Quality Of Mathematics Education Research Articles

Improving the quality of mathematical education of pupils: diagnostics and analytics

The article considers the problem of the quality of mathematical school education in the context of pupils’ ability to apply the acquired knowledge of mathematics to solve practical problems. It is established that this ability is a clear understanding and awareness of the role of mathematical knowledge in the modern world. It is manifested in the ability to explain natural and scientific phenomena, to draw sound conclusions, to understand the impact of science on human life. The results of a study in which 1849 pupils of Kyiv schools took part are presented. Their ability to apply mathematical knowledge to solve life problems has been established. Examples of mathematical problems developed for testing by specialists of the Ukrainian Center for Educational Quality Assessment are given. The typical pupils’ mistakes, as well as the most successful solutions are analyzed. Pedagogical recommendations for improving the quality of mathematics education of pupils in the context of the reform of the “New Ukrainian School” are given.

Transitioning mathematics teacher practices to broadcast pedagogy

The COVID-19 pandemic prompted a shift in K-12 educational delivery from primarily in-person classroom instruction to remote learning. Developing broadcast instruction is one way to provide learners who experience barriers to contemporary forms of remote learning, which are typically provided over the internet, a way to access quality mathematics instruction. Producing classroom-style video lessons for children is not as simple as recording a lecture, and ways to engage and interact with learners are limited. There is a little interplay between design principles used in mathematics-focused broadcast television programmes and mathematics classroom pedagogy. More research is needed to understand how teachers may adapt mathematics education design principles to develop broadcast lessons. We utilized an exploratory case study design to investigate how teachers conceptualize, enact, and reflect upon mathematics pedagogy in a broadcast environment. Data from created lessons, videotaped feedback sessions and semi-structured interviews were collected and analyzed. Results yielded three themes related to the instructional design, barriers and challenges, and equity: (a) Goal-focused planning and delivery, (b) Centrality of discourse, and (c) Time. We discuss the results in relation to prior work at the intersection of mathematics and broadcast pedagogy and share implications for future research.

Comparing Two Frameworks for Exploring the Quality of Mathematics Teaching in a Malawian Primary Classroom

Over the years, several frameworks and lesson observation protocols have been developed to ensure objectivity and consistency when determining the quality of a mathematics lesson. Frequently, the frameworks do not agree on the benchmarks for assessing and describing the quality of a lesson. This puts mathematics education researchers in a dilemma when deciding the appropriate framework for analysing mathematics lessons. Instead of treating the frameworks as mutually exclusive, we are of the view that each framework has some unique aspects that contribute to the story about the quality of a mathematics lesson. In this paper, we examine how the Mathematical Quality of Instruction framework and the Mediating Primary Mathematics framework, as lenses, help us to see and describe various aspects of instructional quality from one episode of a mathematics lesson in Malawi. We notice that the two frameworks share some common criteria for describing the quality of a mathematics lesson, such as the focus on making mathematical connections and using multiple representations, but they also differ on other areas of emphasis, such as the use of artefacts in the Mediating Primary Mathematics framework, and the emphasis on errors in the Mathematical Quality of Instruction framework. As such, we conclude that both frameworks can be useful for discussing the quality of a lesson in a professional development setup.

Using a Mixed Methods Approach to Study the Relationship Between Mathematics Anxiety, Mathematics Teacher Efficacy, and Mathematics Teaching Anxiety in Preservice Elementary School Teachers in Ontario

Preservice elementary school teachers are under ever increasing pressure to deliver quality mathematics instruction to their students. Mathematics anxiety and mathematics teacher efficacy are constructs that are commonly measured in preservice elementary school teachers and are used to help identify future challenges these preservice teachers might have when teaching mathematics. Mathematics teaching anxiety is a relatively new construct measured in preservice elementary school teachers. Mathematics teaching anxiety aims to separate the anxiety experienced when doing mathematics from the anxiety experienced when teaching mathematics. This study used a modified version of an explanatory sequential mixed methods design to examine the relationship between mathematics anxiety, mathematics teaching anxiety, and mathematics teacher efficacy in preservice elementary school teachers in Ontario. Participants were preservice elementary school teachers across six teacher education programs in Ontario. Questionnaire data was gathered from 185 participants, 16 of whom were also interviewed. Results indicate that mathematics teaching anxiety is significantly correlated to both mathematics teacher efficacy and mathematics anxiety, but there was a lack of correlation between mathematics anxiety and mathematics teacher efficacy. These results indicate that mathematics teaching anxiety does interact with mathematics anxiety; however, mathematics teacher efficacy and the introduction of mathematics teaching anxiety may disrupt the previous belief that mathematics anxiety and mathematics teacher efficacy are negatively correlated. Furthermore, interview and short answer responses showed that preservice elementary school teachers who were mathematically anxious were aware of their anxieties and developed methods of overcoming their feelings while maintaining effective teaching practices.

