Teaching Mathematics Research Articles

The Degree of Using Instructional Technology in Teaching and Learning Mathematics in Delta State, Nigeria

This work aimed to study the accessibility and use of educational technology for teaching mathematics in senior secondary schools in Delta State. Descriptive survey design was used in the work. 60 mathematics teachers in 30 secondary schools were the sample of the work; simple random technique was used to select them from the overall population of 75 secondary schools in Delta State. Two teachers’ questionnaire titled use and preventing factors mathematics questionnaire (r =0.77) were utilized to collect data. Simple percentage, mean and standard deviation were used to analyze the data. The findings showed that there were laboratory equipment and audio educational technology but were not fully used; there were no audio visual technologies and were not used to teach mathematics. Also, lack of money, poor application law, demotivation etc prevented the delivery and use of educational materials for mathematics teaching. The study gave the recommendation that Mathematics teachers should use the educational technology that is available and government should provide enough money to procure educational technology.

Integrating Interactive Multimedia Teaching and Learning Mathematics for Online Distance Learning

Mathematics is the subject that has the least frequency of using technology in the school. It is preferred chalk and talk method rather than the use of technology or presentation. Due to pandemic Covid19, the suitable method for the teaching and learning process is virtual learning. The same goes for teachers who need to change the method and think about how to implement it through online learning. Interactive multimedia is one of the best media that can attract students to learn in distance education, especially for Mathematics subjects that are most suitable to be conducted on the traditional method. It is more challenging as this new era has happened suddenly and it creates emergency online learning where most teachers do not experts in enhancing the interactivity learning at first. The purpose of this study is (1) to identify students’ perception of interactive multimedia in learning Mathematics during online distance learning and (2) to understand students’ motivation towards interactive multimedia in learning Mathematics during online distance learning. The sample selected for the questionnaire survey is 100 Mathematics students. Based on the finding, showed there are positive perceptions and high motivation toward interactive multimedia in learning Mathematics during online distance learning.

Trends of Game-Based Learning in Mathematics Education: A Systematic Review

Teaching mathematics through games is one of the most preferred methods in mathematics education today, just as it was in the past. For this reason, studies discussing the concepts of mathematics education and games are proceeding with increasing momentum. In this study, research studies conducted between 2017-2021 on games and mathematics teaching were analyzed using qualitative methods within the framework of certain criteria, and the trend shown by the studies was determined. In this way, a guide for future studies was also provided. For this reason, the research was carried out in accordance with a systematic review approach. Within the scope of the study, 80 research studies were examined. As a result of the research, it was seen that the most publications were made in 2019 and were of the article type, that studies aimed at determining effect gained importance, and that in the methodological context, quantitative studies were frequently preferred and experimental designs were used accordingly. Furthermore, it was seen that secondary school students were mostly preferred as participants, that the most used type of game was digital computer games, that the games were mostly associated with the “numbers and operations” learning area, and that the research studies mainly achieved positive results for the use of games in mathematics education.

DIFFERENTIATED APPROACH IN TEACHING MATHEMATICS.

DIFFERENTIATED APPROACH IN TEACHING MATHEMATICS.

Analyzing Prospective Elementary Teachers’ Evidence of Conceptual Understanding and Procedural Fluency

ABSTRACT This paper shares findings from the study of a learning sequence designed to support prospective elementary teachers (PTs) in identifying evidence of conceptual understanding and procedural fluency. Conceptual understanding and procedural fluency are widely recognized as important to teaching and learning mathematics, and identifying evidence of each is emphasized on teacher candidates’ high-stakes performance assessments. As PTs practiced selecting evidence from student work samples, our analysis revealed successes as well as associated challenges. Our findings suggest areas for supporting PTs’ learning, as well as challenges stemming from the inherent overlap of these two knowledge types. This study raises important questions about the value of emphasizing PTs’ ability to cite evidence of conceptual understanding and procedural fluency, given their integrated nature.

Coding in Preschool Science and Mathematics Teaching: Analysis of Scratch Projects of Undergraduate Students

This paper analyzed Scratch projects developed by undergraduate students. The sample consisted of 22 child development students (18 women and four men) in the 2018-2019 academic year. The study adopted an action research design within the scope of a course titled “Teaching Science and Mathematics in Preschool Education.” The research was conducted within 14 weeks. In the first four weeks, we provided participants with training on why and how to use Scratch in science and mathematics teaching. In the following ten weeks, participants designed Scratch projects every week based on age groups, topics, and learning outcomes of their choice. Participants evaluated their projects themselves and also received feedback from peers and academics. Each participant designed ten Scratch projects (five for math and five for science). The data consisted of 220 Scratch projects and design logs. The data were analyzed using content analysis. In the first weeks, participants knew little about the content of Scratch and used one or two characters and mostly control and looks blocks. In the following weeks, they learned more about Scratch and used different Blocks.
 Anahtar Kelimeler
 Scratch, science education, mathematics education, preschool education, coding

