Mathematics Teachers Research Articles

Metacognitive awareness and mathematics teaching anxiety on knowledge of content and teaching of pre-service mathematics teachers

The problem and the aim of the study. Anxiety while teaching mathematics is one key component that may influence both teaching and learning. By investigating the relationship between anxiety levels and metacognitive awareness, the result of such investigation is expected to be able to assist pre-service teachers in overcoming obstacles and developing confidence in their abilities to teach mathematics. Based on that, this study attempts to find out how metacognitive awareness and anxiety in teaching mathematics influence the knowledge of content and teaching of pre-service mathematics teachers. Research methods. The metacognitive awareness and mathematics teaching anxiety questionnaires were used to assess pre-service mathematics teachers’ knowledge of content and teaching as well as their teaching abilities. The research employed a mixed-method approach, which combines quantitative and qualitative research. The quantitative research sample consisted of 135 pre-service mathematics teachers, with 75 being females and 60 being males. In the next step, two research participants were randomly selected to investigate the impact of metacognitive awareness and mathematics teaching anxiety on topic knowledge and instruction in the qualitative research. The two selected subjects were selected based on their knowledge of content and teaching. One had high levels of metacognitive awareness and the other one had low levels of metacognitive awareness, as well as teaching anxiety in mathematics. Results. This study found that the impact of metacognitive awareness and mathematics teaching anxiety on knowledge of content and teaching was confirmed by a multiple linear regression analysis. The results of the multiple linear regression analysis using SPSS 25 showed the influence of metacognitive awareness (X1) and anxiety (X2) on knowledge of teaching and teaching (Y). The regression model Y = – 27,077 – 0.621 X1 + 1,205 X2. According to the results of the multiple regression test, pre-service mathematics teachers with high metacognitive awareness were able to maximize their existing knowledge of content and teaching, whereas those with low metacognitive awareness were unable to do so. Additionally, pre-service mathematics teachers with low mathematics teaching anxiety were able to employ effective ways to maximize knowledge of content and teaching, but pre-service mathematics teachers with high mathematics teaching anxiety struggled to convey knowledge of content and teaching. In conclusion, the study showed that pre-service mathematics teacher students with a high level of metacognitive awareness were more able to explore their understanding of material and teaching to prepare for teaching and learning activities effectively. On the other hand, pre-service mathematics teachers with low metacognitive awareness might find it difficult, as they might struggle with content understanding and instruction. Mathematics teaching anxiety was found to have a considerable negative impact on knowledge of content and teaching. High mathematics teaching anxiety can have an impact on both material understanding and teaching.

Pre-Service Mathematics Teachers' Performance on Reflection on Mathematics Teaching and Learning Using GeoGebra Programme

The advancement of applied mathematics founded upon information technology represents a pivotal aspect of contemporary mathematical development, with the integration of (IT) information technology into the mathematics curriculum becoming an indispensable necessity. The study of relevant IT-based courses by pre-service mathematics teachers will contribute to their professional development, as will their reflection on their teaching. This study combines the two, using 40 Master of Education students from a university as respondents and employing open-ended interviews to investigate the reflective performance of pre-service mathematics teachers in teaching mathematics after completing the GeoGebra course. Subsequently, the data were analysed from three perspectives: dimensions of reflection, level of reflection and degree of collaboration. The results were concluded as follows: 1. The dimensions of pre-service teachers' reflection was extensive but skewed, and reflection on the students' aspect was not yet evident; 2. The level of reflection was "describes only" (Level 1) and single-angle analytical (Level 2); 3. The degree of collaboration in teaching reflection was predominantly limited to "integration" and "self only"; 4. In conclusion, the GeoGebra programme can be considered an effective tool for assisting pre-service teachers in teaching mathematics. Therefore, it is suggested that: 1. It is recommended that higher education institutions reinforce the training of prospective mathematics teachers by incorporating pertinent GeoGebra courses into their curriculum. 2. Pre-service mathematics teachers should take the initiative to conduct learning, research, and reflection, and to improve their own awareness and ability to reflect, so that they can: (1) Strengthen their own mathematical knowledge and technical knowledge, and improve their own quality and professionalism; (2) Conduct multiple analyses by considering both teachers, students, and mathematics. knowledge reserves, improve their own quality and professionalism; (3) Pay attention to both group work and be able to think independently to identify problems.

