Mathematics Education Program Research Articles

TPACK competence of mathematics education students in designing constructivist learning

The problem and the aim of the study. This study examines mathematics education students' TPACK (Technological Pedagogical Content Knowledge) and constructivist learning skills. The major issue is mathematical education students' ability to integrate technology, pedagogical expertise, and mathematical content knowledge in a constructivist learning setting. The study topics include how well students employ constructivist ideas in learning design, how technology supports mathematics learning, and what variables impact their TPACK abilities. By studying it more, this research may help enhance the mathematics education curriculum and teacher training to meet 21st-century education needs. Research methods. Qualitative case study research is used in this work. 23 students of the mathematics education program at Universitas Negeri Surabaya were selected. After observing students in constructivist mathematics learning design activities, in-depth interviews were conducted to understand better their views on TPACK and the constructivist approach, and their learning plans were analyzed. Students' TPACK abilities in constructivist learning will be assessed using thematic and triangulated data analysis. The research findings may help explain the problems and opportunities of constructing a mathematics education curriculum, particularly when merging TPACK and constructivist techniques. Results. The average TPACK competency of math education students is 78.4%, according to studies. According to the TPACK component analysis, students scored 85.2% on the Technology Knowledge Test (TK), 79.6% on the Pedagogical Knowledge Test (PK), and 75.8% on the Content Knowledge Test (CK). However, CK component proficiency varied, suggesting mathematical content knowledge should be improved. In-depth interviews showed that students with formal educational technology training or courses had higher TPACK ratings (M = 82.1%) than those without (M = 76.3%). These data show that formal education and training improve TPACK abilities. To optimize the constructivist method, the CK component must be improved. This research shows that technology integration and mathematics subject mastery are crucial to constructivist learning curricula and training programs for mathematics education students. Conclusion. The constructivist learning TPACK skills of mathematics education students are examined in this study. Students demonstrated technology integration, instructional competency, and mathematical topic knowledge with an average TPACK score of 78.4%. According to TPACK component analysis, pupils have good technical skills (TK) but varied mathematics topic knowledge. TPACK scores are higher for technology education students, demonstrating the role of formal learning in competency. These findings show that CK needs to include constructivism better. In conclusion, comprehensive training and mathematical content additions can improve students' TPACK skills, enabling constructivist technology usage. These insights may assist in improving mathematics curriculum and training.

View of Pre-Service Teacher Regarding Math and Science Literacy

As future teacher candidates, pre-service teachers must have good mathematical and scientific literacy. Therefore, this study aims to describe the prospective of teacher students’ mathematical literacy and scientific literacy. This type of research is a qualitative descriptive study with deep interview techniques. A total of 8 studentteacher candidates from the mathematics education, biology, and chemistry education study programs were selected to be interviewed. The results showed that students equipped with an understanding of mathematical literacy and scientific literacy in literacy-related programs and literacy lectures responded positively. Keywords: teacher regarding, math literacy, science literacy

Impacts of a continued Mathematics Education program on teaching practice in public schools of Jaguariaíva, Paraná

This article investigates the effects of a continuing education program in Mathematical Education for early elementary school teachers in Jaguariaíva, Paraná. The research, carried out within the Postgraduate Program in Science and Mathematics Teaching at Lutheran University of Brazil, adopted a qualitative approach, using questionnaires, reports, and observations. The training program, grounded in the National Common Curricular Base (BNCC) and school demands, emphasized playfulness and the use of digital technologies. The results showed positive impacts on teaching practices, including the acquisition of skills for remote teaching during the Covid-19 pandemic. The importance of the BNCC and continuous education to enhance pedagogical practice and the curricular of initial education courses is highlighted.

Integrating Cardiovascular Engineering and Biofluid Mechanics in High School Science, Technology, Engineering, and Mathematics Education: An Experiential Approach.

