Mathematics Education Students Research Articles

A QUALITATIVE STUDY OF EFFECTIVE PEDAGOGICAL PRACTICES TO FOSTER JOY, CURIOSITY, AND WONDER IN MATHEMATICS AT ELEMENTARY STAGE

This Study Aims To Identify And Evaluate Effective Pedagogical Practices That Foster Joy, Curiosity, And Wonder Among Students In Mathematics Education At The Elementary Stage. The Study Employs A Qualitative Approach To Investigate The Impact Of These Practices On Students' Engagement And Enthusiasm For Mathematics. A Sample Of Mathematics Teachers From 10 Schools (20, Teachers) In The Varanasi District, India, Was Selected Randomly. Intelligent Verbatim Transcription Was Used To Convert Audio Recordings Into Text, Balancing Accuracy With Clarity By Omitting Unnecessary Fillers While Preserving The Essence Of The Conversations And Using NVIVO Employed To Facilitate Efficient Coding And Visualisation Of Connections Between Themes. The Analysis Process Will Involve Organizing The Transcribed Data, Qualitatively Identifying Themes And Patterns Related To Effective Pedagogical Practices To Foster 'Joy, Curiosity & Wonder' Among The Students In Mathematics At Elementary Stage, Combining The Benefits Of Observational Data With In-Depth Teacher Perspectives. The Findings Reveal A Positive Trend Towards More Student-Centered, Engaging, And Effective Teaching Strategies In Mathematics, While Also Indicating Opportunities For Further Development In Certain Areas. These Findings Have Significant Implications For Enhancing Student Engagement, Promoting Conceptual Understanding, And Encouraging A Growth Mind Set In Mathematics. This Study Emphasizes The Need For Policy Makers To Address Resource Disparities Between Schools And For Educators To Adopt Practices That Create Joyful, Curiosity-Driven Learning Environments, Ultimately Leading To Improved Student Outcomes And A More Positive Attitude Towards The Subject. KEYWORD: Mathematics Education, Pedagogy, Joy, Curiosity, Wonder, Student Engagement, Innovative Teaching Practices

Enhancing mathematics education for students with special educational needs through generative AI: A case study in Greece

Enhancing mathematics education for students with special educational needs through generative AI: A case study in Greece

Analysis of Aspiration Factors becoming Mathematics Teacher that Influence High School Students’ Decision to Choos Mathematics Education Program

The importance of the ideal factor in making decisions to choose a program is the urgency of this study. The purpose is to describe the factors of the ideal of becoming a mathematics teacher that influence students in making decisions to choose the mathematics education program at UIN SYAHADA Padangsidimpuan candidates in 10 respondents. The qualitative descriptive is the approach taken in this study. The method of sampling targeted/purposive and snowball data sources, triangulation data collection methods, inductive/qualitative data analysis and qualitative research results emphasize these methods in one method. The results showed that the ideal factor of becoming a mathematics teacher was found in making decisions to choose the mathematics education. After analyzing the information that the researcher collected, it was found based on the results of the analysis questionnaires distributed and interviews with respondents/students who were active in the mathematics education department, several effective factors in the field were found that influenced students to choose the mathematics education section, namely the ideal factor of becoming a mathematics teacher. Based on these results, it shows that one of the factors that influences students to choose a mathematics education program is the aspiration factor to become a mathematics teacher. The aspiration factor to become a mathematics teacher is related to choice of mathematics education program. Of all the problems answered by mathematics education students, there were 10 respondents who in accordance with the aspiration factor to become a mathematics teacher in making decisions about choosing a mathematics education program.