Teacher training and quality of mathematics education

The problem of teacher training in mathematics at the secondary education level is recurrent, as shown in various publications on the history of education. Therefore, it is difficult to understand why so little progress has been made, despite the many complaints and proposals. In this sense, the aim of this study was to analyze the relationship between the training and the processes of improvement in the teaching of mathematics teachers. Currently, content knowledge is almost the only professional reference for most teachers. This is despite the fact that no one disputes the fact that teachers also need to have other knowledge of Didactics of Mathematics and knowledge derived from teaching practice. In this sense, it is important to establish a stable, rigorous and coherent institutional framework between university and non-university institutions involved in initial and continuing teacher training, which will make it possible to seriously and rigorously address the problems we have discussed.

MENINGKATKAN AKTIVITAS BELAJAR MATEMATIKA MELALUI MODEL DISCOVERY LEARNING DENGAN THINK-PAIR-SHARE PADA SISWA

Mathematics is one of the subjects that plays a very important role in the development of science and technology. Therefore, the government is always trying to make the quality of mathematics education better from time to time. After conducting classroom action research, based on the results of observations and reflections, it can be concluded that: The Discovery Learning Learning Model with Think-Pair-Share can improve students' mathematics learning activities. Improved class students' mathematics learning activities by applying this learning model from cycle I to cycle II. In the Think-Pair-Share implementation, students are given a sheet containing a summary of the material and questions regarding the material to be taught. Question sheets are arranged in the form of Student Activity Sheets (LKS). LKS are given after the process of observing and the subject matter is arranged systematically from easy questions to difficult questions. Students are given the opportunity to answer the question as best they can within the allotted time limit. The concept discovery process is carried out in groups (pairs), students have individual and group responsibilities and have the same opportunity to succeed. Students who have higher mathematical abilities can help students (partners) with lower abilities in learning mathematics.Keywords: Improve, Learning Activities, Discovery Learning Model, Think-Pair-Share.

Reflective Thinking for Quality Mathematics Instruction: A Study on Fiji Primary School Teachers’ Knowledge of Reflective Teaching

This study was aim at analyzing the notion of quality teaching expected of teachers as reflective practitioners, which are continuously articulated during workshops, conferences, however, its practicality seems vaguely defined and at times, reflection seems to lose its purpose and value. The study engaged a descriptive survey which used stratified sampling technique which understudies 363 Primary School Teachers in Fiji from the four major Education Divisions, in which each stratum was selected. A ‘Test on Knowledge of Reflective Teaching,’ and a ‘Rating Scale on Practice of Reflective Teaching’ were conducted and analysed to compare the components of Knowledge and Practice of Reflective Teaching, with respect to teaching experience, and the data was analysed quantitatively using Analysis of Variance (ANOVA). Fndings from the study amongst others is that there is a significant difference in knowledge which focus on practical aspects’ component of knowledge of reflective teaching for primary mathematics teachers in Fiji.

Developing a Personalised Learning Model Based on Interactive Novels to Improve the Quality of Mathematics Education

The lack of sufficiently developed methodological basis before graduation adversely affects the mathematical competency of future experts that are required by the modern economy. The study aims to investigate the features of the development of a personalized model of teaching mathematics by means of interactive novels to improve the quality of educational results. The main methods of research were the generalization of pedagogical experience and science literature, modelling, observation, analysis of results in AXMA Story Research methods. The chosen methods made it possible to justify the necessity of using interactive novels to personalize teaching mathematics and to confirm the qualitative improvements in the pedagogical system. Fisher’s criterion was used to evaluate the results. 121 schoolchildren from Russian and Uzbek schools participated in the experiment. Individual educational routes supporting the studying of mathematical theory, problem solving in the interactive space AXMA Story Maker were developed. The peculiarities to be considered when designing a personalized model of mathematics learning by means of interactive novelties were formulated. These are the correlation between the didactic goal and the result of educational and research work in a nonlinear environment, the selection of the plot for a visual novel, the elaboration of the text component and the personalized learning track, etc. According to ANCOVA test results, the post-score of the experimental group is statistically higher than the control group. The results of the article can be used to develop ideas for personalising of learning in the digital school, as well as justification for the need for inclusion of digital interactive tools in mathematics education at all levels of education and training.