Teaching aids usage and Generic Skills Acquisition in Mathematics Subject in Public Secondary Schools in Rwanda: A Case of Bugesera District

The research assess the extent to which various factors related to teaching aids usage are employed to enhance the acquisition of generic skills among students of mathematics in public secondary schools; identifies the specific generic skills in mathematics that students acquire as a result of using teaching aids in public secondary schools, and determines the relationship between the utilization of teaching aids and the acquisition of generic skills in mathematics in public secondary schools in Bugesera district, Rwanda. The study underscores the significance of teaching aids in improving mathematics education quality in Rwanda's public secondary schools, particularly in Bugesera district. By evaluating the impact of teaching aids on the acquisition of generic math skills, the study offers valuable insights for enhancing educational practices and informing evidence-based policy decisions using a mixed-methods approach that combines qualitative and quantitative data collection through case study and survey research designs. By capturing statistical trends and contextual insights from a targeted sample of 184 respondents, including mathematics teachers, head teachers, sector education inspectors, and students, the study provides a comprehensive understanding of how teaching aids influence student outcomes. Stratified and simple random sampling techniques were utilized to ensure the reliability and validity of the research. Data were collected through questionnaires, interviews, and observations. The study's internal consistency and accuracy were verified using the Content Validity Index (CVI) and Cronbach's alpha coefficient. Quantitative data were analyzed using descriptive and inferential statistics, while qualitative data were subjected to content analysis. Content analysis was used for qualitative data. Results indicate a significant integration of teaching aids into mathematics lessons, with 83.6% of respondents agreeing that these aids effectively enhance the acquisition of generic skills, reflected by a mean of 4.21 and a standard deviation of 1.16. Additionally, 60.9% of respondents agreed that the frequency of using teaching aids is sufficient to support skill acquisition, with a mean of 3.43 and a standard deviation of 1.21. The majority of respondents acknowledged the positive impact of teaching aids on students' motivation, engagement, and skill development, with 86.9% confirming their role in enhancing students' motivation to acquire generic skills. Moreover, 91.3% agreed that teaching aids engage students actively, fostering interest and participation in mathematics learning, as shown by a mean of 4.35 and a standard deviation of 0.56. However, 65.7% noted challenges related to the accessibility and availability of teaching aids, with a mean of 2.7 and a standard deviation of 1.57. Furthermore, the study has revealed a strong and positive correlations between the frequency, variety, and accessibility of instructional aids and the development of students' critical thinking, problem-solving, and logical reasoning skills.

Effect of Technology-Integrated Guided-Inquiry Approach on Geometry Learning of Preservice Mathematics Teachers

Effect of Technology-Integrated Guided-Inquiry Approach on Geometry Learning of Preservice Mathematics Teachers

Formation of Future Mathematics Teachers' Methodological Knowledge and Skills While Studying Mathematical Analysis at Peda-gogical Universities

Formation of Future Mathematics Teachers' Methodological Knowledge and Skills While Studying Mathematical Analysis at Peda-gogical Universities

Evidence of the need for developing an integrated model of mathematics teachers' readiness as agents of change

This study aims to identify the need to develop an integrated model of the readiness of mathematics teachers as agents of change. Teachers' readiness is crucial for the effectiveness of the teaching process and the enhancement of pedagogical innovation. This study employs a qualitative methodology. A semi-structured interview was conducted with 14 study participants to ensure that the proposed model fits the demands of users. This includes education and teaching experts from Malaysia’s southern and central regions. The interview data were transcribed and analyzed thematically using ATLAS.ti24 software. Results indicate a need to develop an integrated model of mathematics teachers' readiness as agents of change. All study participants emphasized the significance of addressing mathematics teacher readiness. Three main themes have been identified: (1) pedagogical needs, (2) strengthening mathematics teacher competence and (3) the configuration model as a guideline and checklist. The findings emphasize the importance of addressing mathematics teachers' readiness. An integrated model based on professional knowledge and pedagogical skills was proposed to support teachers in acting as agents of change. This study provides valuable insights for mathematics teachers and stakeholders. The findings indicate directions for future research particularly in the systematic development and design of the proposed integrated model which aims to enhance teacher readiness and pedagogical innovation.

PHÁT TRIỂN NĂNG LỰC GIAO TIẾP TOÁN HỌC CHO HỌC SINH LỚP 10 TRONG DẠY HỌC CHỦ ĐỀ PHƯƠNG PHÁP TỌA ĐỘ TRONG MẶT PHẲNG

Mathematical communication is one of the core competencies that needs to be formed and developed for students in the teaching of Mathematics in high schools. In this research, we have identified the manifestations of mathematical communication competence in 10th-grade students in teaching the topic “Coordinate Methods in the Plane”, based on a survey of opinions from 68 high school mathematics teachers in the provinces of Nghe An and Ha Tinh. Additionally, the research was also conducted with 32 10th-grade students who were assigned several learning tasks related to the topic “Coordinate Methods in the Plane”, with the aim of understanding the manifestations of students’ mathematical communication competence and the mistakes they made related to these manifestations. From there, propose several teaching methods to contribute to the development of mathematical communication competence in students in teaching this topic. Keywords: Mathematical communication competencies; 10th-grade students; coordinate methods in the plane.

