School Mathematics Teachers Research Articles

Application of artificial intelligence in the teaching and learning of mathematics: Implication for achievement and retention

Advances in technology, particularly artificial intelligence (AI), offer opportunities to enhance teacher-student communication and improve learning outcomes in mathematics. This study investigates the impact of AI integration in mathematics education on student achievement and retention. The population comprised of 4204 Senior Secondary Three (SS3) in Owerri Municipal Council of Imo state Nigeria. A randomized controlled trial design was employed, with pre- and post-testing of 72 sample students selected through stratified simple random sampling and purposive sampling from a private school in Owerri, Imo State. The Mathematics Aptitude Test (MAT) was used to assess student learning, with a reliability coefficient of 0.74. Descriptive statistics and Analysis of Covariance (ANCOVA) were used to analyze the data. The results show that students who learned geometry with AI did not outperform those who learned without AI. Moreover, the retention rate of students taught without AI was higher. No significant differences were found in achievement and retention rates between boys and girls learning geometry with AI. These findings suggest that teachers and students should explore effective ways to leverage AI in mathematics education. Based on the findings, it was recommended that researcher recommended that activity-based classroom should be encouraged in the teaching and learning of mathematics, the use of AI in the teaching and learning of mathematics in secondary schools should be done under closed monitoring, and that improved technologies should be provided for both teacher and students for effective application of AI.

ANALISIS TEORI BELAJAR KOGNITIF DAN IMPLIKASINYA DALAM PEMBELAJARAN MATEMATIKA DI SD

This research aims to analyze the cognitive learning theories proposed by Jean Piaget, Jerome Bruner, Robert Gagné, and David Ausubel, as well as their implications in elementary school mathematics education. The subjects of this research are 4th-grade elementary school students at SDIT AL-IMAN Bojongsari Depok, Indonesia. The research instruments used include literature documentation, interviews, questionnaires, and observations. The research data were analyzed using thematic analysis methods to identify patterns and main themes that emerged from the qualitative data. Data triangulation was conducted by combining results from various research instruments to validate the findings. The results of the analysis show that the application of these cognitive theories can enhance students' understanding of mathematical concepts, problem-solving skills, and learning motivation. Cognitive learning theories in elementary school mathematics education have significant implications for both teachers and students. By applying these theories, mathematics education in elementary schools can become more meaningful, effective, and enjoyable for students. This will help students develop their thinking skills and prepare them to face future challenges

ChatGPT: A Game Changer in Junior High School Mathematics Teaching

ChatGPT: A Game Changer in Junior High School Mathematics Teaching

A systematic review of the implementation of STEAM education in schools

This study aims to conduct a systematic review of the implementation of science, technology, engineering, art, and mathematics (STEAM) education in schools. Based on this aim, the study sought to identify the implementation of STEAM-based education and the impact of STEAM-based education using a systematic review approach. Fifteen articles were selected from the Scopus database based on inclusion and exclusion criteria. The data was analyzed using a systematic review approach. The results showed that all articles were published after 2019 and that these articles used different teaching methods to implement STEAM education. In addition, the results showed that implementing STEAM education focused on three dimensions. These are the effects of STEAM education on learning performance, affective factors, and development skills. The results show that implementing STEAM education in schools positively affected learners’ learning achievement, affective factors, and development skills. Overall, STEAM education can help learners develop their learning outcomes. In light of our findings, we suggest implications for educational research on implementing STEAM education and further research.

Study on the Role and Problems of Learning Feedback in Primary School Mathematics Classroom Teaching

In education, learning feedback has received widespread attention as an important means to improve students' learning outcomes. However, implementing feedback in primary school mathematics classrooms is still insufficient. Problems such as inadequate feedback and inappropriate feedback seriously affect students' learning outcomes and the development of mathematical thinking. This paper takes primary school mathematics classrooms as the research background and systematically analyzes the current feedback status and problems. The paper also explores the causes of insufficient and inappropriate feedback, especially the impact of tight class time and insufficient teacher feedback skills. The research shows that optimizing feedback strategy is the key to improving the quality of primary school mathematics teaching. Based on the analysis results, this paper makes the following recommendations: combining clear feedback goals with inquiry-based teaching, diversified feedback methods adapted to the level of inquiry, combining precise feedback content with assessment type, adjusting feedback timing and frequency, and improving teachers' feedback skills. The application of these strategies can effectively solve the feedback problem in primary school mathematics classrooms and provide a reference for teaching reform in primary school mathematics.