Science, technology, engineering, and mathematics (STEM) education workshops and programs play a key role in promoting early exposure to scientific applications and questions. Such early engagement leads to growing not only passion and interest in science, but it also leads to skill development through hands-on learning and critical thinking activities. Integrating physiology and engineering together is necessary especially to promote health technology awareness and introduce the young generation to areas where innovation is needed and where there is no separation between health-related matters and engineering methods and applications. To achieve this, we created a workshop aimed at K-12 (grades 9-11) students as part of the Summer Youth Programs at Michigan Technological University. The aim of this workshop was to expose students to how engineering concepts and methods translate into health- and medicine-related applications and cases. The program consisted of a total of 15 h and was divided into three sections over a period of 2 weeks. It involved a combination of theoretical and hands-on guided activities that we developed. At the end of the workshop, the students were provided a lesson or activity-specific assessment sheet and a whole workshop-specific assessment sheet to complete. They rated the programs along a 1-5 Likert scale and provided comments and feedback on what can be improved in the future. Students rated hands-on activities the highest in comparison with case studies and individual independent research. Conclusively, this STEM summer-youth program was a successful experience with many opportunities that will contribute to the continued improvement of the workshop in the future.

Students' Proficiency in Computational Thinking Through Constructivist Learning Theory

This study aims to assess students' mathematical computational thinking skills in the Mathematics Education program, focusing on the constructivist learning paradigm. The primary objective of this study is to investigate the impact of the constructivist learning approach on enhancing students' mathematical computational thinking skills. This study is a qualitative descriptive research that investigates students' learning process in the context of acquiring computational understanding and applying computational principles in mathematics education. The study was conducted in the Department of Mathematics Education, focusing on students enrolled in the Algebraic Structure course during the academic year 2023/2024. A total of 34 students were included as the subjects of this investigation. The study's findings offer a valuable understanding of the efficacy of the constructivist learning paradigm in enhancing the mathematical computational thinking abilities of Mathematics Education students. The findings indicated that the students' overall mathematical computational thinking proficiency was satisfactory. Additionally, prior mathematical knowledge was found to have a differentiating effect on students' mathematical computational thinking ability, particularly within the context of constructivism learning theory.

The supervised curricular internship with the perspective of playfulness that can produce differentiated practices

This article presents reflections made in the ongoing master's research, linked to the Graduate Program in Mathematics Education (PPGEMAT) of the Federal University of Pelotas (UFPel), which is linked to the Research Group on Teaching and Professoralities. The aim of this work is to understand what concept of playfulness (ludicity) may be - or is present - in the initial training of mathematics undergraduates, in the subjects that precede the Compulsory Supervised Curricular Internship (ECSO). At UFPEL, the ECSO takes place in the final years of elementary school and secondary school, in local public schools. This perception is being built up through the researcher's monitoring of the subjects that precede the internship, with class regency in public schools and the monitoring of academics in teaching practice. It has already been possible to see that these future teachers have developed activities with playfulness within the space offered by the schools, from the perspective worked on in some subjects prior to the Supervised Curricular Internship. The research adopted a qualitative approach and the first analyses are demonstrating the potential of playfulness in initial training.

Conceptualization of Out-of-School Mathematics Education

Out-of-school mathematics education is a relatively new domain. This paper examines learning environments in out-of-school mathematics education, where teachers play a role. These environments fall into three major categories: (a) real-life settings (working places, outdoor environments, daily life settings like home), (b) designed learning environments (e.g., museums, libraries, zoos), and (c) outside classroom settings in schools (e.g., school gymnasiums, art studios). This study highlights interchangeable use of “non-formal” and “informal” education by researchers and raises concerns regarding potential conflicts between informal education programs that employ formal approaches and the inherent nature of informal mathematics education. As a solution, this paper proposes using La Belle’s matrix (1982) to analyze current out—of-school mathematics education programs and identify their educational approaches. This contribution will broaden the conceptualization of out-of-school mathematics education and guide future research by examining critical issues.

