School Mathematics Research Articles

Exploring the potential of LLM to enhance teaching plans through teaching simulation

The introduction of large language models (LLMs) may change future pedagogical practices. Current research mainly focuses on the use of LLMs to tutor students, while the exploration of LLMs’ potential to assist teachers is limited. Taking high school mathematics as an example, we propose a method that utilizes LLMs to enhance the quality of teaching plans through guiding the LLM to simulate teacher-student interactions, generate teaching reflections, and subsequently direct the LLM to refine the teaching plan by integrating these teaching process and reflections. Human evaluation results show that this method significantly elevates the quality of the original teaching plans generated directly by LLM. The improved teaching plans are comparable to high-quality ones crafted by human teachers across various assessment dimensions and knowledge modules. This approach provides a pre-class rehearsal simulation and ideas for teaching plan refinement, offering practical evidence for the widespread application of LLMs in teaching preparation.

Mihailo Petrović’s education in France and its significance in establishingthe Petrović School of Mathematics

Mihailo Petrović’s education in France and its significance in establishingthe Petrović School of Mathematics

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

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

Bayesian Hierarchical Modelling of Student Academic Performance: The Impact of Mathematics Competency, Institutional Context, and Temporal Variability

This study explores the multifaceted factors influencing academic performance among undergraduate students enrolled in Science, Technology, Engineering, and Mathematics (STEM) programs at a South African university. Employing a Bayesian hierarchical modelling approach, this research analyses data from 630 students collected over four academic years (2019–2023). The findings indicate that high school mathematics marks and progression rates serve as significant predictors of academic success, confirming the critical role of foundational mathematical skills in enhancing university performance. Interestingly, gender and age were found to have no statistically significant impact on academic outcomes, suggesting that these factors may be less influential in this context. Additionally, socio-economic status, represented by school quintiles, emerged as a substantial determinant of performance, highlighting disparities faced by students from disadvantaged backgrounds. The results underscore the necessity for targeted educational interventions aimed at bolstering the academic capabilities of students entering university, particularly those with weaker mathematics backgrounds. Furthermore, the study advocates for a holistic admissions approach that considers various attributes beyond standardized scores. These insights contribute to the existing literature on STEM education and provide practical recommendations for educators and policymakers aiming to foster equitable academic success among all students.

Obstacles to in-service Chinese high school mathematics teachers’ implementation of mathematical modelling in classrooms: an empirical investigation of teachers’ perspectives

Abstract This mixed-method study uses interviews and an online questionnaire to investigate the obstacles that hinder teachers’ implementation of mathematical modelling in everyday classrooms in China. Thirty high school mathematics teachers were interviewed, and 200 teachers completed an online questionnaire regarding their perceived obstacles. We identified six critical obstacle groups: missed opportunities to learn mathematical modelling education in professional development and/or teacher education; students’ lack of knowledge and interests; lack of examples in textbooks; lack of suitable teaching materials; non-favourable curricula tradition and school policies; and a strong traditional focus on examination culture. The obstacles identified and their relationship to and role in current in-service teachers’ practices are explored and interpreted from a sociocultural perspective considering, among other factors, the significance of central examinations in China and the historical prevalence of pure, structurally oriented mathematics in school.

Assessing the Implementation of Senior High School Mathematics Curriculum: Teachers’ and Students’ Perceptions in Calbayog City Division, Philippines

