High School Mathematics Research Articles

A Study on High School Mathematics Teaching Design Based on Teaching for Robust Understanding: Taking the Cosine Theorem as an Example

Teachers’ teaching behavior plays a crucial role in students’ development, and there are problems in the current teaching behavior of mathematics teachers such as ignoring students’ cognitive needs, lack of equal opportunities for students’ classroom performance as well as lack of formative evaluation of students. In order to solve the phenomenon, this paper analyzes and explains how to promote teaching based on the Teaching for Robust Understanding (TRU) evaluation framework with the goal of focusing on the development of all students, taking the teaching design of The Cosine Theorem as an example, and provides ideas and methods for first-line high school mathematics teachers.

The Integration Strategy of Class Teacher Management and Mathematics Teaching

The professional and moral education of high school mathematics teachers will make classroom management work better, but their work pressure will also lead to classroom management problems. To do a good job in high school class teacher management and organically integrate it with mathematics teaching, we need to start from two aspects: mathematics teaching class teachers and class teacher work teaching, and penetrate mathematical thinking into daily classroom management, moral education, and classroom culture construction. Based on the attributes of the subject, we guide high school students to reflect after class to stimulate their self-management initiative through the cultivation of qualified class representatives. In addition, it is necessary to skillfully resolve classroom generative problems, change the roles of teachers and students, and integrate classroom management with mathematics teaching.

Examining fresh students’ achievement motivation and self-efficacy towards learning high school mathematics

One of the reasons for students’ reluctance to study and succeed in mathematics is that they may not be motivated to learn. This study examined fresh senior high school (SHS) students’ achievement motivation levels and its correlate to self-efficacy towards core mathematics. The study adopted descriptive research design involving a random sample of 314 fresh students in three SHSs in a low performing district in Ghana. The achievement motive scale and the new general self-efficacy scale were adapted and used for data collection. Data were analyzed using descriptive statistics, independent t-test, one-way analysis of variance and Spearman rank correlation. The results indicated that the students’ achievement motivation levels in dimensions of striving to achieve learning targets, participation in lessons, willingness to work and maintaining positive study habits towards mathematics were quite high. Furthermore, the students’ achievement motivation levels did not differ by gender, type of junior high school attended and boarding status. However, the students’ achievement motivation levels varied across the five programs of study. The study also found a moderately positive significant correlation between students’ achievement motivation and self-efficacy beliefs. The study concludes that the fresh students in this study are highly motivated and believe they can succeed in their study. The study recommends that mathematics teachers should guide these fresh students to set realistic short-long term learning targets to facilitate higher achievement in mathematics. Mathematics teachers should try to first gauge the achievement motivation of the fresh students for high school mathematics for appropriate pedagogical decisions.

History of mathematical concepts and students’ cognitive understanding of mathematics: Effect of pedagogical content knowledge

This study aimed to explore the relationship between teachers’ pedagogical content knowledge (PCK), students’ interest and motivation in the history of mathematical (HoM) concepts, and students’ cognitive understanding (SCU) of mathematics. A five-level Likert scale questionnaire was used to collect quantitative data from 232 junior high school mathematics teachers. It was found that, on average, students have higher levels of interest, motivation, and cognitive understanding when they are taught utilizing HoM concepts as a pedagogy. The correlation analysis reveals that there is a positive relationship between each of the independent variables and the dependent variable. The regression analysis also shows that teachers’ PCK and students’ interest were strong predictors of SCU, while students’ motivation was a weaker predictor. Hence, it can be said that teachers’ PCK and students’ interest play crucial roles in promoting SCU of using HoM concepts. Further studies are recommended to explore how historical context impacts students’ confidence, enjoyment, and aspirations in mathematics-related fields, which would contribute to understanding the broader implications of incorporating history in mathematics instruction.

Teaching and learning methods in high school mathematics

This study deals with the relationship between teaching methods in mathematics and the learning outcomes of high school students. The study was quantitative and conducted through surveys administered to a sample of 20 students. The survey underwent expert validation, and to verify its validity, a statistical study involving Cronbach's Alpha was employed, yielding a value of 0.924, demonstrating high reliability. The main findings indicate a positive but moderate correlation between teaching methods and learning outcomes concerning experience and knowledge. However, this correlation is high when it comes to knowledge and skills.