Challenges faced by Ukrainian students learning mathematics in UK schools

ABSTRACT Previous research on how UK schools can meet the needs of refugee students has not focused on Ukrainian refugee students’ learning of mathematics. This group faces specific challenges, simultaneously studying different mathematics curricula, face-to-face in the UK and by distance in Ukraine. We examine the experiences of Ukrainian refugees in UK secondary schools, focusing particularly on their mathematics learning. We interviewed students aged 11–17 years (N = 23) and their parents (N = 18), and conducted an online survey of mathematics teachers (N = 21) who had recent experience teaching Ukrainian refugee students in the UK. We highlight specific challenges, including language barriers, motivation and social-emotional issues, as well as specific mathematical and organisational issues. We explore the differences in mathematics teaching and learning in schools in the UK and Ukraine and identify the main issues perceived by mathematics teachers when teaching mathematics to Ukrainian students in UK schools.

Characteristics of Effective Elementary Mathematics Instruction: A Scoping Review of Experimental Studies

Considering that the teaching of mathematics in elementary school is an important prerequisite for the development of mathematically literate citizens, it is essential to identify what makes it effective. The aim of this study is to determine the characteristics of effective interventions in elementary school mathematics education. To this end, a scoping review was conducted that included 44 experimental studies published between 2014 and 2023. Through a qualitative analysis of the intervention descriptions, we identified 27 characteristics, which were categorized into nine thematic units. We found that, on average, seven characteristics were used per intervention. The results of this study suggest that effective elementary school mathematics instruction should foster students’ conceptual understanding and procedural fluency through problem-solving, active learning, and mathematical games. This can be achieved through a dynamic alternation of whole-class instruction and cooperative and individual learning with the use of manipulatives and visualizations to reach the level of abstraction. Considering that the analyzed interventions rarely addressed students’ common errors and critical thinking, future research could focus on these aspects in elementary school mathematics education.

Research on High School Mathematics Teaching Strategies Based on the ARCS Model

As educational technology advances, traditional teaching models no longer fully meet the learning needs of contemporary high school students. More educators are recognizing that strong learning motivation can inspire positive learning attitudes in students, and robust enthusiasm for learning can significantly improve learning outcomes. This is particularly true for mathematics, a subject that heavily involves abstract thinking, where students’ motivation levels are typically moderate to low. Thus, stimulating students’ learning motivation has become an indispensable issue in educational activities. Through the analysis of the ARCS motivation model and integrating specific teaching practices to refine and adjust the model’s four aspects, this paper aims to assist educators in enhancing teaching effectiveness and boosting students’ interest in learning.

Sikuadrat: Mathematics learning media with the Merdeka flow in solving quadratic equations and functions

The use of smartphones in education, particularly in mathematics learning for high school students, is becoming more prevalent as most students are familiar with Android-based devices. However, despite widespread access to smartphones, not all students utilize them as learning tools, and there remains a lack of engaging and interactive learning media tailored for this platform. This study aimed to develop and assess the effectiveness of "Sikuadrat," a mobile-based learning media focused on quadratic functions and equations. The media employs the MERDEKA instructional flow, designed to facilitate student engagement and understanding in solving quadratic equations. The development process followed the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model. Data collection involved observations, interviews, documentation, and questionnaires, conducted with high school students and mathematics teachers at SMA 1 Klaten, Indonesia. The media's practicality and effectiveness were evaluated based on feedback from the participants. Results show that Sikuadrat is a highly valid and practical tool for enhancing the learning experience in mathematics, particularly for topics related to quadratic functions and equations. The media not only supports interactive problem-solving but also aligns with the instructional goals of mathematics education in high schools. In conclusion, Sikuadrat offers a valuable solution for integrating technology into mathematics learning and is suitable for implementation in high school curricula to support students’ mastery of quadratic functions and equations, making it an effective and accessible learning tool for smartphone users

Feasibility Analysis and Application of Integrating Group Reading into Middle School Mathematics Teaching—From the Perspective of Curriculum Creation

Feasibility Analysis and Application of Integrating Group Reading into Middle School Mathematics Teaching—From the Perspective of Curriculum Creation

