Quality Of Mathematics Education Research Articles

Stimulus Minat Belajar Matematika Menggunakan Media Pembelajaran Audio Visual di Tingkat Sekolah Dasar

This article describes the skills of students in learning mathematics by using media and audio in madrasah/primary schools in Ibtidaiyah. This study aims to determine the use of these communication tools on students' interest in learning mathematics. This research is qualitative research using the SLR (Systematic Literature Review) method. Data sources are 10 journal articles indexed by Google Scholar. Data analysis was carried out with the stages of data collection, data reduction, verification, and conclusion drawing. This research was conducted in elementary schools to see the use of audio and digital media in learning mathematics. The results of this study show that audio and video media can increase students' interest in learning mathematics. Students learn math through these two methods compared to traditional teaching methods. The use of audio and digital media can increase students' participation in the learning process. In addition, students can better understand difficult and complex mathematical concepts because of the access provided by both media. The results provide important implications for curriculum development at the Primary level and recommend the inclusion of audio and digital media in mathematics education. This research makes an important contribution to improving the quality of mathematics teaching and students' interest in the course. This research is also expected to provide a reference for developing new interactive teaching methods at the elementary school level.

Influence of Self-Efficacy, Perceived Enjoyment and Ease of Use on Mathematics Learning Satisfaction in Virtual Environments

Within the educational context, mathematics is one of the areas that contributes to the development of logical skills and analytical abilities in students. Mastering these skills allows for greater accessibility to understand various fields of study such as engineering, science, technology, among others. Therefore, it is important for educational institutions to intervene proactively, promoting a practical approach in the teaching of mathematics. Although educational institutions have promoted good interaction between teachers and students for better learning, this situation was subject to change due to the arrival of the pandemic; the rapid transition to virtual environments affected the quality of mathematics education due to the lack of good resources. In this context, the research question arises: are students satisfied with the learning modality through virtual environments? To answer this question, a quantitative, cross-sectional research method was applied, and applying a non-probabilistic sampling, 402 university students were surveyed. Through the analysis with structural equations (SEM), it was found that self-efficacy, perceived enjoyment, and ease of use have a positive and significant influence on student satisfaction when learning mathematics in virtual environments; therefore, the importance of giving students the appropriate support to develop a positive attitude, confidence, and development of skills that promote self-efficacy, enjoyment, and motivation towards mathematics is framed, also ensuring the availability of technological resources that optimize the conditions and learning experience in virtual environments.   Received: 20 January 2024 / Accepted: 29 April 2024 / Published: 5 May 2024

HUBUNGAN HABITS OF MIND DAN RASA PERCAYA DIRI TERHADAP HASIL BELAJAR PESERTA DIDIK SMAN 1 LAWANG

Mathematics is one of the most important subjects for advancing science and technology. Various ways and efforts are made by teachers to create effective and efficient learning processes. Mathematical learning results are one of the indicators that determine the quality of mathematical education. Habits of Mind is a set of intelligences consisting of attitude intelligence, skill intelligence and knowledge intelligence applied to solving a problem. Self-confidence is a person's belief in himself and his ability to succeed. This research uses a quantitative approach with methods that are consistent with the researchers' objectives, that is, ex post facto. Based on the results, there is a significant relationship between habits of mind and learning outcomes, self-confidence with learning outputs, and a significant link between Habits of Mind and Confidence with Learning Outputs.

PECULIARITIES OF OPTIMIZATION OF TEACHING MATHEMATICS TO STUDENTS OF ECONOMIC SPECIALTIES IN HIGHER EDUCATION INSTITUTIONS

