Secondary Level Mathematics Research Articles

A Pilot Study Approach to Assessing the Reliability and Validity of Relevancy and Efficacy Survey Scale

This paper is based on the pilot study that aims to assess the reliability and validity of the attitude measurement scale towards the relevance of mathematical knowledge of real analysis for secondary-level mathematics instruction. Research tool validation and reliability estimation are challenging due to the complexity of its procedure. This study establishes procedural guidance for piloting and tool validation. The survey method was used to conduct the pilot study. Thirty participants filled in the 45 indicators of relevance measurement and 10 mathematical efficacy measurement indicators. The reliability was assessed with Cronbach's Alpha formula while the validity of the questionnaire was examined through item-total correlation with each item by using Pearson's formula. The content validity index was also calculated based on the expert judgment method. The reliability indicator was found to be more than 0.70 and the validity indicator falls in the acceptable range. Therefore, developed scale is valid and reliable to measure the teachers' attitudes on the relevancy of mathematical knowledge of real analysis of school's mathematics instruction based on pilot study results. Furthermore, this study guides the pilot study procedure for survey research and especially benefits those looking to validate their Likert-type survey scale in any research.

Technological Challenges: A Case of Secondary-Level Mathematics Teachers’ Integrating ICT in Mathematics Classrooms

Technological Challenges: A Case of Secondary-Level Mathematics Teachers’ Integrating ICT in Mathematics Classrooms

Equitable Pedagogical Practices in Learning Mathematics at Secondary Schools in Nepal

The central focus of this study is to explore equitable pedagogical practices in learning mathematics in diversified learners’ mathematics classrooms. This study focused on investigating the challenges faced by mathematics teachers to conduct equitable pedagogical practices in learning mathematics in mathematics classrooms and exploring the possible ways to promote equitable pedagogical practices in learning mathematics. An interpretive critical theory paradigm was employed for collecting, analysing, and interpreting data in an iterative process. Qualitative narratives were collected through in-depth interviews, focus group discussions (FGD), and classroom observations of which five secondary-level mathematics teachers of Dhading were observed. Through multi-layered theme analysis and interpretation, the study produced five emergent challenges: linguistic issues, classroom diversity, the dominance of banking pedagogy, student absenteeism, school environment, and socioeconomic position. Moreover, the study showed eight different ways to promote equitable pedagogical practices in learning mathematics: providing additional support for marginalized students, using multi-methods of mathematics teaching, promoting peer and group work, individual treatment, motivational counseling, teaching mathematics relating to daily life, promoting collaborative learning and cooperative teaching, and promoting culturally responsive teaching.

The Impact of Demographic Factors on Information Communication Technology Use: A Case of Mathematics Teachers in Kathmandu District

The use of information and communication technology (ICT) is an important issue for teaching learning activities due to global changes; however, the success of this use depends on the readiness of the teachers. This study investigated the effect of demographic variables on the use of ICT among secondary-level mathematics teachers in the Kathmandu district. This study describes a research hypothesis testing the absence of statistically significant differences in ICT use based on demographic variables such as gender, age, marital status, teaching experience, educational level, job position, and school location. For quantitative research, an online survey design was used. The data were collected through a validated online survey questionnaire, which consisted of seven demographic variables and seven items on the use of ICT. The online survey questionnaire was administered to 287 subjects. The response of mathematics teachers was only 59.23%. The response data was downloaded into Excel and cleaned. Frequency, percentage, independent sample t-tests, and one-way ANOVA were used to analyze the cleaned data using the JAMOVI software. The results revealed no statistically significant differences in ICT use across demographic variables. Specifically, gender, marital status, age groups, teaching experience, educational level, job positions, and school locations did not significantly affect the use of ICT among secondary-level mathematics teachers. The small effect sizes limited practical significance, despite the absence of statistical significance. The findings provide valuable insights into the relationship between demographic factors and ICT integration in education. Further research should validate these results in diverse educational contexts in Nepal.