USAGE OF VISUAL PROGRAMMING FOR DEVELOPMENT OF MATHEMATICAL SKILLS OF STUDENTS

The paper considers modern approaches to mathematical education, programming, which are used during the organization of the educational process in educational institutions. One of the directions for improving the quality of mathematical education is the use of new approaches and teaching methods, which are implemented in close interaction with the latest computer technologies. Modern rapid development of programming languages and online environments gives teachers a unique opportunity to expand their arsenal of methods, forms and means of teaching, used in pedagogy. Visualization of the learning process, the usage of game methods contributes to the development of competency skills of students, both schoolchildren and students. Visual programming languages is one of the special training courses for computer and mathematic specialists. The students get acquainted with visual programming in the school course of computer science starting from primary school. The paper considers the special aspects of usage of visual programming in performing creative tasks aimed at the development of mathematical skills by students of these specialities. The researches of many authors on modern visualization of programming, creation of small visual games that interest students, develop their skills, in particular, mathematical, are analyzed. Attention is paid to the innovative educational technologies. Possibilities of using “Turtle” in Google Blockly and creation of a logical computer game “Labyrinth” in Scratch that allow organizing cooperation during the learning process, to make it interesting are considered. The tools for creating and using of graphic objects are offered. Some algorithms are given; examples of their application for any stage of the educational process are prepared. The main advantages of using the described environments are demonstrated. The results of the study show that Internet resources and modern information technologies significantly expand the potential of educational material, contribute to the development of student motivation and differentiation of methods, forms and means of learning, taking into account the individual characteristics of students.

Make Use of Situational Teaching to Improve the Quality of Mathematics Teaching in Primary Schools

Make Use of Situational Teaching to Improve the Quality of Mathematics Teaching in Primary Schools

Development of a personalized model of teaching mathematics by means of interactive novels to improve the quality of pupils' educational results

The problem and the aim of the study. The implementation of educational programs in different subjects of modern school, including mathematics, is based on the principles of personalized learning, the active use of digital technologies and means of interactive interaction to ensure a high level of mathematical education. The purpose of the article is to investigate the features of the development of a personalized model of teaching mathematics by means of interactive novels to improve the quality of educational results. Research methods. The theoretical analysis and generalization of scientific literature on the problems of improvement of the quality of mathematical education, of the personalization of education by digital technologies, of the didactic role of the visual interactive literature as a kind of computer games, are applied. The main methodological principle of the study is determined by the key condition of personalized learning. That is the freedom of students to choose their educational path. The empirical methods were used: observation, analysis of the results of work with AXMA Story Maker application (answer selection, number of attempts to find a solution and of publications read). The study involved 121 7th-grade pupils of school №11, Kirov. In the experiment, the Fisher criterion was used to process the results. Results. The members of the experimental group were involved in the study of mathematical theory, solving of the tasks according to their personalized educational path in the interactive AXMA Story Maker space. Personalization is supported by self-selection of the pupil's response in a non-linear visual novel environment. Statistically significant differences between the experimental and control groups in terms of the level of educational results were revealed (φcrit = 1.64 <φemp = 2.964). In conclusion, the features that should be considered when designing a personalized model of teaching mathematics by means of interactive novels are summarized: correlating the didactic goal and the result of educational research work in a non-linear environment, choosing a plot for a visual short story, considering the text component and the personalized trajectory of cognition etc.

Pelatihan Desain Aktivitas Pembelajaran Matematika Digital dengan Menggunakan Desmos

Abstract Desmos is a platform or service that offers a variety of math tools, digital math activities, and curricula to facilitate students’ high-level learning in a joyful way through the web or iOS and Android applications. For teachers, Desmos can be employed to improve the quality of mathematics teaching and learning by facilitating students to perform authentic mathematical activities. Therefore, the present community service activity aims to provide professional development programs for teachers to design digital mathematics learning activities using Desmos. The method used in the present community service was online training using Google Classroom and Zoom. The results of this community service activity indicate that the teachers gave a positive assessment of the training implementation, facilitators, and materials. Also, the teachers acknowledged that the training had provided new knowledge on learning media, sparked the desire of teachers to implement Desmos activities in mathematics teaching and learning, and made the teacher give a positive perception to Desmos. As a follow-up to this training, sustainable community service activities are needed so that the teachers can be more optimal in utilizing and integrating technology in mathematics teaching and learning effectively. Keywords : Desmos; Training; Mathematics Teaching and Learning; Professional Development.