The implementation of the Senior High School (SHS) Mathematics curriculum in the Philippines has introduced new challenges for both teachers and students, particularly in adapting to the demands of the K to 12 education reform. This study assessed the seriousness of issues encountered in implementing the SHS Mathematics curriculum based on the perceptions of SHS mathematics teachers and students in the Department of Education at Calbayog City Division, Samar, Philippines. Using a descriptive survey design, the study involved 31 mathematics teachers, identified through total enumeration sampling, and 320 SHS students, selected via simple random sampling. A 4-point Likert-type scale survey questionnaire was used to examine the implementation issues of the SHS Mathematics curriculum. The results revealed that mathematics teachers perceived curriculum-related, teacher-related, and student-related issues as moderately serious, highlighting significant challenges such as gaps in foundational knowledge, insufficient preparedness, and difficulty adapting to the increased academic demands of the SHS program. In contrast, SHS students rated curriculum and teacher-related issues as moderately serious but viewed student-related issues as less serious. These results emphasize the need for professional development programs that equip teachers with student-centered pedagogical strategies to address diverse learning needs. To enhance teaching effectiveness and improve student outcomes, it is recommended that SHS mathematics teachers receive sufficient support, including access to relevant training and resources.

GPS: Multiple Meanings and Uses for the Equal Sign

Growing Problem Solvers provides four original, related, classroom-ready mathematical tasks, one for each grade band. Together, these tasks illustrate the trajectory of learners’ growth as problem solvers across their years of school mathematics.

Is it in their words? Teachers' enthusiasm and their natural language in class-A sentiment analysis approach.

Teacher enthusiasm is an undisputedly important characteristic of teachers, with demonstrated positive effects on student outcomes. Existing research typically operationalised teacher enthusiasm via trait-based teacher- or student ratings. Strikingly little is known about how teachers' trait enthusiasm manifests in their actual in-situ classroom behaviour. Some findings have been reported regarding teachers' nonverbal behaviours, but the links between teacher enthusiasm and teacher language are unknown so far. The present contribution fills this research gap by applying lexicon-based sentiment analysis to quantify teachers' emotional tone from transcribed teacher utterances obtained from video recordings of full mathematics lessons (45 min). N = 19 secondary school mathematics teachers and their N = 393 students participated in our study. We realised the sentiment analysis using Remus etal.'s emotion lexicon SentiWS (v2.0, 2019). We obtained both teacher self-reports and student ratings to assess teachers' enthusiasm, shown habitually (trait), and during the videotaped lesson (in situ). Regarding trait enthusiasm, teachers' own, but not the students', ratings were positively linked with teachers' verbally expressed sentiment in the videotaped lesson, specifically its positive valence. Regarding in-situ enthusiasm, associations were even larger but also did not reach significance for the student ratings. This is the first study to employ sentiment analysis on transcripts of German teachers' in-class talk. Besides the quantitative links between teacher enthusiasm and their language, it also provides qualitative insights on positive emotional teacher talk in mathematics.

Need Analysis for Developing a Problem-Based Learning E-Module in Mathematics with Integrated Global Citizenship Education

Global Citizenship Education is a framework designed to cultivate responsible citizens who respect values such as justice and equality, ultimately contributing to a more peaceful and sustainable world. By exposing primary school students to global issues, they can better understand critical challenges, particularly the eradication of global poverty, climate change, and peace, which can help them become more engaged global citizens. However, aspects of Global Citizenship Education are often overlooked in primary mathematics education. This study aims to evaluate mathematics teachers' perceptions of implementing a problem-based learning e-module that incorporates Global Citizenship Education into the topic of Data Handling. Additionally, it seeks to gauge the respondents’ agreement on integrating Global Citizenship Education (GCED) into the mathematics teaching and learning process. An online questionnaire (Google Form) was administered to 52 primary school mathematics teachers from the state of Negeri Sembilan. The findings indicate that 40% of the respondents were unfamiliar with Global Citizenship Education, and 70% had never incorporated it into their mathematics teaching. Nevertheless, 80% of the teachers agreed that integrating Global Citizenship Education themes into mathematics classrooms would enhance students’ global awareness and motivate them to learn mathematics. Furthermore, the study found that the Problem-Based Learning approach allows students to acquire new knowledge about real-world mathematical problems. In conclusion, there is a clear need to develop a problem-based learning e-module in mathematics that integrates Global Citizenship Education.