An Overview of Strategies for Conceptualizing Derivative and their Applications in Daily Life for Secondary-Level Mathematics Students

Derivative is a foundational concept in calculus but can be challenging for secondary students to grasp conceptually. This paper provides an overview of research-backed strategies for developing a strong conceptual understanding of derivative. Visual and intuitive approaches are discussed, such as relating the derivative to real-world con-texts involving speed, growth, and modeling phenomena. The importance of multiple linked representations and building connections between graphical, numeric, verbal and symbolic perspectives is emphasized. Strategies for motivating learning through real-world applications and simulations relating concepts to students' lives are out-lined. Procedural expertise and conceptual mastery are cultivated together. The benefits of a conceptual learning, problem solving abilities, and STEM-related fields are noted. Curricular recommendations focus on conceptual exploration prior to for-mal definitions. Thus, the paper highlights best practices for conceptualizing deriva-tive through visual-intuitive, multi-representational and application-based ap-proaches to promote flexible, adaptive understanding and lay the groundwork for calculus success.

From Home to Classroom: Investigating Girls' Participation in Secondary Level Mathematics

This study explores the nuanced journey of girls' participation in secondary level mathematics, investigating the influences of early experiences at home and dynamics within the classroom. Focused on Grade IX students in Gurbhakot Municipality, Surkhet, the research adopts a quantitative approach through a survey design. Five secondary schools were selected using a convenience sampling method, aiming for diversity in community and geographical locations. Data collection involved Likert Scale points, encompassing 30 statements related to girls' participation in mathematics. The analysis revealed key insights, including positive attitudes towards academic engagement, varied opinions on gender perceptions, strong familial support, favorable learning environments at home, and diverse views on societal and parental influences. The study's significance lies in addressing a critical gap in literature by examining the transition from home to the classroom, offering valuable insights for educators and policymakers to enhance gender equity in mathematics education. The findings suggest areas for improvement, such as addressing gender perceptions, improving communication between parents and teachers, and enhancing the appeal of mathematics classes. Recognizing positive aspects, like strong family support and student interest, can contribute to fostering a more inclusive learning environment.

Exploring the Relevance of Advanced Mathematical Knowledge for Secondary-Level Instruction

The usefulness of advanced mathematics in teaching is referred to as its relevance for secondary-level mathematics instruction. This paper is based on research that explores teachers' views on the relevancy of advanced mathematics and their expectations from advanced mathematics courses for teacher preparation programs. Ten secondary-level mathematics teachers participated in this study. semi-structured interviews with open-ended questions and focus group discussions were utilised for data collection and thematic for data analysis. The finding indicates that advanced mathematics is relevant for developing mathematical proficiency, mathematical, and logical thinking, knowledge of mathematical context mathematical activities and increased problem-solving skills and professional competencies. Along with advanced mathematical knowledge, technological and research knowledge, and skills are expected from undergraduate teacher preparation courses. Therefore, it is suggested to incorporate the expected form of knowledge in the teacher preparation program.

“We learn it [mathematics] at school so one thinks that one will use it …”

In this study, we explore Norwegian learners’ beliefs about the relevance and importance of learning mathematics. The data material consists of semi-structured interviews with nineteen lower secondary school learners (13-14 years old). The analyses indicate that the learners believe in the relevance of learning secondary level mathematics though they struggle to give examples of this relevance in their personal lives. Further, learning mathematics is also believed to be important for their lives but the sources of these beliefs are often statements heard from others. The analyses also suggest that the learners seldom reflect, evaluate, or question the relevance and importance of learning mathematics critically. A scarcity of such reflections indicates a tension between learners’ beliefs and the curriculum’s aim to empower learners to think critically and contribute to the decisions concerning their own mathematics learning process. We discuss the implications of this tension for learners’ empowerment and development as critical citizens, who can participate and voice their opinions in discourses about the significance and roles of mathematics education in their personal lives and society.