문제 만들기를 활용한 수업이 고등학생의 수학 학업성취도와 학습태도 및 흥미에 미치는 영향

Objectives The purpose of this study was to find ways to improve mathematics achievement, learning attitudes, and interests in mathematics learning after designing and applying a problem-making classes suitable for the first year high school mathematics subject. Methods The study was conducted on 60 students in two classes in the first grade of 00 high school located in 00 Metropolitan City where the researcher works. Based on the midterm exam results of the second semester of the first grade, two classes were selected, and one class was divided into a experiment group and the other class was divided into a control group, and 13 classes were conducted for about two months from October 12 to December 14, 2021. The research group (30 students) was in the class using a problem-making classes and the control group (30 students) was in the class based on traditional textbooks. Results Through these studies, the following results were obtained. First, it can be seen that students who participated in the problem-making classes were more effective in mathematics achievement than those who did not. Second, it was found that the experiment group applying the problem-making classes had a significant difference in terms of learning attitudes and had a positive effect in terms of interests. Conclusions In conclusion, the experiment group taught after applying the problem-making classes had significant differences in mathematics achievement, learning attitudes, and interests in mathematics learning.

A study on monitoring the implementation of high school mathematics and curriculum following the introduction of the high school credit system

A study on monitoring the implementation of high school mathematics and curriculum following the introduction of the high school credit system

Assessment on the Use of the 2C2IR Approaches in Teaching Junior High School Mathematics: Basis for Teacher’s Training Program

This study aims to measure the extent of the utilization of the 2C2IR pedagogical approach in teaching mathematics. This study will also examine the respondents’ level of performance in mathematics in terms of assessment, written works, and performance tasks to identify if there is a significant relationship between the extent of the utilization of the 2C2IR pedagogical approach and the respondents’ level of performance in mathematics. Based on the conclusions, future research may replicate this study using different schools with an increased number of respondents. Future researchers can make a training program as an output of the research based on the answers of the respondents. Future researchers validate the training program. Future researchers could use this study as their guide or reference for follow-up and future studies.

Indonesian’s Mathematics Teacher Comprehension Towards Geogebra

Numerous studies have mentioned that Geogebra provides positive impacts towards mathematics lessons and suggested to integrating this software into the classroom activity. In order to prepare the teacher for Geogebra integration, study for teacher comprehension of Geogebra is required as the basic for future study. This paper aimed to capture Indonesian mathematics teacher comprehension about Geogebra. This was descriptive study using survey method. The sample was 296 junior high school mathematics teachers. The teachers were asked to fulfilled the questionnaire to obtain their comprehension towards Geogebra. The results revealed that 50% teachers were at level 1 in understanding the features of Geogebra and more than half of them has never been utilized Geogebra in their mathematics lesson and never been construct an applet Geogebra as their instructional media. Those results suggest the urgency to provide the Geogebra training for mathematics teacher in order to enhace students comprehension towards Geogebra.

Analysis of the Impact of the Video Maker-Based PjBL Model on Motivation and Mathematics Learning Outcomes of Middle School Students: An Experimental Study

The purpose of this study was to determine the impact of the Video Maker-Based PjBL Model on the Motivation and Learning Outcomes of Junior High School Mathematics Students. The role of Mathematics teachers in using the PjBL (Project Based Learning) Model based on the use of Video Maker shows the importance of real context according to the situation in the environment by students themselves in thinking deeply to identify problems in learning so that the concepts received by students are more meaningful. This research is in the form of a quantitative experiment with the research subjects of VIII grade students at SMPN 1 Gumukmas-Jember, school year 2023/2024. The main objective in this study is to improve students' Learning Motivation and Mathematics learning outcomes (cognitive) of students. The data in this study are quantitative data obtained from tests of students' knowledge and understanding through questionnaire tests. The results of the t test and F test of the success of this study show: (1) the effect of the PjBL (Project Based Learning) Model Based on the Use of Video Maker on increasing student Learning Motivation is 5.469, (2) the effect of the PjBL (Project Based Learning) Model Based on the Use of Video Maker on increasing student learning outcomes is 8.007, and (3) the effect of the PjBL (Project Based Learning) Model Based on the Use of Video Maker on increasing student Learning Motivation and student Learning Outcomes together is 9.471. This means that the application of the PjBL (Project Based Learning) Model Based on the Use of Video Maker in increasing students' Learning Motivation and Learning Outcomes has a significant effect

ВЛИЯНИЕ ИСПОЛЬЗОВАНИЯ МЕТОДА ПЕРЕВЕРНУТОГОКЛАССА В СРЕДНЕЙ ШКОЛЕ

For many years, the school education system represented alecture-explanatory method of teaching and learning, where the teacher had therole of only an informer and lecturer. But with the development of our society,the goals and requirements of the education system began to change. Timerequires the inclusion in the education system of active learning methods, andinnovative pedagogical interventions to contribute to the development ofcognitive and higher-order thinking skills, and thereby protect students frompassive, unmotivated behavior. This paper analyses the impact of the implementation of a flipped teaching methodology in the school educationsystem on the motivation of students studying mathematics in high school. Themain purpose of the article is to confirm the effectiveness of the flippedclassroom in improving the academic indicators of students related to theirattitude - motivation in particular. Having chosen for the experiment a group of26 high school students, we conducted the statistical analysis. Taking the pretest and post-test consistent with 33 questions from the participants of theexperiment, using the analysis of the t-test, we revealed a significant increase inthe level of motivation among 9th-grade students. This article clearly shows thatthe techniques used in the flipped classroom have a beneficial effect on students'attitudes and motivation towards the subject.

