes sense to researchers and educators when these professionals examine the mathematical patterns developed by members of distinct cultures. Currently, an important issue in mathematics education is its tendency towards valuing a local orientation in its research paradigm. Thus, a search for innovative methodologies such as ethnomodeling is necessary to record the historical forms of mathematical ideas, procedures, and practices developed in diverse cultural contexts. Yet, ethnomodeling is not an attempt to replace globalized school/academic mathematics, however, it is necessary to recognize the existence of local mathematical knowledge in the school curriculum. This context enabled the emergence of creative insubordination of ethnomodeling as it evoked a disturbance that caused a revision of the rules and regulations in the mathematical modelling process. This process triggered a debate about the nature of mathematics in relation to culture by proposing a dialogue between local and global approaches in dialogical ways. Thus, the main objective of this article is to discuss the philosophy of ethnomodeling as a creative insubordination of mathematics education and also as a process of glocalization.

Walking through Algebraic Thinking with Theme-Based (Mobile) Math Trails

Tasks are a key resource in the process of teaching and learning mathematics, which is why task design continues to be one of the main research issues in mathematics education. Different settings can influence the principles underlying the formulation of tasks, and so does the outdoor context. Specifically, a math trail can be a privileged context, known to promote positive attitudes and additional engagement for the learning of mathematics, confronting students with a sequence of real-life tasks, related to a particular mathematical theme. Recently, mobile devices and apps, i.e., MathCityMap, have been recognized as an important resource to facilitate the extension of the classroom to the outdoors. The study reported in this paper intends to identify the principles of design for mobile theme-based math trails (TBT) that result in rich learning experiences in early algebraic thinking. A designed-based research is used, through a qualitative approach, to develop and refine design principles for TBT about Sequences and Patterns. The iterative approach is described by cycles with the intervention of the researchers, pre-service and in-service teachers and students of the targeted school levels. The results are discussed taking into account previous research and data collected along the cycles, conducing to the development of general design principles for TBT tasks.

Enactaciones de la educación matemática crítica en Colombia

Al investigar las investigaciones que se presentan en los seis artículos que conforman el número especial sobre la Educación Matemática Crítica (EMC) en Colombia, se han identificado las resonancias y diferencias en las condiciones y problemas de estudio de tales seis investigaciones. En una primera instancia, el ejercicio analítico sobre los textos permitió identificar unas generalidades sobre las intenciones, problemas de investigación, referentes teóricos y metodologías presentes en los estudios. En un segundo momento se identificaron dos enunciados que circulan en las investigaciones. El primero tiene que ver con los efectos de poder presentes en las prácticas educativas en matemáticas cuando se adopta una visión disciplinar de las matemáticas como punto de partida orientador de los procesos educativos. El segundo tiene que ver con la configuración del deseo de gobierno a través de las matemáticas como parte de procesos políticos y económicos en la sociedad. En su conjunto los resultados del análisis de los textos muestran los puntos ciegos de tales estudios y también las potencialidades para futuras enactaciones de la EMC en Colombia y en otros países en América Latina

Dismantling the ‘All-Boys Club’ A Narrative of Contradictions Women Experience in PhD Mathematics Programs: A Freirean Approach

Gender issues in mathematics education received fairly attention several decades ago, mainly because women and men performed differently, with men usually outperforming women. The research on such phenomena originated a series of studies on the so-called ‘achievement-gap.’ After many years of research on the achievement gap, such a gap has shown to have disappeared. However, recent studies have shown that there are fewer women who choose STEM-related fields than male peers. Suppose women are not choosing mathematics, but concomitantly research has pointed out that women and men have similar mathematics capabilities; why are women disproportionately part of the field? Since current statistics show that 90-95% of doctoral mathematics students are men, this study examines why school mathematics is still a male-dominant field. The data presented in this paper was collected using life-story interviews. Freirean methodology was used to analyze the contradictions in women’s PhD student experiences. The findings point to contradictions in women’s experiences in mathematics regarding success and challenges women have faced in mathematics and are discussed in depth in the findings and discussion sections of this paper.