The resolution of quadratic inequality problems in mathematics: Discrepancies between thought and action

This research explores the intricate relationship between students' cognitive processes and problem-solving approaches, explicitly focusing on misconceptions in solving quadratic inequalities. This study was conducted among 179 undergraduates in a mathematics education program in Malang, East Java, Indonesia; this mixed-method concurrent explanatory sequential design research employed the DISC questionnaire and quadratic inequality assignments. The DISC questionnaire categorized respondents into Dominance, Influence, Steadiness, and Conscientiousness. Data were generated from these pre-service teacher responses to the questionnaire, task assignment, and follow-up interviews to solicit information. Purposive sampling facilitated in-depth interviews, providing nuanced insights into the interplay between personality types and mathematical misconceptions. The quantitative data analysis results show a significant association between personality type and the type of error experienced by students when completing an open-ended task about quadratic inequalities X2(12) = 26.836, p = 0.008, V = 0.224. Meanwhile, qualitative data analysis findings reveal patterns associating personality types with specific misconceptions. Dominant traits are linked to theoretical misconceptions, while Influence and Conscientiousness traits correspond to conceptual misconceptions. Additionally, Steady traits are associated with classification misconceptions. This study contributes novel perspectives to mathematics education by exploring the influence of personality on mathematical cognition. The aim is to inform tailored teaching strategies for optimized learning outcomes, addressing persistent barriers posed by misconceptions in quadratic inequalities.

The resolution of quadratic inequality problems in mathematics: Discrepancies between thought and action

This research explores the intricate relationship between students' cognitive processes and problem-solving approaches, explicitly focusing on misconceptions in solving quadratic inequalities. This study was conducted among 179 undergraduates in a mathematics education program in Malang, East Java, Indonesia; this mixed-method concurrent explanatory sequential design research employed the DISC questionnaire and quadratic inequality assignments. The DISC questionnaire categorized respondents into Dominance, Influence, Steadiness, and Conscientiousness. Data were generated from these pre-service teacher responses to the questionnaire, task assignment, and follow-up interviews to solicit information. Purposive sampling facilitated in-depth interviews, providing nuanced insights into the interplay between personality types and mathematical misconceptions. The quantitative data analysis results show a significant association between personality type and the type of error experienced by students when completing an open-ended task about quadratic inequalities X2(12) = 26.836, p = 0.008, V = 0.224. Meanwhile, qualitative data analysis findings reveal patterns associating personality types with specific misconceptions. Dominant traits are linked to theoretical misconceptions, while Influence and Conscientiousness traits correspond to conceptual misconceptions. Additionally, Steady traits are associated with classification misconceptions. This study contributes novel perspectives to mathematics education by exploring the influence of personality on mathematical cognition. The aim is to inform tailored teaching strategies for optimized learning outcomes, addressing persistent barriers posed by misconceptions in quadratic inequalities.

Modeling the Determinants of Students’ Satisfaction and Continuance-Intention Toward a Mathematics and Science Distance Education Program

A distance education Diploma and Bachelor’s degree in Mathematics and Science programs are faced with low enrollment and graduation rate as well as high attrition of students. The aforementioned challenges are attributed to students’ satisfaction and continuance intention. However, students’ satisfaction and continuance intention toward distance education programs are as a result of certain antecedents. This modeled the determinants of satisfaction and program continuance intention by the distance education students on the math and science programs. Based on this, a quantitative approach based on a census survey was adopted and data collected from 113 students through a questionnaire and analyzed using a structural equation modeling approach based on partial least squares structural equation modeling (PLS-SEM). The results of the study showed that two key antecedents: student-instructor interaction, and study center physical facilities determine program satisfaction of mathematics and science distance students. However, administrative support of the program determined instructional modules; facilitation quality was predicted by both instructional modules and laboratory facilities. Finally, students program continuance intention was predicted by satisfaction of the program. Based on the findings, recommendations were made for policy and practice toward improving students’ satisfaction and promote positive intention in pursuant of mathematics and science education program by distance mode.