Socio-Cognitive Factors Affecting the Behavioral Intention of Preservice Teachers to Use Educational Technology

In today’s fast-changing educational settings, technology integration offers the opportunity to enhance mathematics instruction. This study determines the significant socio-cognitive factors among preservice mathematics teachers (PMTs) affecting their behavioral intention toward the use of technology. A descriptive-correlational research design was employed with 130 participants. Revised UTAUT construct items and behavioral intention scales were utilized through survey forms. Findings revealed that the participants were more inclined to use technology in their pedagogical approach. The only socio-cognitive factors significantly affecting the participants’ positive inclination to utilize educational technology were performance expectancy, effort expectancy, and social influence. However, when controlling for the effects of the participants’ willingness to use technology, social influence became insignificant. Developing favorable impressions of technology’s effectiveness and ease of use may encourage greater technology integration in mathematics education.

SIGNS: A Tool in Enhancing the Skills of Grade 7 Students on Operation of Integers

One of the most problematic areas of mathematics over the years has been the operation of integers; students' problem-solving skills regarding the application of positive and negative signs on integers still need extra support in order to become proficient in it. The following action research was carried out to verify the efficacy of SIGNS in developing a solving capability among Grade 7 learners in studying operations of integers under the theme of feeling no good at math, specifically using a quasi-experimental design with a one-group pre-test and post-test research design. Grade size of the 40 students, who were purposefully selected from diagnostic test scores for participating in the study. The results of this study also showed that there was a significant gain in the solving skills of the learners, which could be observed from the computed mean and standard deviation. This is why there was such a big difference in the mean pre-test and post-test scores of these participants. Results also demonstrated that the intervention had a massive effect on participants' performance. With this, it is further suggested that mathematics teachers utilize SIGNS in teaching operations of integers as well as encourage school administrators to collaborate with the SIGNS team for resource development, such as guided notes and simulations supported by guided inquiry-based materials contextualized according to curricular standards and intended learner performances regarding solving of integer operations. Additionally, it is also advised that a study of the same type but more extensive in range be performed to improve SIGNS.

Contexts proposed by teachers in Papua for developing mathematics hots assessment instruments: A phenomenological study

The success of a school centers on teachers' ability to create well-aligned educational tools. The Merdeka Belajar curriculum requires adapting assessments, including Higher-Order Thinking Skills (HOTS) questions for real-world problem-solving scenarios. This study explored contexts proposed by teachers in Papua for developing Mathematics HOTS questions. A phenomenological approach within a qualitative framework was employed involving 24 mathematics teachers from public and private schools in focus group discussions. Participants included twenty teachers from Papua, two from Central Indonesia and two from Western Indonesia. Additionally, five teachers from Papua participated in in-depth interviews. Data was analyzed using Creswell’s model with Atlas.ti software. Teachers developed HOTS assessment instruments based on daily life, scientific and social contexts. However, no cultural contexts were incorporated into these instruments by the interviewed teachers. This study highlights the importance of teacher preparedness in aligning contextual learning with the Merdeka Belajar curriculum and reveals a significant gap in using cultural contexts for HOTS assessments among teachers in Papua. These insights contribute to the discourse on math education in Indonesia advocating for the integration of cultural elements into the freedom to learn initiative.

Shifting Towards Didactic Thinking Development as a Tool for Mathematics Teachers’ Agency

Shifting Towards Didactic Thinking Development as a Tool for Mathematics Teachers’ Agency

Research on the Cognitive Situation of Pre-Service Mathematics Teachers for Teaching Evaluation of High School Mathematics under the New Curriculum Standards in China

Research on the Cognitive Situation of Pre-Service Mathematics Teachers for Teaching Evaluation of High School Mathematics under the New Curriculum Standards in China

Articulating the Problems Encountered of Pre-service Mathematics Teachers in Conceptual Teaching Training

Articulating the Problems Encountered of Pre-service Mathematics Teachers in Conceptual Teaching Training

Evaluation of students’ performance in elective mathematics: The effect of high school students’ perceived difficulty of the subject