Factors Affecting the Achievement of Students in Mathematics

The program offered at the secondary level (specially in class 9 and 10) of Nepal requires the completion of mathematics courses. To go to science and technology subjects in class 11 and 12 as well as in university level, the students should succeed in the class 10 examination (SEE) in mathematics so that this will provide the pathway for them to be succeed in the study of university level. This research aims to investigate the factors affecting the achievement of students in mathematics at secondary level. For acquiring this aim, this study has used qualitative research method for completing the entire work. The primary data for this study was collected through focus group discussion with mathematics teachers and head teachers. All secondary schools in Nepal were considered as the population of the study and selected four districts viz Chitwan, Gorkha, Makawanpur and Parsa as the first stage of sampling. In the second stage, secondary level mathematics teachers of Chitwan, Gorkha, Makawanpur and Parsa districts were taken as sampling population. Eight groups of mathematics teachers consisting of two groups from each district and two group of head teachers from Chitwan district chosen using purposive sampling method were sample for this study. The collected information was analyzed using constant comparison method of data analysis. The results of the study showed that teachers beliefs solely not responsible for the students’ achievement in mathematics, but integrated effects of variables such as students’ factors, teachers’ factors, system factors, environmental and societal factors were the causes for the low achievements of students in SLC/SEE.

Teaching Real Analysis in Teacher Preparation Program through Content Bridging Strategy

This study aims to investigate the impact of content bridging, based on the ARCS Model of Instructional Design, on student motivation in learning Real analysis within a teacher preparation program at the bachelor's level. The strategy aims to establish connections between Real analysis and secondary-level mathematics, emphasizing the relevance and applicability of the subject. The study employed a participatory action research approach, employing content bridging and observing the students' behaviour during the instruction to study the change. The results indicate remarkable improvements in student behaviour, engagement, and active participation. Students exhibited increased motivation, completed assigned work, posed thoughtful questions, and demonstrated enthusiasm during class. These findings highlight the effectiveness of the content bridging in enhancing student motivation and understanding of Real analysis within the context of teacher preparation programs.

A critical ethnography on instructor-student interactions in a mathematics teacher education course

This study aimed to investigate the instructor-student interactions in a secondary level mathematics teacher education course through a critical ethnographic perspective. Participants in the study were 16 pre-service teachers at one of the large midwestern universities in the U.S. The data for the study consists of the transcribed audio recordings collected in four classroom meetings as well as exclusive field notes. It was revealed as a result of the current study that negotiation - re-negotiation mechanisms mediate the communications, which occur in accordance with the lifeworlds of students and instructor while system subordinates the lifeworld of these actors through its two main roots, contractual and normative systemic relationships. In addition, the reflection of these relationships on the instruction was also discussed. It is highly suggested for future researchers to investigate these interactions with extended sample sizes as well as in different learning environments.

An Overview of Strategies for Conceptualizing Derivative and their Applications in Daily Life for Secondary-Level Mathematics Students

Derivative is a foundational concept in calculus but can be challenging for secondary students to grasp conceptually. This paper provides an overview of research-backed strategies for developing a strong conceptual understanding of derivative. Visual and intuitive approaches are discussed, such as relating the derivative to real-world contexts involving speed, growth, and modeling phenomena. The importance of multiple linked representations and building connections between graphical, numeric, verbal and symbolic perspectives is emphasized. Strategies for motivating learning through real-world applications and simulations relating concepts to students' lives are outlined. Procedural expertise and conceptual mastery are cultivated together. The benefits of a conceptual learning, problem solving abilities, and STEM-related fields are noted. Curricular recommendations focus on conceptual exploration prior to formal definitions. Thus, the paper highlights best practices for conceptualizing derivative through visual-intuitive, multi-representational and application-based approaches to promote flexible, adaptive understanding and lay the groundwork for calculus success.

Effect of Teachers Problems in Using Digital Resources on Mathematical Content Instruction Online

The aim of the research was to find the effect of the problems of mathematics teachers in teaching mathematics online on instructing mathematical content. A cross-sectional online survey design was employed among 258 secondary-level mathematics teachers in Nepal. ADD Path analysis model under structural equation modeling was the major statistical technique used in the research. The finding indicates that the problems of mathematics teachers in internet surfing, class control, interest in online courses, and digital content development are major contributing factors to instructing mathematical content online.

