Student Achievement In Mathematics Research Articles

Prospective secondary teachers’ noticing of students’ thinking about the limit concept: pathways of development

AbstractResearch has shown that there is a need to examine prospective teachers’ development trajectories related to noticing expertise. An important content in the Spanish high school curriculum (16–18 years old) is the limit concept. Given the importance of this concept in the curriculum and the difficulties some prospective teachers have, developing their noticing of students’ mathematical thinking of this concept in teacher education programs is crucial to achieve high school student mathematics achievement. This study examines how prospective secondary school mathematics teachers (PTs) notice students’ mathematical thinking about the limit concept as they participated in a teaching module. PTs had to anticipate and interpret students’ mathematical understanding and make instructional decisions to support students’ conceptual progression using information about high school students’ understanding of the limit concept. We examined PTs changes related to how they anticipated, interpreted and made instructional decisions during the teaching module. We identified a change in how PTs conceived the understanding of the dynamic limit concept: from all-or-nothing dichotomy to progression; and a change in the instructional decisions they made: from decisions focused on changing the type of discontinuity to conceptual decisions. These changes allow us to characterise development noticing pathways. Our findings also help to identify the teaching module characteristics that support the development of PTs noticing.

Designing a video-stimulated questionnaire about teachers’ adaptive expertise in interdisciplinary mathematics and science teaching

Research investigating teachers’ knowledge and practices aimed to improve student participation, engagement and achievement in mathematics and science has often used qualitative methods involving observation and analysis of lesson videos. Some researchers have used excerpts of videos in various ways to gather data about their participants’ anticipated actions in the moment. In the current study, we aimed to track primary teachers’ developing adaptive expertise when teaching interdisciplinary mathematics and science lessons over a two-year period. In this paper, we describe the processes followed to design a questionnaire that used episodes from videos of interdisciplinary mathematics and science lessons to construct multiple choice items. The adaptive expertise scoring for the items was reliable but this improved when including an open-ended question for participants to explain their selection of an action for the classroom moment captured in the video episode.

Potential Factors That Explain the Difference Between Mathematics Achievement of Students in Korea and Turkey According to PISA 2018

The purpose of this study is to examine the difference between the potential factors (time spent using digital devices during mathematics lessons in a school week, perceived feedback, and competitiveness of students) influencing mathematics achievement of students in Korea and Turkey. The study sample was comprised of 13440 students who were 15 years old and in grade 7 (or above) in Korea and Turkey. As the data were obtained from the PISA 2018 dataset to compare independent variables at one single time, the design of the study was causal-comparative research. Students in Korea and Turkey were compared according to the variables by using independent sample t-tests. There was a significant difference between Turkey and Korea in each category. It was found that the time spent using digital devices during mathematics lessons in a school week of students in Turkey was higher than that of students in Korea. Students in Turkey were more competitive than those in Korea. However, the results showed that students in Korea perceived more feedback than students in Turkey. The current study also discusses the implications and recommendations based on the findings and literature.

Infusing Evidence-Based Instruction in Two Middle School Settings

This article reports on a project implemented to help middle school teachers provide evidence-based instruction and intervention to students with mathematics learning disabilities (MLD) and mathematics difficulties (MD). Multiple sources—interviews, surveys, and field notes from formal and informal observations—were used to gather data on teacher perceptions and feedback on what worked and what did not in this professional development effort. We also examined the mathematics achievement of students with MLD and MD and compared their growth to that of their typically performing peers at the two participating schools. We highlight and discuss the key issues and concerns that emerged from this implementation study.

The impact of online lesson study on students’ achievement in mathematics in China

ABSTRACT Chinese education has been striving to enhance student achievement in mathematics, and one approach that has shown promise is the improvement of teacher preparation. However, the implementation of formalized Lesson Study (LS) in China necessitates the establishment of new and effective structures to facilitate its practice. Additionally, due to the 2019 coronavirus pandemic, distance education has become increasingly prevalent. To investigate the potential benefits of combining LS with online education, the authors conducted an action research study of classroom practices. This mixed-method study aimed to determine whether the use of O-LS (Online Lesson Study) among in-service secondary mathematics teachers would improve student performance in mathematics and to explore the factors that influenced teachers’ pedagogical practice. For the quantitative research component of the study, a sample size of 68 was selected from two intact mixed-ability classes in a secondary school population, with 34 participants in each of the experimental and control groups. This action research study highlights the significance of O-LS in the context of Chinese society and demonstrates the successful integration of online education with LS to improve student achievement in mathematics.