Impact of teaching style on perceived mathematics achievement of elementary education preservice teachers: the mediating roles of attitude and math self-concept

Teaching style has long been recognized as a factor influencing students’ achievement, particularly in subjects like mathematics. However, its impact on aspiring elementary mathematics teachers, often considered generalists, remains relatively underexplored. Based on the theoretical underpinning of self-determination theory, the paper examines how teaching style (autonomy support and structured), attitude towards mathematics, and math self-concept form part of the overall variations of perceived mathematics achievement of 444 preservice elementary teachers in the central Philippines. In this paper, autonomy support and structure form a second-order construct of teaching style, while attitude and math self-concept serve as mediating variables toward perceived mathematics achievement. Partial least squares-structural equation modeling demonstrated the statistical significance of all five hypothesized paths and identified two partial mediation effects within the examined relationships. This study sheds light on the importance of teaching style in promoting positive attitudes, math self-concepts, and perceived mathematics achievement among preservice elementary teachers, which has implications for the quality of mathematics education in elementary schools. Implications for teacher training programs for elementary education are discussed, and future research directions are suggested.

Ретроспективний огляд дисертацій українських дослідників з теорії і методики навчання математики

In this article, we conduct a retrospective review of dissertation research by Ukrainian mathematics educators in the field of 13.00.02 Theory and Methodology of Mathematics Education, covering the historical period from the mid-20th century to 2024. We consider this review useful for substantiating the need for knowledge about the development of methodological science (mathematics) in the process of forming the methodological competence of future mathematics teachers. Referring to the creative scholarly contributions of prominent Ukrainian mathematics educators and highlighting their methodological views in the context of historical epochs serves as an effective tool for researching and reconstructing facts about methodological science. Specifically, we provide a concise analysis of dissertations (Hlushkov P.M. (1952), Hichiy O.F. (1960), Danyliuk P.F. (1971), L.V. Kuzmych (1998)), which explore specific historical aspects of the development of Ukrainian methodological science. The information we collected about the number of dissertation studies conducted in Ukraine in various research areas during the historical period from the mid-20th century to 2024 is reflected in a table. We analyzed the topics of nearly 300 dissertations. In our study, the analysis of dissertation topics performs several functions: to identify the achievements of Ukrainian methodology in mathematics education as a science, to clarify the main trends in research on the didactics of mathematics over different time periods, and to determine the relevance and level of research on the history of the development of Ukrainian methodological science. Reform processes in the field of school mathematics education since the second half of the 20th century are interconnected with the results of dissertation research in the specialty 13.00.02 Theory and Methodology of Mathematics Education conducted in Ukraine during this period. The quantitative analysis of dissertation research conducted in Ukraine in various research areas allowed us to clarify the relevance of dissertation topics over different time periods and, accordingly, the trends in the development of the theory and methodology of mathematics education in Ukraine. Turning to the national methodological heritage and understanding contemporary national achievements in methodological science has significant scientific and practical importance, as it is a vital component in forming the national-patriotic consciousness of teachers and should contribute to the development of the methodological culture of creative mathematics educators.

An overview of education at middle and high schools in Iraq: A summary on the case of mathematics

This brief investigation dives into the landscape of general education and mathematics instruction in Iraq's middle and high schools to provide insight into many facets of the educational system. The talk covers essential educational themes by giving an overview of general education and mathematics teaching and learning, emphasizing the issues faced and untapped potential within the Iraqi school system. This review aims to delve into the complexities of the current condition of general and mathematics teaching in these institutions, offering significant insights that go beyond surface-level examination. This investigation aims to identify existing barriers and prospective areas for reform and progress. This results in a better knowledge of the dynamic elements impacting general education and mathematics instruction in Iraq's middle and high schools.