Creation of Innovative Teaching Spaces with Gamma Tutor: A Techno-Blended Model for Rural Mathematics Teaching

Innovative techno-blended teaching methodologies are needed for 21st-century classrooms. This paper reports on the introduction of a techno-blended device for mathematics teaching in South African senior secondary classrooms. The research sample included 12 third-year mathematics education student teachers from a rural university. A qualitative case study design was employed. Participants were purposively selected. Data collection methods included non-participatory observation and in-depth individual interviews. The TPACK model and the Mathematical Knowledge for Teaching Framework guided the analysis of the data. The study found that the mathematics student teachers successfully implemented GammaTutor in their classrooms, thus demonstrating their proficiency and aptitude in utilising technology in the learning environment. The GammaTutor device also aided in teaching and learning mathematics by simplifying mathematical ideas for learners. Furthermore, it enabled the development of learner discourse as a crucial component for developing learners' problem-solving skills. Since the mathematics student teachers engaged the learners with a variety of mathematical exercises using the GammaTutor technology, the integration of GammaTutor in the mathematics classroom exhibited learner-centred provisioning. The study proposes a teaching model for creating innovative teaching spaces in rural schools in South Africa.

Problems of Mathematics Teachers in Teaching Mathematical Content Online in Nepal

The study aimed to explore the problems of teachers in teaching mathematical contents through the online mode during COVID-19 in Nepal. A cross-sectional survey study was carried out among 415 mathematics teachers from basic school to the university level. A self-constructed questionnaire was administered online, and the data were analyzed using the t-test, ANOVA, and the hierarchical multiple regression. The result shows that Algebra, Statistics, Vectors, Geometry, and Analysis are problematic areas for teachers teaching mathematics online. The institution types, ICT training status, and years of using the laptop by teachers at the secondary level were found to be the key factors determining the problem of mathematical content teaching during online instruction although the level of problems varied with respect to the teachers' age and experience at the university level.

Teaching practices and evaluation with distance education of gifted students

It is known that gifted individuals who receive education in Science and Art Centers (SACs) in Turkiye have problems in reaching different educations in accordance with their individual competencies . This study aimed to determine the expectations of gifted students towards distance education, to show that this training can be given with the distance education method after the courses offered through distance education, and to develop an alternative way for the future. Explanatory sequential design, one of the mixed research types in which quantitative and qualitative research designs are used together, was employed in the research. The study group of the research consisted of 40 gifted students and 40 parents of these students in three SACs in Turkiye. The quantitative data of the study were analyzed by using the SPSS program. Quantitative data of the study were obtained with a "10-items student online learning expectations form and 5-items parent evaluation form". Qualitative data of the study were obtained with an 8-items student self-evaluation form. In the research, 4 weeks of distance education were given to the students; "Astronomy, Thinking Skills, Teaching Mathematics with Origami, Robotic Coding, Intelligence Games and Values Education" lessons were explained, and the data obtained at the end of the application were analyzed and interpreted with the MAXQDA program. As a result, it is revealed that gifted students in SACs are quite satisfied with the distance education training within this study's scope. In addition, the present study showed that education programs can be rearranged and made suitable for distance education for the emergent transitions to distance education that emerged with the Covid-19 pandemic.

초등학교 수학 학습 어려움 진단을 위한 평가 문항 개발 및 적용 연구

The purpose of this study is to develop an assessment to diagnose difficulties in learning mathematics and misconstructions that elementary students have. With thorough theoretical background and analysis of mathematics curriculum documents, we established learning trajectories for the following content areas in grades 3 to 6: number and operation, regularity, data and probability, geometry, and measurement. Then, the research team created the assessment items targeting a specific stage in the learning trajectories and including item options to identify possible misconceptions. Based on the unified validity theory, we report the detailed procedure of the assessment development and the evidence for the content, substance, and structural validity of the assessment. We collected the data of 675 elementary students. Rasch measurement modeling was applied, and Cronbach’s alpha was estimated. We considered how to report students’ assessment results to teachers appropriately and immediately, which suggested important implications for supporting teaching and learning mathematics in elementary schools. We also suggest how to use the assessment developed in this study in online and distance learning environments due to the COVID-19 pandemic.