In the article, the author studies the peculiarities of optimizing the teaching of mathematics to students of economic specialties in higher education institutions. It has been found that teaching mathematics to students of economic specialties is accompanied by a number of problems, in particular, the subject area, the peculiarities of the modern educational environment and the social context. Some students do not show sufficient interest and do not realize the importance of mathematics in professional activities. Low motivation leads to the lack of concentration in the classroom and worsening the outcomes. The quality of mathematics education is negatively affected by the lack of a sufficient level of students’ basic mathematical knowledge. They may not understand real economic scenarios of future professional activities and have difficulty using mathematical concepts to model and analyze real economic situations. Some mathematical concepts and categories, such as differential equations or statistics, can be difficult to understand and apply in the context of complex economic models.Optimization of teaching means bringing this process to a state that ensures the achievement of goals in accordance with the requirements for the content and level of professional training of students, taking into account their interests and capabilities in conditions of limited use of time and effort resources. The main ways to optimize mathematics teaching are: use of specific economic examples and tasks to explain mathematical concepts, because learning can be more effective if students see how they can use mathematics in their future economic activities; integrating teaching with economic models and mathematical concepts so that students can see the use of math in analyzing economic phenomena; use of computer and specialized programs for visualization of mathematical concepts and their use in economic issues; introduction of interactive online resources to facilitate the learning process; active use of applied tasks, inclusion in the curriculum of tasks that require the use of math skills to solve specific economic problems, etc.

Capturing the subject-specific quality of mathematics instruction: How do expert judgments relate to students’ assessments of the quality of their own learning and understanding?

AbstractBased on an opportunity-use model of instructional quality, this study investigates the extent to which subject-specific instructional quality rated by experts is reflected in students’ assessments of their own learning and understanding, and how students’ perceptions predict their achievement. The analyses used data from a German-Swiss sample of 36 classes with around 900 lower secondary students, obtained as part of the so-called “Pythagoras study” in the school year 2002/2003. The teachers were instructed to introduce the Pythagorean theorem in three lessons, which were videotaped. Using the videos, the experts assessed the instruction quality with respect to the goal of promoting a deep understanding of the theorem. The students completed the questionnaires assessing their understanding of the content, their learning process, and the general comprehension orientation of the teacher. The results showed significant and moderate correlations on the class level between expert-rated subject-specific teaching quality and students’ perceptions of their own learning and understanding, as well as of the teacher’s general comprehension orientation. Multilevel models revealed that subject-specific expert ratings are reflected in individual students’ perceptions of their own learning and understanding. Student perceptions were also associated with achievement gains. The results suggest that the assessment of quality by students and experts is more closely linked if a distinction is made between the quality of the learning opportunities offered and their use and if subject-specific criteria are used instead of generic criteria. This study contributes to a more nuanced understanding of the validity of student perspective in assessing instructional quality.

Classroom practices in primary schools’ mathematics teaching supported by the Interactive Mathematics Software for Rwanda

Over recent decades, the integration of technological resources in education increased growingly. However, studies about the assessment of information and communications technology integration in primary school mathematics activities remained few. This research intended to comparatively examine the aspects of classroom practices observed during the implementation of the Interactive Mathematics (IM) Software in primary schools in Rwanda. Designed as quasi-experimental, it involved the experimental groups from Primary-2, Primary-3, Primary-4, and Primary-5 and analyzed aspects of school statuses, the school years, and the educational cycles. Data collected using Likert-scale measurements from 63 classroom observations were analyzed using Microsoft Excel and a two-sample t-test analysis was conducted to determine if the significance of mean differences. The findings revealed no significant difference between lower and upper primary based on a p-value of 0.829368908 (p-value>.05) and between the 2019 and 2020 teaching periods (considering the same teacher) based on the p-value=0.324542 (p-value>.05). However, the findings revealed that private and public schools’ mean differences were significant based on the calculated p-value<em> </em>equal to 0.007144 (p-value<.01). The study made various recommendations towards using IM software to promote quality mathematics education in primary schools in Rwanda and pre-service teacher training to boost the initiation process of their technology-enhanced pedagogy knowledge to teach mathematics.

An Informational Model of Mathematics Teaching and Research Activities Based on the ARCS Model

Abstract Enhancing the quality of mathematics education is pivotal, with teaching and research activities playing a critical role. This paper explores integrating the ARCS model—a framework designed to boost and maintain learning motivation—within an informational mathematics teaching and research approach to elevate teaching effectiveness and student motivation. Over four months, an experimental study involving second and third senior classes from College X compared the impacts of an ARCS-based informational model against traditional teaching methods. Utilizing classroom observations, surveys, and achievement analyses, the study revealed that the experimental group outperformed the control group in employing motivational strategies, teaching efficacy, and fostering student motivation. Specifically, the experimental group more effectively utilized the ARCS model’s four dimensions: Attention, Relevance, Confidence, and Satisfaction. Moreover, the experimental group’s motivation scores surged by an average of 2.48 points post-test, significantly outpacing the control group’s marginal increase of 0.19 points (p<0.05). Additionally, mathematics scores in the experimental group saw a 12% average increase compared to the control group. These findings demonstrate that the ARCS-based informational teaching model significantly boosts student motivation and learning outcomes, offering a novel approach for high school mathematics education.