ANALISIS TEORI BELAJAR KOGNITIF DAN IMPLIKASINYA DALAM PEMBELAJARAN MATEMATIKA DI SD

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

Metaverse application development for teaching geometry in virtual reality environment

This study aims to explain the Metaverse application development process for teaching geometry in a virtual reality environment. The application was developed based on the instructional design model including analysis, design, development, implementation and evaluation phases. The target group was secondary school students. During the analysis phase, students’ virtual reality experiences and their needs for using the Metaverse application academically were identified. Additionally, learning outcomes from the Secondary School Mathematics Course Curriculum were selected to determine the application content, and convenient educational software programs for a Metaverse environment were examined. During the design phase, Metaverse software that was suitable for the study's purpose was selected. Also, three-dimensional models of the objects and the environment for the application activities were designed through three-dimensional drawing programs. During the development phase, the activities’ visualization and manipulation trials were conducted by transferring the three-dimensional designs into the Metaverse application. After necessary corrections, activities took their final form. During the implementation phase, 15 students in grade 10th used the Metaverse application. During the evaluation phase, participants stated their opinions about the application. Accordingly, suggestions for improving the Metaverse application in the field of teaching geometry and its widespread implementation were proposed.

ChatGPT: A Game Changer in Junior High School Mathematics Teaching

ChatGPT: A Game Changer in Junior High School Mathematics Teaching

Exploring Teachers’ Mathematical Knowledge for Teaching and Its Influence on Students Achievement, Retention and Attitude towards Mathematics in Secondary Schools in Nigeria

The study explored the influence of teachers’ mathematical knowledge for teaching on students’ achievement, retention and attitude towards mathematics in secondary schools in Nigeria. The study was guided by three research questions and hypotheses. The study employed correlational survey research design. The population of the study comprised 3.5 million secondary school students and 100,000 mathematics teachers from the six geopolitical zones of Nigeria.The sample size for the study consisted of 500 secondary school students and 100 mathematics teachers, selected proportionally from each geopolitical zone.The primary research instrument for this study was a structured questionnaire designed to collect data on teachers’ MKT and students’ achievement, retention, and attitude towards mathematics. The content and construct validity of the instrument was established. The instrument had a reliability value of 0.76 determined using Cronbach alpha. Data obtained with the aid of the instrument were analysed using coefficient of determination and Pearson correlation. The results revealed significant positive relationship between the components of mathematical knowledge for teaching (MKT) and students’ achievement, retention and attitude towards mathematics. The study concluded that teachers’ mathematical knowledge for teaching (MKT)—which encompasses subject matter content knowledge (SMCK), pedagogical content knowledge (PCK), knowledge of learners’ learning difficulties (KLD), and understanding of learners’ misconceptions (ULM)—plays a significant role in shaping students’ achievement, retention, and attitude towards mathematics. It was recommended among others that school administrators should provide regular, targeted training programs to improve teachers’ subject matter content knowledge, pedagogical content knowledge, and ability to address students’ misconceptions, thereby enhancing student achievement, retention, and attitudes towards mathematics.

Unlocking mathematics success: Global lessons on student achievement, teacher satisfaction, and school environments

This study explores the factors influencing mathematics performance, teacher satisfaction, and school environment across six economies using data from PISA 2022. Employing hierarchical linear modeling, the research examines individual and institutional variables at the student, teacher, and school levels. Key findings reveal significant differences in mathematical performance between high- and low-performing economies, with factors such as socio-economic status, cognitive activation, and teacher support playing critical roles. Additionally, teacher satisfaction is strongly linked to classroom climate and professional alignment with teaching goals. The analysis highlights how systemic and cultural factors influence outcomes, offering policy insights to improve global mathematics education.

Enhancing High School Mathematics Learning Through Moodle Feature Development

The development of information and communication technology in the 21st century spurs the need for digital learning systems to improve the quality of education. This research aims to develop a Learning Management System (LMS) Moodle with additional features that support mathematics learning at the high school level. The research method used in this research is the research and development (R&D) method, with the model used being the Four-D Model or adapted into a 4-D model. Based on the research results, the features developed include typing mathematical formulas using MathType by Wiris, graph visualization, and GeoGebra-based simulations. The results of the trial show that this additional feature increases the effectiveness of mathematics learning and the efficiency of students' learning time. Developing an LMS with interactive features supports a more dynamic and meaningful learning process.