A RESEARCHER'S JOURNEY: AN EXPERIENCE OF A RESEARCHER IN MASTERS OF PHILOSOPHY IN MATHEMATICS EDUCATION

This paper focuses on my study of a narrative research inquiry and interpretative paradigm under a qualitative research approach of in-service secondary level mathematics teachers in Kavrepalanchok district in Nepal. This article reveals my perspective as a researcher by articulating my research agenda during an academic journey in my degree of Master of Philosophy in Mathematics Education at Nepal Open University. My research was entitled " Assessment in Secondary Level Mathematics: A Narrative Inquiry" and submitted to NOU to acquire the degree. This paper explores my study, explaining about learning of mathematics and assessment experience in various academic environments from secondary level to university education as a mathematics student, teacher, and teacher educator. Similarly, I proceed by describing the source of my motivation for my study, as well as how I became interested in pursuing assessment-related research in mathematics. Furthermore, in the paper, I explain the context of my study, the rationale for the study, the purposes of the study, and the research questions. Moreover, in this article, I explore discussions on my research journey, research agenda, and formulation of questions, theoretical referents, and methodological map of the research. Finally, I will complete the journey with discussion and conclusion of my study.

Professional Development of Mathematics Teachers’ Pedagogical Content Knowledge in Teaching Basic Algebra

This article presents the findings of the mathematics teachers’ professional development (PD) in teaching algebra from a continuously implemented two months PD program. The program was conducted as a case study for a group of 20 secondary level mathematics teachers who are following a two-year in-service teacher training course. This program targeted to improve the secondary level mathematics teachers’ pedagogical content knowledge (PCK) in teaching algebra. The content of the PD program included the nature of algebraic concepts, psychological aspects related to PCK, algebraic thinking and the algebraic learning styles. The result of the paired t-test indicated 0.345, a positive correlation between the post-test marks and pre-test marks. It interprets a favourable progress of the professional development (PD) program. From the interview findings, teacher trainees asserted the importance of algebraic thinking and the psychological foundation for making mathematics education effective and quality. The results asserted that the mathematics teachers’ PCK in algebra could be developed toa considerable extent from this PD program. The findings further revealed that mathematics teachers could develop their algebraic thinking from the program and it isa must. Since mathematics teachers’ PCK directly influence on students’ algebra learning and mathematics achievement, the findings of the study deepens the understanding that the mathematics teachers PCK must be developed to increase the students’ mathematics learning and understanding of the concepts. Therefore, I recommend that teacher education courses and continuous education programs must be developed in the teacher education curriculum with reforms for enhancing the quality of mathematics education in Sri Lanka.

Investigating the Mathematics Teachers’ Pedagogical Content Knowledge in Teaching Algebraic Symbols

Secondary level mathematics teachers’ pedagogical content knowledge (PCK) in teaching algebra is identified as a crucial factor of mathematics teachers’ knowledge that influences on the accuracy of the students’ understanding. The aim of this study is to examine the extent of the mathematics teachers’ PCK in teaching basic algebraic concepts, algebraic symbols. Necessity of learning algebra for advanced conceptualization is asserted by the global literature. Researchers found that the mathematics teachers’ PCK in teaching algebra is not satisfactory. Equally, students’ learning difficulties and their struggle in learning algebra can be identified as a global issue. The sample (N=281) mathematics teachers in the Galle education zone were administered with a questionnaire. The mean value was 6.81 and the standard deviation was 2.74. The study found that the mathematics teachers’ PCK in teaching algebraic symbols is very poor in Sri Lanka. Moreover, the mathematics teachers use inadequate algebraic thinking in the teaching practicum that can restrict the students’ creativity. Students’ understanding in algebraic symbols at the acquisition stage of learning algebra should essentially be developed through well designed professional development programs.