Computational Thinking Readiness Level of First-Year Students of Mathematics Education

The main objective of this study was to measure the level of computational thinking readiness in prospective first-year mathematics education students. In addition, this study also aims to identify factors that influence their level of readiness towards computational thinking. This research is qualitative and descriptive in nature. This study describes first-year mathematics education students' mathematical computational thinking ability based on the theory of mathematical computational thinking. This study was conducted on first-year mathematics education students in the academic year 2023/2024. There were 16 first-year mathematics education students, all of whom were taken as samples in this study, to obtain more in-depth information about the computational thinking ability of first-year mathematics education students for further research development. The instruments used to collect data on first-year mathematics education students' mathematical computational thinking ability are (1) a mathematical computational thinking ability test and (2) an interview. The data obtained were calculated using statistical tests, and the results will be explained in depth. The mean score of the first-year mathematics education student's computational thinking ability test was 59.68, indicating that students generally have a fairly good level of computational thinking ability.

Development of Combinatorial Thinking Ability Questions for Students

This study aims to develop a question instrument that can measure combinatorial thinking skills in students. The method used is the 4-D development model, which consists of Define, Design, Develop, and Disseminate stages. The questions developed were tested on 20 students of Mathematics Education at PGRI Argopuro University Jember. The validation results by two validators showed that the question had a validity level with an average value of 3.71, which was included in the valid category. Reliability testing using Alpha Cronbach yielded a value of 0.931, indicating high reliability. Field test data showed that 65% of students were in the medium combinatorial thinking ability category and 35% in the high category. The highest indicator of combinatorial thinking ability is identifying several problems (96%), while the lowest is considering several combinations of other issues (34.16%). The developed instrument is expected to help analyze students’ combinatorial thinking ability and can be used in similar research or teaching in the future.

The influence of the ability to understand mathematics concepts based on van hiele's level of thinking on the learning outcomes of mathematics education students

The influence of the ability to understand mathematics concepts based on van hiele's level of thinking on the learning outcomes of mathematics education students

OPEN SOURCE TEXTBOOK AS A RESOURCE FOR THE TEACHING-LEARNING PROCESS OF ALGEBRA IN INITIAL TRAINING OF MATHEMATICS TEACHERS

Objective: To determine the implications of the use of open source text in the teaching-learning process of algebraic structures in the initial teacher training of the mathematics specialty in a state university in Peru. Theoretical Framework: The conceptual and epistemic bases of open learning are systematically addressed through interactive texts, as well as the aspects related to the teaching-learning process in university higher education. Method: The study has a mixed approach, pre-experimental design and correlational level, the target population was mathematics education students and a sample of 46 randomly chosen students, data collection is carried out through a diagnostic questionnaire, another multiple alternative and an interview, in the study sample classes are held through the open source book; then the learning achieved at the conceptual level is evaluated. procedural of algebraic structures. Results and Discussion: In this research it is evident that students did not know the open source online text for the study of mathematics, but they have skills in the use of digital technology; but with the use of the digital book they assimilate the concepts, perform demonstrations and solve problems efficiently, raising their level of motivation towards learning. Thus, the relevant use of open source books significantly improves learning and the development of mathematical competence in students. Research Implications: Strengthening of interactive and personalized activities for a comprehensive training of mathematics content mediated by digital technology, reinforcing in a sustained way the culture and mathematical competence of teachers in initial training. Originality/Value: Implementation of an innovative approach in pedagogical practice, through the use of open resources for the assimilation of mathematical concepts and procedures in a dynamic, efficient and effective way. The value of research is evidenced in the praxis of didactic strategies in the context of the digital age, oriented to the knowledge of algebraic structures by mathematics teachers.