METHODOLOGICAL PROBLEMS OF TEACHING HIGHER AND APPLIED MATHEMATICS OF STUDENTS OF ELECTROMECHANICAL DIRECTION

The article considers the main problems characteristic of mathematical education in higher technical institutions. The purposes and tasks of training of higher and applied mathematics of students of technical specialties, and also separate features of training of students of an electromechanical direction to mathematical disciplines are covered.
 Achieving the current goal of modernization of mathematics education in technical universities is associated with the solution of a number of pedagogical issues. The problem is the systematic and comprehensive reform of mathematics education in accordance with current trends in both production and education. The content of mathematical education needs to be changed, in particular: curricula and study programs, the level of educational material, methods, teaching technologies, procedures for diagnosing the quality of teaching. Curricula of specialties should contain mathematical disciplines, which include special mathematical sections that allow to provide quality training of professionally oriented disciplines and allow to form mathematical competence as part of the professional competence of the future professional. The solution of the problem of formation of mathematical competence as a part of professional competence of graduates of technical universities becomes actual. This necessitates the strengthening of the professional orientation of the content of teaching mathematics, the intensification of the activity approach in learning technologies, the importance of the formation of appropriate value orientations of students. Actualization of students' activities strengthens the role of such educational technologies as multilevel learning, independent work of students, computer technology, project activities. Thus, additional mechanisms are created for the systematic acquisition of knowledge and skills by students, for the systematic control of the formation of mathematical competencies, for a differentiated approach to learning.
 To improve the quality of mathematical education of students of technical universities it is necessary to pay attention to the construction of mathematical models of real production problems and methods of their solution. The use of mathematical modeling methods leads to the need for a deeper study of the relevant sections of mathematics. This approach changes the structure of training, gives the opportunity to use more independently the independent work of students. At the same time, students' knowledge will be deeper and stronger.

An Empirically Grounded System of Supports for Improving the Quality of Mathematics Teaching on a Large Scale

Abstract Research on the teaching and learning of mathematics has made significant progress in recent years. However, this work has had only limited impact on classroom instruction in many countries. We report on an eight-year project in which we partnered with several large urban school districts in the US that were attempting to support mathematics teachers’ development of ambitious, inquiry-oriented instructional practices. These partnerships provided contexts in which we could iteratively test and revise conjectures about instructional improvement strategies intended to support teachers’ and others’ learning. The product of this work is a theory of action for instructional improvement at scale that spans from the classroom to school system instructional leadership. We present project findings as they relate to key elements of the theory including: teachers’ knowledge, perspective and practices; instructional materials and student assessments; participatory supports for teachers’ learning; and additional supports for currently struggling students.

Evolution of the Content and Quality of Standardized Tests in Mathematics in Ukraine

The evolution of the content and quality of written state standardized final and entrance testing in mathematics in Ukraine, from the first attempt to implement in 1994 until now, is considered in the article. We describe the features and stages of development of Ukrainian standardized tests in mathematics (external independent assessment and state final attestation), analyze the causes of successes and failures and also prospects for their further improvement. Based on our own statistical experiment, we compare the quality of mathematical preparation of Ukrainian graduates who entered the pedagogical universities of Ukraine in 1994, 2005 and 2020. According to this experiment, we draw conclusions about the existing problems of ensuring the proper quality of mathematics education in Ukraine and give recommendations on possible solutions to these problems.