ANALISIS KEMAMPUAN PEMBUKTIAN MATEMATIS PADA MATA KULIAH TEORI RING DITINJAU DARI PENDIDIKAN SEKOLAH MENENGAH

Mathematical proof is a crucial component in studying mathematics, especially at advanced levels. Previous research has reported that many students face difficulties in solving mathematical proof problems, including in rings theory course. This study aims to determine the level of students' mathematical proof abilities in ring theory course and to compare these abilities based on their school backgrounds. This research employs a quantitative descriptive approach followed by comparative analysis. The subjects were 30 students from the mathematics education program taking rings theory course at Tidar University. The research instruments include tests, questionnaire, and interviews guidelines. Data analysis of the test results was conducted using descriptive statistic and one-way ANOVA followed by Tukey HSD post hoc tests. The research findings indicate that students' overall mathematical proof abilities fall into the low category, with an average score of 41.67 (on a scale of 100). From these results, 84% of the respondents are in the low category, 13% in the medium category, and 3% in the high category. Furthermore, when considering the backgrounds of secondary schools MA, SMK, and SMA, the average scores for mathematical proof abilities in all three groups are in the low category. The one-way ANOVA and Tukey HSD post hoc tests reveal a significant difference in mathematical proof abilities between the MA and SMA groups, while there was no significant difference between the MA and SMK groups or the SMK and SMA groups

신문 기사에 나타난 유아 수학에 대한 인식연구

Objectives In this study, the changes in interest and key words by period related to early childhood mathematics appeared in newspaper articles from January 1, 1990 to December 31, 2020 were examined.
 Methods For this purpose, 7,789 articles related to early childhood education were collected through ‘Big Kinds (www.bigKinds.or.kr)’. and 230 articles related to mathematics for earlychildhood were analyzed using buzz anal-ysis and topic modeling techniques.
 Results First, articles on early childhood education increased abou 13.7 times in the 3rd term compared to the 1st term, and articles related to early childhood mathematics increased 24 times in the 3rd term compared to the 1st term. As a result, it was confirmed that social interest in early childhood mathematics increased significantly. Secondly, the results of topic analysis by period: 1st period - ‘Early entry into elementary school’, ‘Establishment of early childhood public education’, 2nd period - ‘Early private education’, ‘Mathematics education approach’, 3rd period - ‘Mathematics and language’ ‘Relationship between mathematics’, ‘Mathematics education program’, and ‘Connectivity between mathematics and gifted education’ were selected as the main themes.
 Conclusions Through this, it was confirmed that social issues regarding early childhood mathematics changed by time, and there was a slight difference from social interest and research trends in academia.

Drama-Based Pedagogy: Ways of Engaging in Mathematics Learning

Mathematics education program always falls under public criticism because of being unable to produce desirable outcomes. From the beginning of formal mathematics education programs in Nepal, mathematics teaching-learning activities have been dominated by the informing and pouring pedagogy for preparing final examinations. Mathematics curricula, contents and pedagogical activities have not bridged the gap between official (formal) mathematics and the learners' lifeworld practices that support creating the mathematical 'Othering'. Likewise, mathematics education programs become unclaimed entity at the crossroads in which no one is willing to take sole responsibility and ownership of the programs but orienting to blame others. Such a blaming culture restrains engaged teaching-learning activities. Against this backdrop, this argumentative paper argues for incorporating the DBP in the mathematics classroom to create an engaged teaching-learning environment. We have metaphorically captured the five significant theoretical features of DBP as/for contextual learning, academic enhancement, reflective practice, agentic development and social wellbeing. Finally, we have briefly described the implications of DBP in mathematics classrooms.