Beliefs of Undergraduate Mathematics Education Students in a Teacher Education Program about Visual Programming in Mathematics Classes

AbstractIn the digital age, the range of digital technologies used in mathematics education grows. Since beliefs are affective-cognitive elements that significantly determine teachers' behavior in the classroom, they are an interesting field of research in mathematics education. A review of previous research has identified different groups of beliefs about the use of digital technologies in mathematics classes. These studies are not focused on specific digital technologies. In an empirical case study that is presented in this paper, the aim was to figure out how beliefs that can be described specifically about the use of visual programming relate to general beliefs about the use of digital technologies in mathematics education. A qualitative content analysis of the reflection journals of seven undergraduate mathematics education students on their work with Scratch, a visual programming environment, in a university seminar led to the formation of ten belief categories about the use of visual programming in mathematics classes. Most of the beliefs are associated with a positive attitude towards visual programming in mathematics education. However, some beliefs could also be identified that refer to the limits and challenges of using visual programming and thus demonstrate rather negative associations. Only a few of the categories identified match the list of belief groups about digital technologies in mathematics education identified in previous research. Some possible reasons for these results are discussed and further research interests in the field of beliefs about the use of digital technologies are suggested.

Using social robots as inclusive educational technology for mathematics learning through storytelling

Introduction: This exploratory study investigates the potentials of social robots as an inclusive educational technology to enhance mathematics learning. Methodology: More specifically, we investigate the effectiveness of the social robot Pepper in engaging students in inclusive didactic activities through storytelling and providing them with immediate, personalized and emotional feedback. Our focus is on integrating innovative artificial intelligence (AI) with Universal Design for Learning (UDL) principles. The research sample consisted of five students, engaging with Pepper in inclusive mathematics sessions. Results: Our results suggest that the use of Pepper significantly increases student engagement by providing them personalized support. Discussions: The robot’s capacity for dynamic and empathetic student interaction creates a more stimulating and encouraging learning environment. Conclusions: This study shows the potential of social robots in inclusive education, especially when it comes to enabling tailored learning experiences for students in mathematics education that adapt to their various needs. The results of this study need to be validated through future research involving more participants over a long period of time

The causes of changes in student positioning in group discussions using Polya’s problem-solving and <i>commognitive</i> approaches

This study aims to describe the causes of changes in student positioning during group discussions utilizing Polya’s problem-solving method and commognitive principles. The subjects of the study are mathematics education students from STKIP Taman Siswa Bima. Two groups were selected from 30 participants, each consisting of three individuals representing the roles of expert, facilitator, and novice. The research approach employed was qualitative exploratory. The findings indicate that changes in positioning were due to role shifts among group members, where group 1 changed from an initial positioning of EP1FP1NP1 to F’P1E’P1NP1, incorporating complete stages of Polya’s problem-solving process and commognitive components. Group 2 transitioned from EP2FP2NP2 to F’P2FP2NP2, reflecting an incomplete application of Polya’s problem-solving stages and commognitive components. Future research recommendations include examining how changes in student positioning occur in algebra problem-solving discussions using Polya’s problem-solving strategies and commognitive components, with a focus on individual student problem-solving within groups.

Self-efficacy of mathematics education students in solving geometry problems

The problem and the aim of the study. Teachers as key holders of student success must have selfefficacy so that the learning process goes well and gets optimal results. In other words, teachers who have good self-efficacy will be able to foster students' self-efficacy in working on math problems. Researchers propose to analyze the influence of mathematics education students' self-efficiency in solving geometric problems. Participants and Research methods. This research uses a combination of quantitative and qualitative methods, which aims to analyze the self-efficacy of mathematics education students in solving geometry problems. This research was conducted on 43 students STKIP YPUP Makassar, which consisted of 7 boys students and 36 girl students. Two instruments were used in this study, namely the Self-Efficacy Questionnaire (SEQ) and The Geometry Problem Solving Test (GPST). Forty-three students in the research sample. were asked to complete SEQ and GPST-1 with a time duration of 30 minutes and 80 minutes respectively, the implementation of which was directly supervised by the researcher and assisted by lecturers who taught geometry courses. The results were grouped into low, medium and high mathematics ability groups. Then one student from each group was selected to be the research subject. Results. Data analysis for the influence test obtained: (i) F count 56,863 with a significance of 0.001 < 0.05, meaning that students' self-efficacy and Geometry Values simultaneously have a significant influence on the geometry problem solving, and (ii) For SEQ, t count was 3,480. with a significance of 0.001 < 0.05, meaning that the self-efficacy partially has a significant influence on the geometry problem solving, while for GV, the t count is 8.775 with a significance of 0.001 < 0.05, meaning that Geometry Values partially has a significant influence on the geometry problem solving. LS can complete the understanding of aspects of the problem, MS is able to solve problems by understanding the problem and formulating a plan, and HS is able to solve problems on all indicators. Conclusion. Quantitatif: Self-efficacy and geometry values has a significant influence on students' geometry problem-solving. Qualitative: Each subject in each group has a different geometry problem solving process at each stage of problem solving.