Teaching and learning high-school mathematics via WhatsApp: teachers’ perspectives

AbstractWe investigated teachers’ perspectives about what opportunities for learning and teaching could be created using WhatsApp as a social network to help students prepare for the final secondary-school Bagrut (matriculation) exam in mathematics. Launched by the Ministry of Education and the Center for Educational Technology three months before the Bagrut examination, the “WhatsApp Bagroup” project was initiated to serve as an additional environment for learning mathematics. The formation of these WhatsApp groups was meant to provide an online review project during which teachers integrated blended learning, and students presented problems with which they were having difficulties. During this initiative, we applied a quantitative and qualitative research model to analyze the teachers’ points of view about what learning and teaching opportunities were created. The study used a mixed method, sequential explanatory procedure to acquire a complete understanding of the factors that constitute teachers’ perceptions of learning and teaching via the Bagroup project. Quantitative and qualitative data were collected using three tools: a questionnaire with Likert-type statements and open questions, informal semi-structured interviews, and observations of four Bagroup study groups conducted during the three-month period. Factor analysis revealed three categories regarding the Bagroup environment: factors that contribute to learner’s emotional needs, factors that promote learning, and factors that inhibit learning. The findings may have implications for distance and remote learning and teaching opportunities.

Discussion on the Skillful Use of Mind Maps in High School Mathematics Teaching

With the continuous development of China’s education, the social requirements for high school teaching are constantly improving. The teaching of high school mathematics is a key point in the high school curriculum, but also a major difficulty. Due to the strong logic and abstraction of the content of high school mathematics, some students find it very difficult to learn. In order to solve this problem, high school mathematics teachers can make use of mind maps to teach, so that students can exercise their thinking ability, and realize the improvement of comprehensive ability in mathematics. This paper analyzes the shortcomings of high school mathematics classrooms under the background of new curriculum reform and discusses the significance and methods of applying mind maps in high school mathematics classrooms, so as to put forward reasonable suggestions for realizing the efficient teaching of high school mathematics.

Blended Learning in Secondary Mathematics: Effects on Student Achievement and Knowledge Retention

This study explores the implementation of blended learning in high school mathematics education in Jordan. The primary objective is to develop a structured framework that integrates traditional classroom methods with digital learning tools to create a more dynamic and effective learning environment. Using a quasi-experimental design, this research evaluates the effectiveness of blended learning strategies in enhancing student understanding, engagement, and retention in mathematics. A sample of high school students from a single institution in Jordan was divided into experimental and control groups, with the former utilizing blended learning techniques and the latter following conventional teaching methods. The results demonstrate significant improvements in the mathematics achievement and retention rates of students in the blended learning group compared to the control group. The study also identifies key components and best practices for successful implementation, offering practical recommendations for educators and policymakers. These findings highlight the potential of blended learning to transform mathematics education by catering to diverse student needs and fostering a more engaging and personalized learning experience.

The cognitive alignment of mathematics teachers’ assessments and its curriculum

This study aims to explore how the cognitive level alignment between the teachers’ assessments and Mathematics curriculum in Indonesia related to students’ higher order thinking skills (HOTS) development. The study adopted a descriptive exploratory design with a qualitative approach. The participants of this study were 15 high school mathematics teachers from Malang City and the Nganjuk district. Data were collected from the results of the assessments and indicators of the mathematics curriculum used by teachers. The data collected were analyzed using Anderson & Krathwohl’s Taxonomy to determine the alignment of the cognitive level from assessments and curriculum. In the semi-structured interview session, we recorded teachers’ responses who were able to construct HOTS-based assessments. Our findings showed: i) mathematics indicators primarily targeted students’ thinking skills at the low cognitive level, namely applying; ii) teachers’ assessments were more dominant at the low cognitive level, and there was no assessment at create level; and iii) the alignment of the cognitive level was relatively low for the HOTS category. The study findings can be used to improve curriculum and assessment in education. They can also be used as reflections for Mathematics teachers on the importance of aligning the cognitive level, especially that develop students’ HOTS.