Gender: A dilemma for large-scale studies in mathematics education

In this opinion piece, I discuss a range of issues associated with the inclusion of gender diverse students’ responses in the analyses of large-scale mathematics education data sets. Definitions of the terms gender and sex over time are examined, as well as the associated gender and sex categories that have and can be used. Of particular interest are the challenges confronting researchers of gender issues in mathematics education who are sympathetic to gender inclusivity and want to conduct statistical analyses of large-scale data sets. In light of the statistical limitations described, some suggestions are proposed for overcoming them.

Call for Field Disruptions and Connections in Mathematics Education Research

The Field Disruptions and Field Connections section of the Journal of Urban Mathematics Education (JUME) seeks manuscripts that bring to light innovative, underutilized, or marginalized theories and methods that show potential for radical reconfiguration in (urban) mathematics education research. In this introductory and invitational editorial to the section, I provide illustrations of field disruptions through the use of poststructural and agential realist theories in mathematics education research. The purpose in doing so is to highlight how past disruptions have caused shifts in what counts as mathematical knowledge and who can be seen as mathematical. I also point to examples of field connections that demonstrate the importance of innovation and creativity in not only what we research but also in the ways we research in urban mathematics education. Because new and newly considered theories and methods can and have shifted the field of mathematics education research, an intellectual space to share and explore these innovative contributions to the field is being created within JUME. Specifically, the section seeks submissions that bring forward theories, methods, and concepts that the author argues have potential to disrupt the structures that support systemic racism and other forms of exclusion in mathematics teaching and learning. In addition, as section editor, I welcome alternative texts, poetry, and research texts and data that may not fit or have been systematically excluded in more traditional disciplined spaces but speak to important issues in urban mathematics education.

The Qualms and Quarrels with Online Undergraduate Mathematics: The Experiences of African American Male STEM Majors

ABSTRACT Equity-related issues are a critical contemporary concern in mathematics education, and one specific area that has been taken up deals with equitable instructional modalities. However, the focus of many of these discussions, meetings, and publications is on K–12 mathematics education. This study reports on one aspect of an ongoing, equity issue in undergraduate mathematics education – face-to-face versus online mathematics instruction. In so doing, it investigates this issue surrounding online mathematics learning with African American (Both African American and Black are used interchangeably throughout this article, and these terms refer to students who were born and completed their schooling in the United States.) male Science, Technology, Engineering, and Mathematics (STEM) majors who have successfully completed the Calculus sequence using a critical race perspective. Findings show that these Black men did not prefer online mathematics instruction. Recommendations are shared to deal with the qualms and quarrels of online mathematics and ultimately better prepare African American male students for STEM majors.

The Preface of the Second Ahmad Dahlan International Conference on Mathematics and Mathematics Education (ADINTERCOMME) 2019

Preface The Ahmad Dahlan International Conference on Mathematics and Mathematics Education, abbreviated as AD INTERCOMME, is a biennial international conference hosted in a cooperation by the Mathematics Department - Faculty of Science and Applied Technology - and the Mathematics Education Department - Faculty of Teacher Training and Education - of Universitas Ahmad Dahlan, Yogyakarta, Indonesia. It aims to provide a great forum for worldwide mathematicians, professors, teachers, and researchers to share their ideas about the trends and the emerging issues both in mathematics and mathematics education. In 2019, the AD INTERCOMME would be implemented for its second edition. We invite researchers and practitioners to come and to contribute in this conference. We would be very happy to welcome you in Yogyakarta.The keynote presentations are provided especially to show the contribution of Mathematician and Mathematics Educators in the world of mathematics and mathematics education towards research and knowledge sharing where our conference theme for this year is the contribution of Mathematics and Mathematics Education in Industrial Revolution Era 4.0. The main event is the talk of three keynote speakers. The first keynote speaker is Associate Professor Dr. Mazlini Adnan form Universiti Pendidikan Sultan Idris, Malaysia. The second keynote speaker is Associate Professor Martianus Frederick Ezerman, Ph.D from Nanyang Technological University, Singapore. The third keynote speaker is Associate Professor Dr. Sitti Maesuri Patahuddin from University of Canbera, Australia.We also have speakers in workshop session coming from Universitas Ahmad Dahlan, Dr. Rully Charitas Indra Prahmana, S.Si., M.Pd who deliver the talk on the Publishing Manuscripts in a Scopusindexed Journal and M. Rizky Alif Yuza who deliver the talk on the Workshop Big Data: “Sentiment Analysis Using Pyhton, Elastic Search and Kibana. ADINTERCOMME 2019 was an overwhelming success, attracting the delegates, speakers and sponsors from many countries and provided great intellectual and social interaction for the participants. Without their support, the conference would not have been successfully organized. We trust that all the participants found their involvement in the Conference both valuable and rewarding. Our wish is that all participants would enjoy this conference, contribute effectively toward it and take back with you knowledge, experiences, contacts and happy memories of this conference and especially with this beautiful kingdom of Yogyakarta.Dr. Puguh Wahyu Prasetyo, S.Si., M.ScEditor in Chief