Perception has been attributed as a major cause of students' weakness in mathematics. Hence, this study evaluates its effect on student’s performance in the area of mathematics as an elective subject in some selected Senior High School (SHS) in Ghana. Mixed method research design that employed questionnaire with closed-ended and open-ended items were used in the collection of the data. Stratified sampling technique was used in selecting 300 students as sample for the study. Descriptive statistics and Multiple regression were used to analyse the quantitative data. Again, thematic analysis was used for the qualitative data. The findings showed that, SHS students perceived elective mathematics as a difficult subject. Nonetheless, they perceived the teacher-learner activities employed by their teachers in elective mathematics classroom as motivating. Further, they perceived as constructive, the teaching methods used by their elective mathematics teachers. In addition, the study revealed that students’ performance in elective mathematics was not significantly influenced by their perceived difficulty of elective mathematics, teacher motivation and teaching methods although the students expressed favourable dispositions towards these attributes. Thus, the need for Heads of High Schools, to do background check of students’ prior performance, interest and motivation in mathematics as a prerequisite condition for students to pursue elective mathematics is implied in this study. This could stem the tide in the students’ abysmal performance in elective mathematics. Implications for policy, practice and further research are discussed.

Engaging primary mathematics teachers in two private schools in South Sudan: A case study on student-centred teaching in problem-solving and mathematical discourse

The teaching and learning of mathematics in sub-Saharan African countries is dominated by teacher-centred pedagogies rather than student-centred ones. Observations of mathematics teachers at two private schools in South Sudan confirmed such practices. This inspired the researchers to design an intervention to help six primary mathematics teachers shift their practices through problem-solving and mathematical discourse. Design-based research methods were implemented, and data were gathered using observations supported by video and audio recordings and field notes. The participants were selected using convenience sampling, and the data were analysed using Stephan’s checklist of student-centred teaching as a framework. The findings revealed that initially, teachers were using tasks from textbooks, and the teachers themselves were engaged in solving the tasks while their students reproduced their actions. Additionally, all the teachers dominated classroom discussions. After the intervention, the teachers began to select tasks that could enhance learning through problem-solving and mathematical discourse among the students, shifting the teacher’s role to facilitation as the students engaged in solving the tasks on their own. However, the shift in practice was highly dependent on the intervention, as the teachers’ tasks were adopted from the workshop.Contribution: This study contributes to the literature on student-centred mathematics teaching in sub-Saharan Africa by providing insights into the factors that enable or hinder teachers’ adoption of student-centred approaches, and by suggesting ways to support teachers’ professional development and learning within their own contexts.

Penerapan Thinking Aloud Pair Problem Solving (Tapps) Setting Working Backward Pada Materi Belah Ketupat Untuk Meningkatkan Hasil Belajar Siswa

One common goal of learning mathematics junior high school students were included in the National Education Standards is that students have the competence to solve problems that include the ability to understand the problem , devised a mathematical model , solve the model , and interpret the obtained solution . This research is motivated by the low student math learning outcomes . This is because of the lack of creative educators in teaching mathematics so that math becomes fun. Based on those explanations, problem formulation in this research is 1)Is the application of Thinking Aloud Pair Problem Solving (TAPPS) setting working backward method into Rhombus topic able to improve learning activity of Class VII B students of MTs Miftahul Huda?; and 2) Is the application of Thinking Aloud Pair Problem Solving (TAPPS) setting working backward method into Rhombus topic able to improve learning result of Class VII B students of MTs Miftahul Huda. Meanwhile, the purpose of this research is 1) to find activity improvements of the students in the application of Thinking Aloud Pair Problem solving (TAPPS) setting working backward learning method into Rhombus topic in Class VII B MTs Miftahul Huda; 2) to find study result improvements after using Thinking Aloud Pair Problem solving (TAPPS) setting working backward method into Rhombus topic in Class VII B MTs Miftahul Huda. The research method is descriptive quantitative research method and classroom action research by data analysis technique. Based on this study result, students activity porcentage in first meeting was 87,5 % with ‘very active category’, while in second meeting the porcentage was 92,4 % with ‘very active category’. This result shows the improvement by 4,9%. Meanwhile, result analysis of students learning progress data based on data in Mathematics teacher, shows that comprehension porcentage of previous material reviews was 70,8 %, while comprehension porcentage of the last test is 87,5 %. It shows that there is improvement by 16,7 % in students comprehension at Mathematics and classically comprehensed. Based on research results and analysis, it can be concluded that 1) Aplication of TAPPS setting working backward is able to improve students activities in Class VII B MTs Miftahul Huda; and 2) Application of TAPPS setting working backward is able to improve study results of students in Class VII B MTs Miftahul Huda.