Pre-Service Teachers Perceptions and Knowledge in Padangsidimpuan City : Concepts of Trigonometric

AbstractThis paper explored pre-service teachers’ perceptions and knowledge of trigonometric concepts. Convenience sampling technique was used to select a sample of 200 (50 females, 150 males) second year science/mathematics pre-service teachers from two Colleges of Education in the Padangsidimpuan City. Trigonometry Perception Questionnaire (TPQ) and Trigonometry Assessment Test (TAT) were used to collect data on pre-service teachers’ perceptions and conceptual knowledge of trigonometry. Data were coded and keyed into Statistical Package for Service Solutions (SPSS version 20) and analysed using descriptive statistics. The results suggested that pre-service teachers perceived trigonometry as abstract, difficult and boring to learn; and had limited conceptual knowledge of basic trigonometric concepts. Consequently, more that 65 % of them were unable to construct and reconstruct the appropriate mental structures for meaningful understanding to enable them respond to important basic trigonometry tasks. To achieve quality mathematics education, teacher educators must change their instructional practice and teach for understanding. Since understanding is the key to teacher’s instructional actions, processes and knowledge, we recommend teaching trigonometry for understanding during teacher preparation.

Data-Driven Education: Data Processing as a Key to Improving the Quality of Mathematics Education

Education is a major pillar in the development of a nation, and the quality of education becomes a key factor in determining the progress of a society. In this digital era, there is a rapid development in the use of information technology, and this has a significant impact on the education sector.  The purpose of this study is for data-driven education: data processing as the key to improving the quality of mathematics education. This research uses a mixed method that combines qualitative and quantitative methods. This approach was chosen to address the complexity of data management and the comprehensiveness of this topic. The research begins with an in-depth literature analysis to understand the potential of Data-Driven Education. By using data as a guide, educators can make smarter decisions, detail instructional strategies, and create an educational environment that allows each student to reach his or her full potential. This is done by combining the results of various data of educator learners who can make informational decisions to improve the quality of mathematics learning. The application of data management in the context of mathematics education can provide concrete solutions to overcome challenges and improve the quality of learning. The right use of data provides the basis for smarter decisions and more adaptive learning, creating a learning environment that fits the needs of each student. By integrating Data-Driven Education effectively, we can move towards a more inclusive, personalized and successful mathematics education. The use of data contributes significantly in improving the quality and inclusivity of mathematics education. The integration of data management in mathematics education is a critical step towards a more adaptive, inclusive, and effective education

ANALYZING COMMON TRIGONOMETRIC ERRORS AMONG FIRST-YEAR PRIMARY SCHOOL STUDENT TEACHERS AT THE UNIVERSITY OF BOTSWANA

Trigonometry is a fundamental mathematical concept taught at all levels of education, including primary schools. A strong understanding of trigonometry is essential for prospective teachers, especially those pursuing a career in primary school education. However, research suggests that students frequently encounter challenges and make common errors when learning trigonometric concepts. These errors have a significant impact on their overall performance and their ability to effectively teach these concepts. This study investigates the prevalent trigonometric errors made by first-year primary school student teachers at the University of Botswana. The research explores the root causes of these errors and aims to provide insights to enhance teaching methodologies within teacher training programs. By addressing these errors, the study aims to improve the quality of mathematics education in Botswana's primary schools, empowering future teachers to teach trigonometry effectively. The study includes a comprehensive analysis of common errors and recommendations for instructional interventions, drawing on responses from student answer scripts. It highlights the importance of developing a solid foundation in trigonometric concepts and the need for effective strategies to address these errors.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0075/a.php" alt="Hit counter" /></p>

Students’ participation in mathematics in inclusive classrooms: a study of the enacted mathematical and relational knowing of teachers

ABSTRACT Given the need to increase equity in mathematics education, this study draws on earlier research connecting the mathematical and relational knowing of teachers to determine how such combined knowing enables elementary school students’ inclusion in mathematics. Through a participatory perspective on learning based on social practice theory, empirical examples in the results illustrate how the mathematical and relational knowing of teachers enables diverse participation in communities of classroom mathematics. For students’ spatial, social, and mathematical inclusion in the classroom, the enactment of both mathematical and relational knowing of teachers is important. Further, the results indicate that this enactment of both mathematical and relational knowing can be made by one or two co-teachers. Thus, when advocating for inclusive and quality mathematics education for all students, the mathematical as well as the relational knowing of teachers ought to be considered.