Study on Secondary School Mathematics Teaching Based on Blended Teaching Model in China

Blended teaching is of great significance for improving the quality of secondary school mathematics teaching and students' interest in learning mathematics. In recent years, some scholars have done research on the blended teaching model of secondary school mathematics, but there has not been any literature to sort out and summarize them. In order to determine the aspects included in the current research on secondary school mathematics teaching based on blended teaching, and to identify the deficiencies in the current research. This paper adopts the method of literature analysis to analyze the previous studies. That's 14 articles in all and draws the following conclusions: (1) Previous research mainly focuses on five aspects, the analysis of the current situation, the connotation of blended teaching, the advantages and significance of blended teaching, the implementation strategy of blended teaching in secondary school mathematics, and specific cases. (2) The research methods are relatively single, mainly qualitative research and less quantitative research. (3) The researchers are mostly teachers in secondary schools, and there are fewer studies by university professors and educational experts. (4) The research content are similar, most scholars have divided the blended teaching into three phases: before, during and after class, respectively, starting from how to do it online and offline, and the combination of online resources and offline teaching is shallow. (5) There are still some blank spots to be researched. For example, the challenges and deficiencies of blended teaching in secondary schools in China and how to deal with them; how blended teaching should be carried out in rural and remote areas; how to evaluate under blended teaching of mathematics in secondary schools. Therefore, it is necessary for future research to conduct deeper research on secondary school mathematics teaching under blended teaching with diversified research methods.

The Foundations for the Current Development of National Mathematical Education, Laid by its Leaders in the 20th Century

The work analyzes the views on the development of mathematical education by G.V. Dorofeev and other leading Russian researchers of school mathematical education of the 20th century, including V.V. Firsov and A.Ya. Khinchin. Important for them were the idea of “humanitarianization of mathematical education” and the related concept of “education in mathematics”, in modern terminology – about meta-subject and personal results achieved in a mathematics course. The central areas of humanitarization of mathematical education are logic and language, rational thinking, and effective communication. Within the framework of these ideas, the importance of including in a mathematics course problems that “don’t know how to solve” (for a student who is offered such a problem), unexpected, shallenging, creative ones is considered. In the context of the ongoing digital transformation of education, the role of such tasks is increasing, and the role of routine, standard tasks is decreasing – they can be quickly and accurately solved using a computer. Respectively student and teacher resources can be reallocated. Another important concept discussed in this article is differentiation. There are different interpretations of this concept, common to which is the leading role of the student. The most important thing is “level differentiation”. This concept was introduced by V.V. Firsov in the 1980s. The central element of this concept is that each student achieves all intended goals. It obviously follows from this requirement that goals must be personal for each student. The simplest and most useful option seems to be one in which the goal is adapted to the student’s initial level, abilities and motives. In the context of the digital transformation of schools, the ideas of G.V. Dorofeev and his associates can be fully implemented in the education systems of the Russian Federation and the Republic of Kazakhstan.

Can learning a new language make you better at maths? A meta-analysis of foreign language learning and numeracy skills during early adolescence

Abstract This systematic review and meta-analysis explore the correlation between foreign language instruction and mathematical skills in young adolescents, highlighting the significance of high school mathematical education and the adaptability of the adolescent brain. Focused on students starting second language programs between ages 8 and 13, following PRISMA guidelines, this review included 25 studies (1978–2020) with 785,552 participants. Using a random-effects model, the overall effect size revealed a statistically significant relationship between our variables, indicating a threefold higher likelihood of passing or achieving higher grades in mathematical tests for language-learning students. Moderating variables analyses identified socioeconomic status (SES) and intervention length as influencers of observed heterogeneity, with SES being the primary factor. Sensitivity analyses, including adding potentially missing studies and removing outliers, confirmed the robustness of the overall effect. Nonetheless, additional research is needed to enhance global diversity and comprehensively understand the interplay between language learning and cognitive function.

비와 비율 개념 지도에 대한 초등수학 교과서 분석: 2015 개정 초등수학 교과서를 중심으로

Objectives The purpose of this study is to analyze how prior knowledge is utilized in introducing the concept of ratio and how context is utilized in introducing the concept of rate in 11 elementary school mathematics textbooks according to the revised 2015 curriculum, and to derive implications for teaching ratio and rate based on this. Methods From prior research, we derived the prior knowledge(subtraction comparison, division comparison, orrespondence relationship, multiple-batches perspective) that can be utilized in the introduction of the concept of ratio and the form of context utilization(whole-part rate, part-part rate, rate of two equal quantities) in the introduction of the concept of rate, and based on this, we analyzed the ratio and rate sections of 11 textbooks. Results In the introduction of the concept of ratio, 7 out of 11 textbooks were classified into passive use of subtraction comparison-division comparison, 2 textbooks were classified into active use of subtraction comparison-division comparison, 1 textbook was classified into subtraction comparison-division comparison and utilization of correspondence relationship, and 1 textbook was classified into utilization of multiple-batches perspective and correspondence relationship. In the introduction of the concept of rate, 8 out of 11 textbooks utilized the whole-part rate, 2 textbooks utilized the part-part rate, and 1 textbook utilized the context of the rate of two equal quantities. Conclusions This study confirmed that the 2015 revised elementary school mathematics textbooks attempted various approaches in introducing the concepts of ratio and rate, and the results of this analysis provide implications that can contribute to increasing the effectiveness of learning ratio and rate in elementary school mathematics education.