On-the-Go Android-Based Learning Tool for Mathematics in Geographically Challenged Areas

One of the important challenges for mathematics educators during the Covid-19 pandemic was ensuring productive mathematics learning despite hindrances. This study explored the mathematics learning experiences of geographically challenged students during the pandemic and developed an on-the-go Android-based learning tool (OTG ALT) for mathematics learning in the challenged areas. The study employed educational design research (EDR) with three phases. A semi-structured in-depth interview guide and student satisfaction survey instrument were utilized. Six geographically challenged university students for interviews and forty students for the tryout of the OTG ALT were purposively selected as participants. Mean and standard deviation scores were used to analyze and interpret the quantitative data. The phenomenographic method was used to analyze the qualitative data. Results show that the experiences of the geographically challenged students in pandemic mathematics education were encapsulated in four different categories: 1) pandemic mathematics learning, a new experience, 2) teachers’ agency in mathematics, 3) tribulations and triumphs, and 4) mathematics that works. The developed learning tool for the course Mathematics in the Modern World (MMW) follows the i?SPARK model (introduce, study, practice, assess, reflect, and key to correction), with a video explainer per topic. Students were highly satisfied with the developed learning tool, in general and in terms of all indicators. Hence, the developed OTG ALT met the instructional standards for mathematics learning in the challenged areas. School administrators may improve the quality and effectivity of mathematics education in universities by considering minority perspectives. To make mathematics education inclusive and equitable, policymakers and curriculum designers can review the suitability of teaching materials and adapt them to the level and needs of the students.

Didactic strategy of linear algebra with collaborative learning in mathematics pedagogical training

This article details the design and implementation of a didactic intervention strategy aimed at enhancing the pedagogical skills of mathematics education students in the teaching of linear algebra. Given the challenges students often face in grasping abstract mathematical concepts, the intervention leverages the Anthropological Theory of Didactics and Collaborative Learning as its theoretical framework. The phases of the intervention's execution in the classroom, along with the key elements for successful implementation, are thoroughly outlined. The results indicate significant improvements in academic performance in the units’ covering determinants, matrices, and systems of linear equations, while challenges persist in the unit on vector spaces. In terms of task genres, students showed proficiency in defining and calculating, although there was a lower level of mastery in demonstrating. The study concludes that, despite a general unfamiliarity with autonomous learning, the future educators were able to become active and effective contributors to their own mathematical knowledge construction through collaborative group work.

Learning Style Factors in Achieving Mathematical Computational Thinking Ability in Mathematics Education Students

Learning styles refer to the methods students use in absorbing and processing information. This study aims to look at learning style factors in the achievement of mathematical computational thinking skills of mathematics education students in the Algebraic Structure course. This research method is a correlational method with a quantitative approach. The research subjects were all mathematics education students who took the Algebraic Structure course in the 2023/2024 academic year as many as 34 students. The data collection methods used include: (1) computational thinking test; (2) questionnaire; and (3) documentation. The research data were processed with the Product Moment correlation statistical test. The results obtained a positive correlation of 0.44 which indicates that there is a positive relationship between learning styles and computational thinking in the observed students. That is, overall, individuals who have a more effective or intensive learning style also tend to have better computational thinking ability.