The effect of digital stories prepared according to realistic mathematics education on students' mathematical achievements, anxiety and attitudes

This research examined the effects of digital stories prepared according to Realistic Mathematics Education (RME) on the mathematics achievement, anxiety and attitudes of 4th-grade students. A quasi-experimental design with the pretest-posttest control group, one of the quantitative research designs, was used in the research. The research was conducted with 69 fourth-grade students studying in a public primary school in the Tarsus district of Mersin province in the second term of the 2021-2022 academic year. In the experimental group, the teaching was carried out by the researcher using digital stories prepared according to RME, the researcher carried out the learning in one of the control groups according to the current curriculum, and the classroom teacher carried out the teaching in the other control group according to the current curriculum for seven weeks. Two-factor ANOVA (mixed ANOVA) was used for mixed measurements to analyse the data obtained from the study. As a result of the statistical analyses, it was determined that digital stories prepared according to RME made a significant difference in the increase of students' academic achievement and mathematics attitudes but did not create a substantial difference in mathematics anxiety.

Efforts to Increase Mathematics Learning Activities and Achievements Through the Application of Game Methods in Class VI of SD Negeri 327 Sinunukan, Sinunukan District

This research was carried out for 2 months using the game method in an effort to increase activity and mathematics learning performance for class VI students at SDN 327 Sinunukan, Sinunukan. The research was carried out in two cycles. The data collection technique is through observation sheets at each meeting by observers to see data about learning activities, while data about learning outcomes is obtained through daily test scores and student mathematics learning achievements in cycles 1 and 2. The results obtained from PTK through the game method model, show The increase in student activity results, especially in activities for preparing places, materials and tools, was 55.56%, activities for expressing ideas were 66.67%, activities for reading game rules and books were 74.04%. Based on student mathematics achievement data, the class average score in cycle I was 69.62, increasing to 73.51 in cycle II. The percentage of students who achieved the completion standard also increased in cycle I by 88.88% (Good Category), increasing to 100% (Special Category) in cycle II.

The Effect of Students Self-Confidence on Mathematics Achievement in High School in Korea

This study looked into how students' self-confidence affected their performance in mathematics in South Korean high schools. This study employed an ex-post facto quantitative methodology with a correlational design on a sample size of 288 respondents selected using Yamane formulae. Students and math teachers from Daeyeon High School made up the sample size. To gather quantitative data, a mathematics achievement test and a confidence questionnaire in mathematics were employed. The null hypothesis, according to the Pearson product-moment correlation coefficient computation formula, is that there is no statistically significant correlation between students' self-confidence and mathematical achievement. The study discovered a statistically significant positive correlation (r=723, p=0.000) between math achievement and student confidence. Multiple linear regression analysis revealed that the independent variables in the model account for 70.8% of the variance in the dependent variable, indicating their critical role in high school mathematics achievement for students. Furthermore, it was concluded that there is a significant positive attitude towards students' mathematics achievement when it comes to their self-confidence. The study concluded that since student confidence is directly correlated with mathematical achievement, math teachers should help students solve mathematical problems in order to help them build self-confidence for better achievement

Examining the relations between interventionists' use of classroom management and student mathematics gains within a Tier 2 kindergarten mathematics intervention

AbstractEffective classroom management is critical to supporting student learning and success in school. However, little research has focused specifically on the impact of classroom management on student mathematics achievement, especially in the early elementary grades or in a small group (i.e., Tier 2) context. To address this need we investigated the relationship between classroom management and student mathematics achievement within the context of ROOTS, a validated Tier 2 kindergarten mathematics intervention taught by paraprofessionals. Results show that the quality of classroom management within the ROOTS intervention predicted gains in student mathematics achievement from pretest to posttest. These findings have critical implications for practitioners, including the importance of integrating effective classroom management techniques into Tier 2 mathematics intervention groups and supporting paraprofessionals' knowledge and use of effective classroom management.

Student-Teacher Relationships and Mathematics Achievement for Students with and Without Disabilities

Student-Teacher Relationships and Mathematics Achievement for Students with and Without Disabilities

Who benefits the most? Teacher expectations and their relation with students’ achievement in mathematics in primary school

AbstractOver the past 50 years, many studies have investigated the impact of teacher expectations on student achievement and indicated small to moderate effects. Currently, it is still unclear which student‐related factors (e.g. socioeconomic status, or gender) moderate the expectation effect. There is still a need to gain a better understanding of the relation between teacher expectations and students' characteristics. The present study aims to examine the accuracy of teacher expectations as well as student‐related moderators of the expectation effects on students' achievement. The analyses are based on data from a longitudinal study including 28 primary school teachers and their students (N = 509). The results show that high expectations of teachers correlated positively with student achievement in mathematics, although no significant moderating effects were found. These findings strengthen the importance of ensuring high teacher expectations for all students.