Exploring the Predictive Potential of Complex Problem-Solving in Computing Education: A Case Study in the Introductory Programming Course

Programming is acknowledged widely as a cornerstone skill in Computer Science education. Despite significant efforts to refine teaching methodologies, a segment of students is still at risk of failing programming courses. It is crucial to identify potentially struggling students at risk of underperforming or academic failure. This study explores the predictive potential of students’ problem-solving skills through dynamic, domain-independent, complex problem-solving assessment. To evaluate the predictive potential of complex problem-solving empirically, a case study with 122 participants was conducted in the undergraduate Introductory Programming Course at the University of Maribor, Slovenia. A latent variable approach was employed to examine the associations. The study results showed that complex problem-solving has a strong positive effect on performance in Introductory Programming Courses. According to the results of structural equation modeling, 64% of the variance in programming performance is explained by complex problem-solving ability. Our findings indicate that complex problem-solving performance could serve as a significant, cognitive, dynamic predictor, applicable to the Introductory Programming Course. Moreover, we present evidence that the demonstrated approach could also be used to predict success in the broader computing education community, including K-12, and the wider education landscape. Apart from predictive potential, our results suggest that valid and reliable instruments for assessing complex problem-solving could also be used for assessing general-purpose, domain-independent problem-solving skills in computing education. Likewise, the results confirmed the positive effect of previous programming experience on programming performance. On the other hand, there was no significant direct effect of performance in High School mathematics on Introductory Programming.

Conceptions of Differentiated Instruction: A Case Study of Junior High School Mathematics Teachers

Differentiated learning is a learning approach that adapts to the individual needs of students, both student readiness, interests, and their learning profile. Although this concept has been widely discussed, its implementation in mathematics learning still encounters many obstacles. This study aims to describe the conception of mathematics teachers towards differentiated learning and its implementation in supporting the Independent Curriculum. This research is qualitative research using questionnaires as a data collection method. The subjects of this study were 27 junior high school mathematics teachers in the city of Surakarta. Data is analyzed using qualitative analysis techniques including data reduction, data presentation, and verification/conclusions. The results showed that teachers' understanding of differentiated learning was good, both in theoretical concepts and implementation. However, teachers still face obstacles in design, limited learning time, classroom management, and limited knowledge on some aspects of differentiated learning. The study concluded that even though teachers already understand the concept of differentiated learning, they need further support to overcome existing barriers. The implications of this research point to the need for additional training and resources to support more effective implementation.

An Al-BERT-Bi-GRU-LDA algorithm for negative sentiment analysis on Bilibili comments

The number of online self-learning users has been increasing due to the promotion of various lifelong learning programs. Unstructured commentary text related to their real learning experience regarding the learning process is generally published by users to show their opinions and complaints. The article aims to utilize the dataset of real text comments of 10 high school mathematics courses participated by high school students in the Bilibili platform and construct a hybrid algorithm called the Artificial Intelligence-Bidirectional Encoder Representations from Transformers (BERT) + Bidirectional Gated Recurrent Unit (BiGRU) and linear discriminant analysis (LDA) to crunch data and extract their sentiments. A series of tests regarding algorithm comparison were conducted on the educational review datasets. Comparative analysis found that the proposed algorithm achieves higher precision and lower loss rates than other alternative algorithms. Meanwhile, the loss ratio of the proposed algorithm was kept at a low level. At the topic mining level, the topic clustering of negative comments found that the barrage content was very messy and the complexity of the course content was generally reported by the students. Some problems related to videos were also mentioned. The outcomes are promising that the fundamental issues underlined by the students can be effectively resolved to improve curriculum and teaching quality.

Studying the Opportunities Provided by an Applied High School Mathematics Course: Explorations in Data Science

This article reports on a multi-method study of a high school course in data science, finding that students who take data science take more mathematics courses than those who do not, there are more under-represented students in data science than is typical for other advanced mathematics courses; that the students who take data science are more positive about a future in STEM and they tend to be older. Analysis of writing from the students shows that students are very positive about the course, appreciating the relevance of the content, the opportunity to investigate ideas, the chance to learn challenging, applied content, and the opportunity to think creatively. In an assessment of data and functions given to students in data science and Algebra 2 courses, the students in data science scored at significantly higher levels.

An Investigation of Science And Mathematics Teachers’ Thoughts on STEM Education

This study examines the views of high school physics, chemistry, biology, and mathematics teachers on STEM education. The research uses a phenomenological research design. The sample involved three public high schools and eight teachers. Participants had prior experience and knowledge of STEM education. The experience of the participating teachers ranged from approximately 9 to 30 years. Data for the study were collected using a semi-structured interview form. The interview form consists of eight questions. As a result of the analysis of the interviews, 8 themes and 67 codes were categorized. Results reveal that the implementation of STEM will greatly contribute to the development of students and teachers. Many teachers think that STEM applications will be extremely effective in creating an environment where teachers can be motivated, develop projects and discover their students’ talents. Results show that many teachers do not get enough information about STEM seminars held at universities. In addition, it reveals that teachers have problems with time, equipment and classroom control during STEM practices.