The Correlation between Students' Problem-Solving Abilities and Their Mathematical Thinking in High School Mathematics Education

Purpose of the study: The aim of this study is to explore the relationship between students' problem-solving abilities and mathematical thinking, and to identify how these two abilities can support each other in the development of holistic mathematical skills in secondary education. Methodology: This study uses quantitative methods with correlational and survey designs. The instrument used is a written test, consisting of story questions and multiple choices. Data collection is done through structured observation and documentation. The software used for data analysis is SPSS, with descriptive and inferential statistical analysis techniques, including the Pearson correlation test and simple linear regression test. Main Findings: The results of the study showed that there was a strong and significant relationship between problem-solving ability and mathematical thinking of students in grades 11.F1 (r = 0.74, p = 0.001) and 11.F3 (r = 0.68, p = 0.003). Problem-solving ability was also shown to predict mathematical thinking with a significant effect (R² = 0.55, p = 0.001). The problem-solving factor can explain 55% of the variance in students' mathematical thinking. Novelty/Originality of this study: This study shows a strong correlation between secondary school pupils' mathematical thinking and problem-solving skills, particularly when it comes to number-related content. The study's originality is the finding that students' problem-solving skills can anticipate how their mathematical thinking will evolve, offering fresh perspectives for creating learning models that would simultaneously improve both abilities.

The Influence of a Realistic Mathematical Approach on Student Learning in Elementary Schools

This study investigates the impact of the Realistic Mathematics Education (RME) approach on students' critical thinking skills and learning outcomes in elementary schools. The research employs a literature review method by analyzing findings from previous studies, including experimental and quasi-experimental designs. The RME approach, characterized by its emphasis on real-world problems and contextual learning, enables students to connect mathematical concepts with practical applications, fostering critical thinking and problem-solving abilities. Various studies indicate that students using the RME approach exhibit significantly improved critical thinking skills compared to those taught using conventional methods. For example, one study showed an increase in the average critical thinking score from 63.29 to 80.29, with a significance value of 0.001 < 0.05, confirming the approach's effectiveness. Additionally, students demonstrated the ability to apply mathematical formulas in daily life and actively engage in learning activities, leading to higher academic achievement. The analysis highlights three key aspects of the RME approach: its ability to transform abstract concepts into relatable experiences, its adaptability to diverse student needs, and its effectiveness in promoting active participation. These attributes make RME a viable alternative for improving mathematics education in elementary schools. In conclusion, the RME approach provides a practical and effective solution for enhancing students' critical thinking skills and mathematical understanding, bridging the gap between theory and real-world application. This study recommends integrating the RME approach into mathematics curricula to achieve more meaningful and engaging learning experiences for elementary students.

Effectiveness of Using Ludo Game-Based Learning Media to Improve Understanding of Spatial Building Concepts in Elementary School Students: Literature Review

Understanding the concept of spatial structures is a significant challenge in elementary school mathematics education due to its abstract nature. This study aims to evaluate the effectiveness of Ludo game-based learning media in enhancing students' understanding of spatial concepts. This research uses a literature review method to analyze various previous studies using game-based media to teach spatial concepts. The findings indicate that Ludo games significantly improve students’ cognitive understanding by visualizing abstract concepts more concretely, fostering active and interactive learning, and reinforcing concepts through repetition. Additionally, this medium enhances students' learning motivation and spatial skills. However, its implementation faces challenges, such as diverse student abilities, limited classroom time, and the need for teacher training to integrate the games into the curriculum. These findings highlight the substantial potential of Ludo games in addressing difficulties in mathematics education, particularly in understanding spatial concepts. This study recommends integrating game-based media into teaching strategies to create a more engaging and effective learning environment.