Unveiling the TPACK profile: Exploring mathematics prospective teachers in the micro teaching course

The objective of this research is to ascertain the Technological Pedagogical Content Knowledge (TPACK) profile of prospective mathematics teachers in the microteaching course. The research methodology employed a survey research design. The target population for this investigation comprises prospective mathematics teacher students enrolled at a University in Banten, Indonesia. The sample for this study comprises students in their sixth semester of the Mathematics Education program who are currently enrolled in the microteaching course. The inclusion criteria for the sample require that these students have successfully completed coursework in foundational technology use, pedagogical principles, and both basic and advanced mathematics subjects. The research findings indicate that the majority of students exhibit a high level of Technological Content Knowledge (TCK) and Technological Pedagogical and Content Knowledge (TPACK), with percentages of 50% and 81.25% respectively. On the other hand, the majority of students demonstrate a moderate level of Pedagogical Knowledge (PK) and Technological Pedagogical Knowledge (TPK), with percentages of 56.25% and 31.25% respectively. Moreover, a significant portion of students show a low level of Technological Knowledge (TK) at 31.25%, Content Knowledge (CK) at 37.5%, and Pedagogical Content Knowledge (PCK) at 37.5%. It conluded, most prospective tezchers use the Technological Conten Knowledge (TCK) and Technological Pedagogical and Content Knowledge (TPACK) domains to conduct learning.

A phenomenological study of challenges that prospective mathematics teachers face in developing mathematical problems that require higher-order thinking skills

Assessment in mathematics education in the 21st century should be more directed at higher-order thinking skills (HOTS). Not only teachers but also prospective mathematics teachers should be supported to design and carry out HOTS assessments. This qualitative study applying a phenomenology approach was mainly conducted to investigate the challenges that prospective mathematics teachers face in developing HOTS questions, including their strategies for dealing with these challenges. Our informants were 20 students of master’s program in mathematics education. They were enrolled in the assessment of mathematics learning course, which was designed with a project-based learning model. Considering the learning model used, the purpose of this study then was extended to explore the benefits of implementing a project-based learning model in supporting student competence in developing HOTS questions. Data collection was carried out by (1) administering open-ended questionnaires; (2) observing the end product in the form of mathematics learning achievement tests and test blueprints; and (3) involving two experts who worked independently to judge the questions posed by students based on levels in the cognitive process dimension in the revised Bloom’s taxonomy. Data collected from the open-ended questionnaire were analyzed qualitatively, while data from observation and judgment by experts on the end product yielded by students were analyzed descriptively. Our study supports previous studies, which demonstrate that the application of a project-based learning model that involves students to develop HOTS questions deepens students’ knowledge of assessment. In developing HOTS questions, students struggled more in matching action verbs, item indicators, and test items to the level of cognitive process they defined, as well as constructing multiple-choice HOTS questions. The strategies that students took in dealing with challenges that arose in developing HOTS questions indicate that students regulate their learning.

TPACK Correlates Mathematics Teachers’ Performance in Selected Private Higher Education Institutions (PHEIS)

Technological pedagogical content knowledge (TPACK) is a framework that views teachers' knowledge necessary for curriculum design and instruction focused on preparing their students for thinking and learning mathematics with digital technologies. TPACK is essential for Mathematics teachers as it enables them to effectively integrate technology into their teaching practices. This study investigated the correlation between Mathematics teachers' TPACK competencies and their teaching performance in selected higher education institutions (HEIs). This study utilized a descriptive-correlational design with 120 randomly selected participants. The data collected were analyzed using Linear Regression analysis to determine the relationship between TPACK competencies and teaching performance. The findings revealed that teachers' TPACK competencies are significantly related to their performance in teaching Mathematics. The study's findings have significant implications for Mathematics education and teacher training programs. Mathematics teachers must develop their TPACK competencies to effectively integrate technology into their teaching practices. Teacher training programs should focus on developing Mathematics teachers' TPACK competencies to improve Mathematics teaching. The study's methodology can be replicated in other contexts to investigate the relationship between TPACK competencies and teaching performance in Mathematics education. Keywords: TPACK, mathematics, instruction, teaching performance, PHEIs

Evaluating the Learning Management and Assessment Abilities of Preservice Teachers in Mathematics Education Program