What Do Students Feel, and What Do Teachers Say?: A Mixed‐Methods Study

ABSTRACTThe current study aims to investigate the interplay between teacher and student emotions in mathematics and the triggers of student emotions from the perspectives of their mathematics teachers. Mixed‐methods research was employed. In the quantitative phase, 214 middle school mathematics teachers and their seventh and eighth graders (5475 students total) participated in the study to explore the relationship between teacher and student emotions in mathematics. Afterward, 14 mathematics teachers were selected to participate in the qualitative phase according to the variation in class mean values of the student achievement emotion scale. Data were collected through questionnaires (Achievement Emotions Questionnaire‐Mathematics, Teacher Emotions Scale) and semi‐structured interviews. Multilevel structural equation modeling revealed no significant correlation between teacher enjoyment, anger, anxiety, and student emotions. Thematic analysis unraveled four themes in explaining the factors affecting students' emotions in mathematics: types of emotions in mathematics learning, sources of emotions, consequences of emotions, and strategies to regulate students' emotions in mathematics. This study stands as the pioneering one in emotional transmission between teachers and students in Turkiye.

Classroom Instructional Practices in Light of the Components of Mathematical Proficiency

The study aimed to reveal the reality of classroom instructional practices of high school mathematics teachers in light of the five components of mathematical proficiency: conceptual understanding, procedural fluency, strategic competence, adaptive reasoning, and productive disposition. It relied on the descriptive approach. The study tool was an observation card that included 38 practices distributed across the five components of mathematical proficiency. The study sample consisted of 24 high school mathematics teachers. The findings indicated that the overall level of instructional practices of high school mathematics teachers, in light of the five components of mathematical proficiency, was average. Three components showed an average level of practice, while two components showed a low level. The component strategic competence ranked first, followed by conceptual understanding and procedural fluency. The productive disposition component ranked fourth, and adaptive reasoning ranked fifth and last. The study recommended that training courses focusing on mathematical proficiency be developed for high school mathematics teachers. KEYWORDS Mathematics teachers, conceptual understanding, procedural fluency, strategic competence, adaptive reasoning, productive desire

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

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

Exploring the relationship between teachers’ beliefs on the nature and learning of mathematics and self-efficacy in teaching mathematics at the primary school level

For more than 30 years, the study of teachers’ beliefs has been crucial to the mathematics education field since teachers’ beliefs may significantly influence students’ learning of mathematics. This study included 127 Estonian in-service primary and secondary school mathematics teachers teaching grades three to five. We examined their beliefs about the nature of mathematics, learning of mathematics, and their confidence in their ability to teach the subject (self-efficacy). Moreover, we aimed to explore the relationships between these beliefs. We also investigated the possible differences between subject teachers and class teachers and possible differences regarding teacher work experience. Teachers’ self-efficacy beliefs about goal setting, motivation, and cognitive activation were positively correlated. Self-efficacy beliefs on goal setting had positive effect on rules and procedures beliefs (nature of mathematics) and teacher-directed beliefs (learning of mathematics). In addition, the results showed a negative relationship between self-efficacy beliefs on cognitive activation and rules and procedures and teacher-directed beliefs. No statistically significant relationship was found between the teachers’ beliefs and their years of experience. Nonetheless, a strong correlation was discovered between the type of teachers (i.e., class teacher or subject teacher) and self-efficacy beliefs related to cognitive activation. These findings draw attention to the intricate links between teachers’ different beliefs and offer recommendations for teacher preparation programs and further study.

Comparison of Secondary School Mathematics Curriculums in Türkiye According to the Top-down and Bottom-up Approach

Comparison of Secondary School Mathematics Curriculums in Türkiye According to the Top-down and Bottom-up Approach