Teacher versus student perspectives on instructional quality in mathematics education across countries

AbstractThe present study examines the measurement property of instructional quality in mathematics education, building on data from teachers and students, by combing TALIS 2013 and PISA 2012 linkage data from seven countries. Confirmatory factor analysis was applied to examine the dimensionality of the construct instructional quality in mathematics instruction. Three dimensions were identified (i.e., classroom disciplinary climate, teacher support, and cognitive activation) when building on teacher data from TALIS. This three-dimensional model did not fit all countries. When analyzing PISA data, the same three dimensions could be identified, but two additional dimensions appeared: classroom management and student-orientated instruction. This five-dimensional factor structure reflected metric invariance across all countries. The findings imply that students and teachers seem to hold different perceptions about mathematics instructional quality reflect different dimensions. These differences seem to vary within and between countries. This implies that care should be taken when using the construct as an equivalent measure of instructional quality when studying school effectiveness in mathematics education across countries.

Mathematics Education Amidst the Pandemic: The Experiences of Freshmen University Students Challenged at the Margin

This phenomenography describes and analyses the experiences of geographically challenged students in learning mathematics during the pandemic. The sample includes six geographically challenged first-year Bachelor of Secondary Education University students in a public State University in the Philippines. Data is collected using a semi-structured interview guide. Data was analysed using phenomenographic data analysis. Results show that the experiences of these geographically challenged students fall within three qualitatively different categories of description. These are new modalities and new mathematics learning experiences, mathematics difficulty vis-a-vis teaching styles and struggling, coping, and persisting. Challenges like personal, financial, technological, instructional, socio-economic, and geographic location persist as they pursue education in the new normal. These students attribute course difficulty in mathematics to pedagogical aspects, teaching approaches of instructors, personally challenging situations, and the inability to blend with the trend. Hence, school administrators may strengthen the quality of mathematics instruction in the university by considering the voices of the marginalised and not just offering a one-size-fits-all policy to make the mathematics curriculum flexible, inclusive, and equitable. This will address the demands and needs of the learners, especially the geographically challenged ones.

Math phobia and maths anxiety: multidisciplinary aproaches for a more inclusive and equitable education in Brazil

Maths anxiety, commonly referred to as "math phobia", is a challenge in the context of mathematics education in Brazil. While research on the impact of math phobia in the classroom and its direct relationship to learning disabilities is not yet well established, it is widely accepted that math phobia has the potential to increase students' aversion to the subject. This study explores math phobia by analysing text fragments from the mathematics education literature, using lexicometric analyses with the IRaMuTeQ software and Textual Discursive Analysis (TDA). The results emphasise that math phobia is influenced by various cognitive and emotional factors that have a negative impact on learning. Addressing this issue requires a multidisciplinary approach, with a focus on teacher training to create inclusive and welcoming learning environments. Therefore, investment in teacher training is essential to reduce math phobia and promote equitable, high quality mathematics education in the country.

An observation study of mathematics instruction for students with IDD in grades K-2

This observation study documents the amount and quality of mathematics instruction provided to students with intellectual and developmental disabilities in kindergarten through second grade in self-contained special education settings. We observed six special education teachers and their students (N = 12) during a total of 967 min allotted to early numeracy and mathematics instruction. Mathematics and early numeracy instruction comprised 61.2% of all observed time allotted for mathematics, followed by non-instruction (32.7%), mathematics assessment (5.7%), and instruction in other areas (0.3%). Observed mathematics content included Numbers and Quantitative Reasoning, and Measurement. Mean ratings of student engagement and instructional quality across areas were medium and low-average, respectively. Although student engagement did not differ by who was leading instruction, instructional quality differed between teachers and paraeducators. Class sizes were small, and teachers most often taught students as a whole class or individually. Students used technology, manipulatives, and printed instructional materials during learning.