The objective of this research was to evaluate the learning management and learning assessment abilities of preservice teachers in the Mathematics field. Additionally, it aimed to provide guidelines for the development of these abilities. The study group consisted of 34 practicum teacher students, 34 mentor teachers, and 14 experts. Data collection tools included evaluation forms and interviews. Descriptive statistics, such as means and standard deviations, were employed for quantitative data analysis, while content analysis was utilized for qualitative data analysis. The research findings indicated that the preservice teachers possessed a high level of learning management ability, with an average self-assessment score of 4.02 and an average mentor assessment score of 3.98. However, their learning assessment ability is relatively lower, with an average self-assessment score of 3.96 and an average mentor assessment score of 3.50. Guidelines for development include promoting inspiration and adjusting mindsets about mathematics learning management. The study also recommended intensive practical training in both simulated situations and intensely real situations. In terms of learning assessment development, diversifying assessment methods for improvement and providing creative constructive feedback is suggested.

Analysis of Environmental Literacy Profile Indonesian Students at STKIP Pesisir Selatan, West Sumatera

Environmental literacy is considered an achievement of environmental education. Preservice teachers with good environmental literacy knowledge are more likely to align their actions with their understanding. Preservice teachers have two roles: as behavioural models for their students and as members of society. This research is a descriptive study that utilizes the survey method. The subjects of this research are 50 students from the Mathematics Education, Geography Education, and Technology and Informatics Education programs at STKIP Pesisir Selatan, West Sumatera-Indonesia. The data collection instrument in this research is a questionnaire. The data analysis technique used to process knowledge data utilizes the NELA score. This research indicates that students from all three programs have moderate environmental knowledge. The environmental literacy of Geography Education students has a minor standard deviation, showing relatively low variation in the scores. On the other hand, students in the Mathematics Education and Technology and Informatics Education programs have a higher standard deviation, indicating a more significant variation in their science literacy scores. Geography Education students have higher knowledge of ecology and pollution than students from the other two programs. Meanwhile, mathematics education students have the highest scores in environmental problem-solving skills. Keywords: Analysis, Environmental Literacy, Preservice Teacher

Twenty years of law 10.639

This text presents an analysis of a collection of Mathematics textbooks, carried out for the discipline “Analysis of Mathematics Books and Teaching Materials”, taught in the Graduate Program in Mathematics Education at the Universidade Estadual Paulista “Júlio de Mesquita Filho”. Inspired by the methodology of vertical and horizontal analysis of textbooks, this work aims to understand in what ways the law 10.639/2003 is effective in textbooks that satisfy the demands of the New High School and the BNCC – Base Nacional Comum Curricular. Presenting the historical movements of black populations, mainly the Brazilian one, the text is inspired by the two decades of that law to conduct the analysis criteria and seek to understand in what ways the analyzed collection acts in the constitution of the mathematical identity of black students. At the end of the analysis, it is observed that the law is barely complied with, speaking through erasures and without delving into important points about racial discussions. It is concluded that changes are necessary for compliance with the law to produce positive effects on the constitution of mathematical identities of black subjects.

Embracing Multicultural Education: How Preservice Mathematics Teachers’ Attitudes Towards Multicultural Pedagogies Differ From Their Non-Mathematics Peers

<p style="text-align: justify;">Secondary subject subcultures, differing in status, perceived sequentiality, and scope, have been shown to form within departmental content areas. This study aimed to determine if preservice secondary teachers also exhibited attributes of secondary subcultures. Through the Teacher Multicultural Attitude Survey and the Culturally Responsive Teacher Self-Efficacy Scale, this study revealed that subcultures also occur within preservice teachers, specifically preservice mathematics teachers and preservice English teachers, with regards to multicultural awareness and attitudes. The results from this study support the need for purposeful and consistent focus on multicultural education and Ethnomathematics education in mathematics education programs. In doing so, secondary mathematics students can obtain a robust background in multicultural education before entering the PK-12 classroom. When they do enter the PK-12 classroom, they will be able to empower all students that they teach.</p>