TEACHER PERFORMANCE IN LARGE SCALE ASSESSMENT AT SCHOOL LEVEL EDUCATION

Assessment is an educational tool that aims is to monitor and improve quality education and thus, It can be a key factor in transforming schools into places of quality learning for all students. To identify why students performed below the average, the teaching quality is one of the key components in this regard. The present study is aimed to determine the teacher performance in different content domains of mathematics at the school level. For this purpose, the achievement test 2016 which was conducted at the national level is used as a research instrument. The study included school teachers of Islamabad and Azad Jammu & Kashmir which participated in National Achievement Test (NAT) 2016. Data was gathered from National Education Assessment System (NEAS) after seeking permission from the Ministry of Federal Education and Professional Training (MOFE&PT). The collected data was analyzed by Percentage. Result of the study showed the teachers performed average in NAT 2016. Another very concerning finding is that the AJK teachers were not well prepared to teach several mathematics topics such as measurement, multiples, and numbers as they have basic content knowledge comparatively to Islamabad teachers who were quite adequately prepared to teach all topics as they have the proficient knowledge level. Results are discussed and recommendations for teachers and policy making are offered. Keyword: Assessment, Large-Scale Assessment, Teacher Performance, National Achievement test

How Does Simulation Contribute to Prospective Mathematics Teachers’ Learning Experiences and Results?

In this research, the aim was to evaluate a simulation-based learning environment in the context of conditional probability. The study group consisted of 44 prospective mathematics teachers of the Probability and Statistics Teaching course. The data were collected through three probability problems, a survey form for the simulation-based learning environment, and observations. The research was conducted within the scope of the Probability and Statistics Teaching course. In the lessons, conducted in a simulation-based learning environment with distance education, the prospective teachers were asked to solve the questions asked and send the solutions using smartphones. The different ways of thinking that emerged are put forward by the researcher. Then, simulations developed by the researcher were used for the problems, and the prospective teachers were asked to make observations and take notes on important issues. In the last stage, there was a class discussion about the related problems. After the simulation-based learning activities, the prospective teachers were asked to evaluate the learning environment. The data obtained were evaluated qualitatively, and the prospective teachers’ ways of thinking about problems, changing thoughts with the use of simulations, and their views on the learning environment are presented as direct quotations. The research findings revealed that the designed learning environment offers unique opportunities for prospective teachers to think about situations with mathematics content and to experience different methods of teaching and learning mathematics. The learning environment provided prospective teachers with the opportunity to understand and evaluate the contribution of simulations to problem-solving and the opportunities they provide for discussion, reflection, and collaboration in a meaningful context. It was concluded that simulations could become a powerful tool and an effective learning environment for learners.

Discussion on Self-made Teaching Aids and Mathematics Teaching in Primary Schools

Discussion on Self-made Teaching Aids and Mathematics Teaching in Primary Schools

A transition to online teaching and learning of mathematics in Norwegian higher education institutions: the perspectives of lecturers and students

Abstract This paper reports a study of university lecturers’ and students’ experiences of teaching and learning mathematics following the abrupt requirement to switch to online teaching in 2020. A goal of the study is to share experiences that could be useful to improve the teaching and learning of mathematics in online settings. The qualitative research described is a phenomenological study and draws on interviews with ten mathematics lecturers and six undergraduate students who were enrolled in at least one university mathematical course during the lockdown in 2020. The interview data were analysed using a thematic approach. This paper reports findings regarding perceptions of lecturers and students about the challenges and benefits of online teaching and learning of mathematics, how the transition to online education has influenced assessment and sharing useful approaches for teaching and learning mathematics in online settings.

The Enactment of Lessons Using Comics to Teach Mathematics in Bruneian Classrooms

Researchers have argued that the use of comics in teaching mathematics is ideal for improving problem-solving skills among primary and secondary students. However, there are only a handful of studies that utilize comics, particularly in Bruneian classrooms. In this study, we share the journey of three teachers who enacted the use of comics in their respective mathematics lessons. All of them implemented their own choice and designs of different yet educationally related comics as intervention lessons, intending to scaffold the conceptual knowledge of the mathematics topics taught while encouraging collaboration and participation among their students. Their students’ perceptions on the use of comics were gathered from the surveys and/or the interviews and analyzed qualitatively. Among the overall main themes found were the students’ positive insights on the use of comics, the impact of their learning and engagement on the subject, the influence of color and image constructs of the comics, the emotions triggered by comics and the beneficial inclusivity particularly at the primary and secondary school levels.

Historical Evolution of the Use of Digital Technology in Teaching Mathematics in Brazilian Classrooms

Digital technologies are important tools to adapt the teaching of mathematics to students, but even with a wide use there are few studies historically detailing this mode of teaching, so this work aims to historically demonstrate the evolution of the technologies used. To achieve this objective, a bibliographic review was carried out in the SCIELO, SBEM, SBM and PROFMAT databases, obtaining as a result 15 articles that use some resources of digital technology as a tool for teaching mathematics, thus managing to have a timeline that includes the computer, diskette, CD/DVD, webcam, digitizing tablet, video projector, digital whiteboard, and some mathematical software, concluding that teachers already use digital technology in the classroom as a means of improving the teaching-learning process.