Influence Of 7 Sunnah Improves Higher Order Thinking Skills Of Indonesian Students In Mathematics

The quality of mathematics education in Indonesia is of great concern. This is proven based on the survey results conducted by international survey institutions such as PISA and TIMSS and national survey institutions such as ACTION. This conclusion is strengthened by the fact that the UN scores for junior high and high school levels have decreased. Improving the quality of mathematics education in Indonesia, especially among Muslims, research on the relationship of students' persistence in performing worship with their high-level thinking skills was conducted. The purpose of this research is to (1) Formulating the application of the 7 Sunnahs of the Prophet Muhammad S.A.W. in mathematics using Higher-Order Thinking Skills (HOTS). (2) Analyzing the effect of implementing the 7 Sunnahs of the Prophet Muhammad S.A.W. in improving students' higher-order thinking skills/HOTS. (3) Analyzing the practice of worship that is most influential in the implementation of the 7 Sunnahs that affect the higher-order thinking skill/HOTS.
 This study uses a quantitative approach with data collection techniques through in-depth interviews, surveys, questionnaires, and documentation. The data is processed and analyzed using a computer as a tool and using the SPSS 16 for Windows program to determine the correlation of existing data. The research resulted in (1) A model of implementing the 7 Sunnahs in mathematics learning. The lesson begins with reciting surah Al-Fatihah, praying to the prophet, praying before studying, reciting Asmaul Husna, and reciting short surah in the Quran and ends with the advice to motivate students to be persistent in carrying out worship. (2) The implementation of the 7 sunnah that has significant influences is tahajud pray while the achievement of the competition that has a significant influence are KMNR competition, OSN competition, and International competition (3) The implementation of the 7 Sunnah that has significant influences are congregational pray, Dhuha prays, almsgiving, reading the Qur'an, sunnah fasting and maintaining ablution. This study found that the spiritual activity approach influenced improving students' higher-order thinking skills in mathematics. This learning model can be used in various non-formal educational institutions with having the same vision. This learning model can also be applied in formal education after being adapted to the situation and conditions of the school.

Perbandingan Kemampuan Berpikir Kritis Matematis Siswa antara Model Pembelajaran GI dan PBL

This research is motivated by the low quality of mathematics education in Indonesia, especially for higher order thinking skills. One learning model that can be applied to improve student's critical thinking skills is the Group Investigation (GI) and Problem Based Learning (PBL) learning model. This research was a quasi-experimental study with the design of The Static Group Pretest-Posttest Design. The population in this study were students of SMA Negeri 1 Garut. The research sample is class XI MIPA 1 who gets the Group Investigation learning model, class XI MIPA 2 who gets the Problem Based Learning learning model. The results of this study indicate that the students' mathematical critical thinking skills and the increase between those who get the Group Investigation learning model are better than the Problem Based Learning learning model.

Towards a research base for textbooks as teacher support: the case of engaging students in active knowledge organization in the KOSIMA project

Engaging students in processes of mathematizing and active knowledge organization (instead of telling and rehearsing ready-made mathematics) is a key demand for high quality mathematics instruction. Although many mathematically rich context problems have been designed and published in textbooks, their impact on regular mathematics classrooms remains limited, as teachers face challenges in shaping and enacting the important phase of knowledge organization. The 15-year project KOSIMA presented in this paper was aimed at supporting teachers in really enhancing these processes by means of a textbook for Grades 5–10. The paper provides an overview of different studies conducted during the project in order to show how the project developed a research base for the support of teachers. The paper also shows that different research approaches need to be combined to establish an appropriate research base: In iterative design research cycles of topic-specific didactical design research, learning environments were designed and investigated with the aim of understanding the obstacles encountered in implementing the desired processes. In this paper, we focus on an example of one particular obstacle, namely, teachers’ need of support in engaging students in processes of active knowledge organization. This obstacle was overcome by developing new types of tasks for active knowledge organization. The theoretical outcome of the design research resulted in two hypotheses for improving relevant features of the design of these tasks, which were tested in two controlled trials. Finally, a longitudinal field study of 312 students gave first indications that the classes that worked with the textbook had significantly higher learning gains than classes using other textbooks. In sum, we can show that textbooks can support changes in classroom practices when the obstacles that occur for both teachers and students are carefully investigated and treated.

Conceptual Knowledge OR Procedural Knowledge or Conceptual Knowledge AND Procedural Knowledge: Why the Conjunction is Important to Teachers

The terms conceptual knowledge and procedural knowledge are often used by teachers and never more so than when discussing how teachers teach, and children learn mathematics. This paper will look at literature regarding conceptual and procedural knowledge and their place in the classroom, to offer teachers and teacher educators’ advice on some of the more pressing issues and understandings around them. A thorough synthesis of extant and seminal literature will provide advice to teachers and teacher educators on how a deeper insight into conceptual and procedural knowledge could improve the quality of mathematics teaching.

Instructional quality of mathematics teaching and mathematics teacher education

Instructional quality of mathematics teaching and mathematics teacher education