Retracted: A Method for Evaluating the Quality of Mathematics Education Based on Artificial Neural Network.

[This retracts the article DOI: 10.1155/2022/6976654.].

Problem-solving performance and subject preference: Math avoidance among Filipino elementary preservice teachers

Elementary preservice teachers (EPTs) substantially impact the quality of mathematics education, and their subject preference and problem-solving performance are essential indicators of their readiness to teach. The study described EPTs’ subject preference and problem-solving performance. Through a sequential explanatory research design, the quantitative inquiry involved 125 random samples, while the qualitative inquiry was participated by 30 non-random samples. Data were obtained by using an online survey and conferencing. Quantitative data were analyzed through descriptive statistics and analysis of variance, whereas qualitative data were themed accordingly. The EPTs displayed unsatisfactory problem-solving performance and preferred to handle subjects other than math. Besides, the analysis found no significant performance differences with the EPTs’ subject preferences. Further, the EPTs who preferred to teach mathematics expressed their confidence in mathematics. Meanwhile, the EPTs who preferred other subjects displayed math avoidance. The study revealed an alarming result indicating that the EPTs are unprepared for teaching. As agents in cultivating the nation’s mathematics education status, these EPTs must be equipped with fundamental content knowledge. It is suggested that educational decision-makers take measures to address the issues identified concerning EPTs’ readiness to teach mathematics successfully.

Theory of didactical suitability: An enlarged view of the quality of mathematics instruction

Characterizing and measuring the quality of instruction is a matter of growing interest in mathematics education. Based on the notion of didactic suitability and the theoretical assumptions of the onto-semiotic approach, we develop an instrument to systematically analyze the different facets involved in a mathematics instruction process. We also explore the concordances and complementarities with instruments for measuring the quality of instruction. Thus, quantitative quality measurement efforts are complemented by another qualitative approach, focusing on the initiative and responsibility of teachers when they have to make decisions about their teaching practices. This reflective activity must be supported by specific instruments that reveal the complexity of the processes and the difficulty of achieving a balance between sometimes conflicting didactic principles.

Workshop Pengembangan Media Pembelajaran Matematika berbasis GeoGebra dan Augmented Reality

the engagement activity begins with the development of technology and communication, as well as the high demand for mathematics learning media by teachers. On the other hand, the quality of education, particularly in junior high schools, is still low. Teachers' competence, especially in media usage and development, is also low. Therefore, a workshop on media development will be conducted to enhance teachers' competence and the availability of learning media. The implementation methods for this engagement activity include material presentations, demonstrations, practical exercises, group discussions, and evaluation with feedback. The results of this engagement activity show that the majority of junior high school teachers in Central Lombok believe that the use of Geogebra and augmented reality in mathematics learning has the potential to improve students' understanding of concepts, interest, motivation, creativity, and learning outcomes. Teachers also acknowledge the importance of their role in effectively integrating this technology. Thus, the use of Geogebra and augmented reality-based learning media can provide positive benefits in enhancing the quality of mathematics education in schools. It is important to consider contextual factors and readiness when implementing Geogebra and augmented reality. The utilization of technology, especially Geogebra and augmented reality, should be tailored to the needs, availability of resources, and characteristics of each educational level.

Evaluating the Effectiveness of Professional Development Programs for Junior High School Mathematics Teachers in Improving Mathematics Instruction in the K to 12 Curriculum in the Philippines

This study assessed the effectiveness of a professional development program for junior high school mathematics teachers in the Philippines and analyzed their achievement test results in Mathematics. The study aimed to identify the factors affecting the quality of mathematics instruction and propose solutions to these challenges. The study found that while most teachers were consistent in their lesson planning and content delivery, they need to improve their questioning techniques, differentiated techniques, and strategies to develop higher-order thinking skills. The study suggests that teachers need to enhance their teaching practices to achieve the K to 12 Curriculum goals, prepare students for better work opportunities, and contribute to the nation's economy. Professional development programs can provide opportunities for mathematics teachers to increase their knowledge and confidence in the subject. By improving their teaching practices, teachers can help enhance the quality of mathematics education in the Philippines. This study highlights the challenges mathematics teachers face in the country and the need for professional development programs to help them improve their teaching practices. The findings have important implications for mathematics education in the country, which can help raise the quality of education and the nation's economy.