Mentors Expressing What They Value Through Their Writings: Emphasizing the Person in Mathematics

Purpose: This article identifies an issue in mathematics education, that is, the perceived lack of emphasis in recent times of the roles that the “person” plays in the development of mathematics. The purpose is to examine how values/valuing might contribute to addressing the issue. Design/Approach/Methods: “Data” were collected from several purposeful conversations among the three authors. The conversations were audio-recorded and machine-transcribed. The transcript was then subjected to content analysis to identify themes. Findings: The data analysis yielded two novel approaches to raising learners’ awareness of the humanness of mathematics. One would be to reframe the values that are operationalized when mathematics is taught and learnt, as processes of valuing which teachers and students engage in, respectively. The second approach would be to acknowledge that writers of mathematics/mathematicians are not simply presenting knowledge but are also acting as mentors conveying and transmitting messages about the discipline. Originality/Value: The involvement of the “person” in the development of mathematics is not new knowledge, though it can be made more visible in mathematics education. This article identifies two approaches—valuing and mentoring—which are novel in that they are already part of the pedagogical process and thus, accessible.

Promoting insight into algebraic formulas through graphing by hand

ABSTRACT Student insight into algebraic formulas, including the ability to identify the structure of a formula and its components and to reason with and about formulas, is an issue in mathematics education. In this study, we investigated how 16- and 17-year-old pre-university students’ insight into algebraic formulas can be promoted through graphing formulas by hand. In an intervention of five 90-min lessons, 21 grade 11 students were taught to graph formulas by hand. The intervention’s design was based on experts’ strategies in graphing formulas, that is, using a combination of recognition and qualitative reasoning, and on principles of teaching complex skills. To assess the effect of this intervention, pre-, post-, and retention tests were administered, as well as a post-intervention questionnaire. Six students were asked to think aloud during the pre- and posttests. The results show that all students improved their abilities to graph formulas by hand. The think-aloud data suggest that the students improved both on recognition and reasoning, and give a detailed picture of how students used recognition and qualitative reasoning in combination. We conclude that graphing formulas by hand, based on the interplay of recognition and qualitative reasoning, might be a means to promote students’ insight into algebraic formulas.

The Effectiveness of Lesson Study on Student Learning Outcomes in The Study of Mathematics Education Issues

The study of mathematics education issues is one of the compulsory subjects in the Mathematics Education Study Program. This subject studies about crucial issues regarding education, especially for the students who are going to make a thesis. This research is a study to measure the extent of the effect of the lesson study on student learning outcomes in the study of mathematics education issues. The purpose of this study is to examine the achievement of student learning outcomes between the learning with lesson study and the learning with traditional model. This research is a quasi-experimental research with posttest control group design. The study was conducted on mathematics students in University of Singaperbangsa Karawang. The data was collected by tests and analyzed by descriptive statistical analysis and statistical inference (t-test). Based on the results of data analysis, the achievement of student learning outcomes whose learning uses the lesson study is better than the students who learn with traditional model. Thus, it can be concluded that there are significant differences in student learning outcomes between students who learn with lesson study and students who learn with traditional model.