A Researcher's Methodological Approach in a Dissertation of Master of Philosophy in Mathematics Education in Nepal

This paper explores on methodology approach applied for explaining assessment of mathematics to excavate assessment practices of students and teachers at secondary level in the context of Nepal. The paper uncovers the methodology section of a dissertation entitled "Assessment in Secondary Level Mathematics: A Narrative Inquiry" submitted to Nepal Open University to acquire a degree of masters of Philosophy in Mathematics Education. I portray the related phenomena to my research questions from ontological, epistemological, axiological, and rhetorical considerations. Then I describe methodological considerations related to research paradigm, research design, and sampling of data. Furthermore, I explore the data collection and analysis of my study, dividing it into different subheadings. I have thrown light on quality standards and ethical consideration followed in the research. The paper further excavates the data analysis, data interpretation of the methodology section of the dissertation. Finally, the paper concludes with discussion and conclusions about the applied methodology to conduct the study on mathematics assessment at secondary level in Nepal.

Effect of Mathematics Teachers’ Problems in Teaching Equation, Figure, Drawing Symbols and Use of Software on Mathematical Content Instruction

The aim of the research was to measure the effect of mathematics teachers’ problems in teaching equation and figure, drawing symbols, and use of software on the problems of mathematical content instruction online with respect to educational background and ICT training status. The cross-sectional online survey design was used among 258 secondary level mathematics teachers of Nepal. The path analysis technique was used to analysis the data. The finding of the research shows that the problems in using software and drawing figures are main predictors to the problems in instructing mathematical content with respect to non-educational background and untrained in ICT teachers. Whereas the problems in drawing symbols and teaching equations are main predictors in mathematical content instruction with respect to educational background and trained in ICT teachers.

Student's Empowerment in Mathematics Classroom: Perception, Strategies, and States

Whatever the existing teaching-learning practices of mathematics education in our classroom, it is a time to escalate its effectiveness through sincere exploration of students’ empowerment. Empowering our students in mathematics classroom is a psychological, strategic and contingent to both mathematics’ teachers and students. This article argues that exploration of understanding of students’ empowerment, empowering strategies, and state of empowered mind are not fully studied yet. To capture the belief, understanding, perception, and practices of students’ empowerment in mathematics teaching and learning is the core concern of this paper. The secondary level mathematics teachers from the community schools of Kathmandu valley and mathematics educators were purposively selected. Descriptive exploration was made to discuss the information on three key focuses; perception of students’ empowerment, strategies for empowerment, and states of empowered students within the classroom premises. Opportunity of collaborative and cooperative engagement which accept the individual voice of students in the mathematics classroom is perceived as the strategies of students’ empowerment. Sufficient cognitive as well as affective actions that help to build the students’ strength in learning mathematics are the fundamental empowering strategies and the condition of happiness, satisfaction, and on task behaviour are the states of empowered students. Policy maker, academicians, and even the managers would take benefit from finding of this article. There are still many spaces to reduce the gap of existing and expecting strategies for students’ empowerment in the mathematics classroom.

Students Empowerment in Mathematics Classroom: Perception, Strategies, and States

Whatever the existing teaching-learning practices of mathematics education in our classroom, it is time to escalate its effectiveness through sincere exploration of students’ empowerment. Empowering our students in the mathematics classroom is psychological, strategic, and contingent on both mathematics teachers and students. This article argues that the exploration of understanding students’ empowerment, empowering strategies, and state of empowered mind are not fully studied yet. Capturing the belief, understanding, perception, and practices of students’ empowerment in mathematics teaching and learning is the core concern of this paper. The secondary-level mathematics teachers from the community schools of Kathmandu valley were purposively selected. Descriptive exploration was made to discuss the information on three key focuses; perception of students’ empowerment, strategies for empowerment, and states of empowered students within the classroom premises. The opportunity for collaborative and cooperative engagement which accept the individual voice of students in the mathematics classroom is perceived as the strategy for students’ empowerment. Sufficient cognitive, as well as effective actions that help to build the students’ strength in learning mathematics, are the fundamental empowering strategies, and the condition of happiness, satisfaction and on-task behavior are the states of empowered students. Policymakers, academicians, and even managers would take benefit from the finding of this article. There are still many spaces to reduce the gap between existing and expected strategies for students’ empowerment in the mathematics classroom.