Analyzing the impact of collaborative learning approach on grade six students’ mathematics achievement and attitude towards mathematics

This study investigated the impact of collaborative learning on mathematics achievement and attitudes in sixth-grade students, comparing it to traditional didactic teaching. A quasi-experimental research design was utilized in which sixth-grade students were randomly assigned to either control or experimental groups. Pre- and post-tests assessed mathematics achievement using curriculum-aligned tests. In addition, attitudes toward mathematics were measured using the ‘attitude towards mathematics’ inventory developed by Tapai and Marsh in 2004. Both groups exhibited similar pre-test levels. The experimental group received collaborative learning, while the control group received traditional teaching. Post-tests after a 12-week intervention showed significant improvements in the experimental group’s mathematics achievement, regardless of initial achievement levels. Positive changes in attitudes toward mathematics were also observed in the experimental group, with some progress in the control group. Collaborative learning appears promising for enhancing mathematics achievement and nurturing positive attitudes in elementary students.

Identifying the effects of financial literacy on student achievement in mathematics

Quality education is critical to produce a quality generation of the country. However, the quality of Indonesian education is still lagging behind other countries. An analysis is needed to identify student and school factors that affect student achievement. In this study, the student factors were financial literacy ability and parents' educational background. Meanwhile, the school factors were accreditation scores. The data used in this study is the data of Indonesian Student Competency Assessment (AKSI) which is an education monitoring program through a survey using the Multistage Probability Sampling method. Since the data has a hierarchical structure, multiple regression analysis will produce biased parameter estimates. Therefore, multilevel regression analysis was used in the study to solve that problem. The random slope model with interaction is the best multilevel regression model for this study. The quality of schools as described by accreditation scores and students 'abilities in financial literacy, such as students' attitudes before buying goods, the ability of finance, and the intensity in taking financial action have a significant effect on student achievement in mathematics. The educational background of parents also has a significant effect on student achievement. The effect of these variables differs between schools due to the accreditation score of each school.

Exploring contributing factors to PISA 2022 mathematics achievement: Insights from Indonesian teachers

As an international benchmark, the Programme for International Student Assessment (PISA) 2022 evaluates the educational performance of 15-year-old students across various countries. It has been observed that the average mathematics score globally declined in 2022. Understanding the responses of mathematics teachers, as practitioners, to the PISA 2022 results is crucial for evaluating the reasons behind this decline in mathematics scores. This research aims to explore and understand the perspectives of Indonesian mathematics teachers on the factors contributing to the low PISA 2022 mathematics scores. This study employs a qualitative approach, with participants being randomly selected and includes interviews with 36 mathematics teachers in Indonesia. According to the statements provided by teachers, the decline in mathematics scores in the 2022 PISA, relative to the years 2018 and 2015, can be attributed to six primary factors: pandemic-related issues, curriculum, individual factors, resource limitations, student factors, and parental involvement. Subsequently, mathematics teachers provided several recommendations for the government, schools, and parents that might enhance student mathematics achievement. These recommendations include conducting more training, improving ICT facilities in schools, and strengthening parental knowledge about the importance of parental support. The findings of this study offer various recommendations that could be implemented by the government, schools, and mathematics teachers to improve student mathematical achievement and potentially increase PISA scores in 2025.

Investigation of the Effect of Gamified Learning on Motivation and Success in Math Class

Purpose: Educators are consistently seeking ways to enhance classroom engagement. In response to declining student achievement in mathematics, traditional teaching methods are gradually giving way to more innovative approaches such as gamified learning. Gamified learning complements conventional instruction by creating an engaging virtual and augmented reality environment in which students can actively interact with the subject matter. This study revolves around a highly significant research question: the impact of gamified learning in mathematics education on student motivation and achievement. In this domain, investigations into the latest developments in designing and testing mathematical games have been examined.
 Methodology: To this end, a literature review method has been employed, and document analysis has been conducted.
 Findings: The results indicate that gamified learning proves to be a promising tool for enhancing short-term motivation and student achievement.
 Unique contributor to theory, policy and practice: However, further research is necessary to determine if these gains can be sustained over the course of a semester.

Identifying Factors Affecting the Mathematics Achievement of Students for Better Instructional Design in UK

Mathematics is said to be logical, reliable and a growing body of concepts which makes use of specific language and skills to model, analyse and interpret the world. It is a human activity which involves creativity, discovery of patterns of shape and number, the modelling of situations, the interpretation of data and the communication of ideas and concepts. This paper attempts to examine factors affecting the mathematics achievement of students for better instructional design in UK. This study used descriptive survey design. Simple random sampling technique was further applied to obtain Mathematics teachers, students and principals targeted. The total population of this study was 142 persons. The study sampled 105 respondents. The collected data was analyzed using descriptive statistics, correlation, and regression analysis through the statistical package for social science (SPSS) version 21. The data collected were analyzed using descriptive statistics and multiple regression. The results of the findings indicated that the demographic factors were more correlated with students Students’ Mathematic Achievement (r = 0.722; p= 0.000). Multiple linear regression analysis showed that demographic factors contributed to 69.9% of variation on the performance, hence plays a vital role in students’ mathematics achievement in UK.