Mathematics Teachers’ Perceptions on the Use of Technological Tools in Teaching and Learning Practices in Selected Rwandan Secondary Schools

This article assessed one objective derived from an unpublished master's thesis with the title "Factors Constraining the Effective Application of Information and Communication Technology (ICT) in Teaching and Learning Mathematics: Case Study of Selected Secondary Schools in Rwanda." The objective of this study was to investigate how mathematics teachers perceive the use of technological tools in teaching and learning mathematics. Gregory's constructivist theory of perception served as the anchor for the research. A case study research design was adopted. The research focused on secondary school mathematics teachers in 10 selected Rwandan schools. Purposive sampling was employed to choose 20 mathematics teachers. Primary data was obtained through open-ended questionnaires along with semi-structured interviews, and thematic analysis was employed for data analysis. Study outcomes indicated that perceptions of mathematics teachers' of embracing technological tools are formed by their familiarity with technology, confidence in adopting it, and the help they get in incorporating it into their teaching procedures. The study concluded that teachers ought to participate in Continuous Professional Development (CPD) programs aimed at technological tools to enhance confidence and boost their integration into teaching. According to research, school leaders should ensure access to the most up-to-date technological resources and offer customized training to facilitate effective technology adoption in mathematics teaching. The study further suggested that Rwanda Basic Education Board (REB) and the National Examination and Schools Inspection Authority (NESA) should enforce extensive training programs, avail more resources in essential technological infrastructure, and boost research and best practices to encourage innovation. Additional research should broaden its context to include different perspectives, evaluate the long-term impact of technological tools on student outcomes, and assess the effectiveness of professional development programs.

Changes in Mathematics Teacher Training in Colombia

An analysis of the evolution of mathematics teacher training plans in Colombia is presented, taking the University of Tolima as a case study. The purpose is to analyse and describe the curricular changes in undergraduate mathematics teacher training at the University of Tolima. It is a descriptive, qualitative, ex-post-facto case study, based on the content analysis of curricular changes. Seven curricula approved between 1970 and 2020 were analysed. Interdisciplinary training experiences significant variations in the free choice of subjects and research topics across different study plans. There is evidence that the number of mathematics subjects has gradually decreased and in their place didactics and pedagogical practices have increased. The study contributes to a deeper understanding of the evolution and current state of the mathematics teacher education program at the University of Tolima, offering valuable insights for future curriculum development and educational policy-making.

Expressions of Trust: How University STEM Teachers Describe the Role of Trust in their Teaching

Positive teacher-student and student-student relationships are among the most significant factors contributing to learning, motivation, wellbeing, and graduation rates in higher education. Trust is commonly understood as a key element for the development and sustenance of positive educational relationships, yet relatively little empirical research investigates trust in higher education classrooms. In this study, we explore how science, technology, engineering and mathematics (STEM) teachers (n=29) from universities in four countries (Canada, New Zealand, Sweden, and USA) describe their intentions and actions related to trust in one of the large enrollment courses they teach. We consider the ways that teachers understand and value trust in their teaching, and what this might suggest about how they approach trust-building with and among their students. We report on four broad approaches to trust expressed by teachers in this study, framed as teacher statements to students: “trust me,” “trust yourself,” “trust each other,” and “I trust you.” This research has implications for teachers, SoTL scholars, and academic developers in higher education.

Epistemic emotions and pre-service mathematics teachers’ knowledge for teaching

Affective and cognitive processes may be jointly researched to better understand mathematics learning, paying special interest to emotions related to knowledge acquisition. However, it remains necessary to explore these processes in studies linked to the education of pre-service mathematics teachers. This study aims to characterize epistemic emotions in different practices linked to the practice of mathematics teaching: problem-solving, anticipating what would happen with the students and reflecting on classroom implementation. It considers the theory of Mathematical Working Spaces to describe the mathematical and cognitive dimensions generated by epistemic emotions, paying special attention to the cognition-affect interaction and the workspace created. The results indicate that the epistemic emotions of the pre-service mathematics teachers associated with the distinct practices were different. Differences are observed in the interaction between emotions and cognitive epistemic actions, depending on whether the pre-service mathematics teachers analyze them within the framework of their own solving or anticipate them in their students. This reveals how personal work relates to what is considered to be suitable for students. Specifically, certain antecedents and consequences have been specified for the emotions of surprise and boredom in relation to the characteristics of the optimization problems and the cognitive activity of the subject when solving them. These results highlight the need to enhance the education of pre-service mathematics teachers through training that helps regulate their epistemic emotions and model effective strategies for regulating their own emotions and those of their students.