Gamifications: Lexical and trajectory image methods as cognitive intervention in numeracy

<span lang="EN-US">This paper describes a study with the goal of exposing children to gamification activities in teaching and learning numeracy based on the lexical method by implementing a trajectory image (image representator). Early childhood learning difficulties in understanding abstract and symbolic numerical concepts and procedures have been identified as an issue that needs to be addressed and acted as a starting point in the effort to shape the transformation of early childhood mathematics both in teaching and learning. Therefore, this study would like to inspect the role played by language as the medium used in translating the concept of numeracy whether it is applied contextually or in a variety of contexts. The respondents selected for this study were 10 teachers and 50 preschool children and a numeracy module instrument based on the numeracy comprehension level model framework (MPKN) was chosen and applied to students by using lexical and image methods called trajectory image or image representator. Findings have shown that the understanding of preschool children related to previous aspects of numeracy is still at level 1 and level 2. It clearly stated that children are still unable to grasp the concept of numeracy in detail. This study has introduced the MPKN and LexsMath gamification products that have successfully provided a clear understanding to children regarding the in-depth understanding of numeracy aspects from level 1 to level 4 and also have shed some light on more effective teaching methods that can be employed in the aspect of numeracy teaching and learning.</span>

Assessment for Learning: Factors Influencing Utilization of Learning Targets and Criteria for Success in Teaching and Learning Mathematics

Assessment for learning is described as a process by which key information is communicated to learners through sharing learning targets and criteria for success in the teaching and learning process. Effective utilization of learning targets and criteria for success serves as the foundation for all other formative assessment strategies. This study assessed factors that influenced secondary school mathematics teachers' utilization of learning targets in line with formative assessment in the teaching and learning process. The study employed a mixed-methods research approach and consisted of 59 respondents drawn from twelve private and public secondary schools in Arusha City and Kinondoni Municipal in Tanzania. The data were collected through interviews, classroom observations, and questionnaires. Qualitative data from interviews were analyzed using thematic analysis. Quantitative data from classroom observation were analyzed statistically using nonparametric techniques such as Mann -Whitney U test and Kruskal-Wallis H test. The key instrument was the classroom observation schedule adapted from Oswalt (2013), which consisted of five Likert scales. Results show that learning targets were the most utilized aspect of formative assessment during teaching and learning mathematics. Analysis indicated that the demographic characteristic that influenced teachers' utilization of learning targets was teachers' gender. While teaching experience, training status, school types, qualifications, number of periods, and classroom size did not statistically influence teachers’ utilization of learning targets. The study recommends teachers' training on the utilization of learning targets in line with formative assessment. In addition, the Ministry of Education, Science, and Technology (MoEST) and Tanzania Institute of Education (TIE), in particular, should develop textual mathematics curriculum materials to support teachers with knowledge and skills regarding the utilization of learning targets and criteria for success in line with formative assessment.

Первоклассник и математика: особенности обучения по обновлённому стандарту

Teaching mathematics to younger schoolchildren in accordance with the Federal State Educational Standard for Primary General Education (FSES PGE) has a number of features. Leading among them is the development of spatial thinking, logical and algorithmic thinking, mathematical speech, functional mathematical literacy in accordance with the age capabilities of children. The article discusses the organization of teaching first-graders, focused on the implementation of the requirements of the updated version of the Federal State Educational Standard of the PGE for mathematical preparation: listening and reading a mathematical text, discussing and modeling a mathematical situation, searching for different solutions, drawing up an action plan. Appropriate skills and actions of first-graders can be successfully formed on the basis of traditional subject content.

Technologies for Teaching Mathematics in a Multilingual Digital Environment

The article considers the expansion of digital technologies and their impact on training modern specialists. The increase in the volume of information, students’ requests for interdisciplinary practice-oriented training, and the involuntary transition to online learning during the COVID-19 pandemic encouraged changes in the ways educational information is presented. The multilingual approach, enhanced by digitalization, also contributes to these transformations. The purpose of this study is to develop a methodology aimed at improving the perception and understanding of mathematics. The experience of combining digital training in mathematics, multilingual technologies and scaffolding is considered. Scaffolding is implemented in a digital environment and is extended by the reverse scaffolding approach, when the educational material first appears without prompts, and then the prompts are given from complex to simple. Based on the idea of presenting information in various ways, a test was created on the Moodle LMS platform. The surveys showed that the current generation of students prefers educational information based on visualization and supporting symbolic signs. When presenting new material and generating training tests, the teacher should refer to inter-subject multilingualism, reinforcing it with a professional context. Digital implementation of scaffolding proved to be especially in demand during the transition to online learning.