Peran Serta Orang Tua Terhadap Prestasi Belajar Siswa di SMP Negeri 6 Palu Sulawesi Selatan

This study aims to determine the role of parents on student achievement in the field of mathematics in Class VII SMP Negeri 6 Palu, South Sulawesi. This type of research is descriptive with a quantitative approach that aims to provide a systematic picture of the ongoing situation in the object of research, namely about the role of parents on student learning achievement in the field of mathematics in Class VII SMP Negeri 6 Palu, South Sulawesi. The sample of this study was 98 people. Based on data analysis, the results can be concluded that there is no relationship between the role of parents and student achievement in mathematics.

Digital Game Applications on Mathematics Achievement of Students at Risk of Mathematics Learning Difficulty

In this study, the effect of four operations-based digital game applications on the basic mathematics skills of students at risk of math learning difficulties was examined. In this context, the study was designed as a mixed research method. Quantitative and qualitative methods were used in two separate interactive phases following an exploratory design scheme. The study was conducted with seven 5th grade students from two primary schools in two provinces in the Mediterranean region. A pre-test was administered to the students and a 10-session intervention was conducted. Finally, a post-test was administered after the intervention. Participants' responses to the pre-test and post-test were analysed. Shapiro-Wilk test and Wilcoxon signed-rank test were used to analyse quantitative data, and descriptive analysis technique was used to analyse qualitative data. At the end of the study, semi-structured interviews were conducted with the parents of the students. The results of the study showed that the intervention positively affected the academic achievement of the students and the interviews with the parents supported this result. At the end of the study, it can be said that mathematics education with students at risk of mathematics learning difficulties gave positive feedback in the learning domain of numbers and operations, and it may be useful to carry out applications in other learning domains.

Affective domain and mathematics achievement of Colombian students under multiple correspondence analysis

The literature review indicates that age is a variable related to the students' affect toward mathematics in such a way that the older they are, the less affection they feel for mathematics. In the case of the Department of Norte de Santander, the administration is going to carry out an educational program for 2050, whose aim is to make this region a science, technology, engineering, arts, mathematics (STEAM) territory, for which it is necessary for students, regardless of the grade, to reach optimum levels in the management of mathematical competencies. Therefore, having a picture of the department's situation in this respect is relevant. To this end, this research aims to apply a quantitative and descriptive methodology on the affective domain and achievement in mathematics to determine whether these vary with the students' grade level. A non-probabilistic sample of 2,729 students from fourth to eleventh grades (9 to 18 years old) from 13 educational institutions in a region of northwestern Colombia was used. The instrument used characterized the affective domain toward mathematics (attitudes, beliefs, and emotions) and math achievement, taking grade as the independent variable. A multiple correspondence analysis (MCA) was carried out to depict the affective domain toward mathematics in relation to grade level, considering whether students like the subject and achievement as factors. The results allow us to identify that for beliefs and attitudes, the favorable values are located toward the positive axis of the abscissae, contrary to what is found for emotions. It is noteworthy that students in the lowest grade, fourth grade, show positive beliefs, attitudes, and emotions toward mathematics as well as high achievement, while those in the last grade, eleventh grade, show low values of the three components, besides low performance. This situation is worrying as mathematical knowledge is integral to everyday life and is necessary for citizens in the development of any profession. For this reason, relevant administration should take this into consideration when developing the STEAM program in order to promote an improvement in mathematical performance by supporting students in developing their affect toward mathematics.

Academically resilient students: searching for differential teacher effects in mathematics

ABSTRACT This paper examines the extent to which teacher factors of the dynamic model of educational effectiveness can explain variation in student achievement in mathematics. It also searches for the extent to which any of these factors matters more for academically resilient students than for all the other low-socioeconomic-status students. Participants were all teachers (N = 66) of 14 schools in socioeconomically disadvantaged areas who teach mathematics to students of Grades 4–6 (N = 904). Teacher factors were measured through a student questionnaire, whereas mathematics achievement at the beginning and the end of the school year was measured through written tests. Student background characteristics were measured through a student questionnaire. Information on parents’ occupational status was also collected. Multilevel modelling analysis revealed that all teacher factors explain variation in mathematics achievement. Differential effects for all factors but modelling and assessment were identified. Implications of findings are discussed.