Correlation between Self-Efficacy and Mathematical Argumentation: A Case Study of Mathematics Education Students

Correlation between Self-Efficacy and Mathematical Argumentation: A Case Study of Mathematics Education Students

Development of mathematical mindset scale for mathematics education students

Development of mathematical mindset scale for mathematics education students

Examining undergraduate students' abstraction of conic sections in a dynamic geometry environment

In solid geometry, the concept of conic sections plays an important role in teaching graphs such as parabolas, ellipses, and hyperbolas to undergraduate students in Mathematics Education. It is understood that the abstraction process in mastering conic sections is strongly needed. This study examines the abstraction process of conic sections among third-year undergraduate Mathematics Education students (4 males and 21 females) at Universitas Muhammadiyah Malang (UMM), Indonesia. The data was collected by analyzing students' responses in a 60-minute diagnostic test using the Abstraction in Context (AiC) framework. The test consists of 3 questions, validated by 2 Professors of UMM (average score = 4.14) and 2 lecturers (average score = 4.04). The results showed that 1 male and 11 female students did not reach the construction stage of AiC. Subsequently, a student with a low diagnostic test score and the least completion of AiC stages was observed further through an interview. This student passed through all stages of abstraction with the help of DGE. We also underscored undergraduates' challenges in this process, particularly in visualizing conic section objects, spatial thinking, and employing appropriate mathematical signs. Based on these findings, further research with a broader sample is needed to explore diverse abstraction processes.

Three Paradigms for Learning Mathematics with the Aid of Artificial Intelligence: A Phenomenological Study of Prospective Teacher Students

The 21st century has seen rapid changes in educational practices, mainly due to technological advancements such as artificial intelligence. Especially in today's digital age, technology is essential in transforming education. One prominent innovation is the use of AI in the context of learning. This research aims to discover prospective teachers' learning processes using AI. In addition, this research seeks to determine the position of AI in learning mathematics for prospective teachers. The participants are Mathematics Education students of Universitas Swadaya Gunung Jati (UGJ) Cirebon. This qualitative study uses phenomenological methods by collecting data from each research subject about experiences regarding the use of AI in solving several math problems. This research provides insight into how prospective teachers can utilize AI technology in the mathematics learning process. In addition, this research is essential because it contributes to the development of technology-based pedagogy, a significant trend in global education today. This research uses data collection methods through observation, interviews, and content. The results of this study are that 3 paradigms from previous research are in line with the theory of 3 paradigms: (1) AI-directed students as recipients, (2) AI-supported students as collaborators, and (3) AI-empowered students as leaders. Most participants in this study were collaborators in these three paradigms.

Mathematics education for students with intellectual disabilities: A study on thematic books utilization in special schools

Mathematics education for students with intellectual disabilities: A study on thematic books utilization in special schools

Methodological aspects of professionally-oriented mathematics education for students of technical university

This paper examines the problems of teaching mathematics at a technical university in the context of new educational standards. In the context of studying this discipline, the curriculum of the bachelor’s degree 12.03.01 Instrument Engineering is analyzed, focusing on the current Federal State Educational Standard of higher education. The study of this discipline is aimed at the formation of both general professional and professional, as well as universal competencies. At the same time, a comparison of two generations of standards (current and previous) of higher education in the chosen field of study made it possible to establish the transfer of a significant number of classroom hours to independent work of students. The established fact necessitates the introduction of modern methods, forms and conditions of the organization into the learning process. The study was conducted on the basis of Samara State Technical University. The aim of the study is to determine the pedagogical conditions for the organization of the educational process, which make it possible to more effectively prepare students of a technical university for future professional activity. The pedagogical conditions were developed taking into account the orientation of the learning process towards digitalization, the introduction of information technologies, the development of financial literacy of students, as well as the activation of their independent activities and cognitive interest. The article presents the implementation of these conditions in the educational process of Samara State Technical University.