Teaching Mathematics Research Articles

Global Dynamics of Teaching and Learning Mathematics During the Period of Coronavirus Pandemic: Some Reflections from Nigeria

The paper begins by bringing to the fore the universality of the COVID-19 pandemic and its attendant consequences in all human indices of developmenthealth, education, aviation, infrastructure, tourism etc

Teachers’ competence in the use of technology in teaching and learning mathematics in two rural schools

Teachers’ competence in the use of technology in teaching and learning mathematics in two rural schools

DIGITAL PEDAGOGICAL SOLUTIONS IN THE METHODOLOGY OF TEACHING MATHEMATICS

DIGITAL PEDAGOGICAL SOLUTIONS IN THE METHODOLOGY OF TEACHING MATHEMATICS

Political Conocimiento in Teaching Mathematics: mathematics teacher candidates enacting their ethical identities

The sanctioned language around “mathematics teacher knowledge” in the US centers pedagogy, content (mathematical knowledge), and students. Yet, this teacher learning approach often promotes (explicitly or implicitly) teaching and learning of mathematics that operationalizes mathematics as rigid, as a gatekeeper, and only useful for global competition in STEM-related fields. These tacit capitalist goals result in teachers being expected to convey “clear and useful” mathematical information to students, not question why mathematics is being taught, who benefits, and/or how to intervene if the learning environment is harmful for students who are Black, Indigenous, students of Color, multilingual, dis/abled, queer, nonbinary, and/or of immigrant backgrounds. In this article, we build upon a form of relational knowing that intertwines mathematics, pedagogies, students, and politics called Political Conocimiento in Teaching Mathematics. Focusing on political knowledge brings the margins to the center by recognizing political issues cannot be separated from other dimensions or added on, as if politics are not already present in mathematics teaching and learning. As three women of Color, we present empirical results from three teacher education programs in the USA with teacher candidates (n = 55) who range in intersectional identities. Using scenario-based activities that support their development of political knowledge, we apply the lens of “The Mirror Test” to highlight how teacher candidates’ intersectional identities influenced the ethical identities they enacted. Some candidates focused more on “accountability” while others focused on “performativity.” We offer implications for future research on ethical identities in mathematics education with teachers and teacher candidates of various intersectional identities.

Mobile Technologies in Teaching Mathematics

Purpose. The article discusses the use of mobile technologies in teaching mathematics to engineering students. The relevance of the paper is due to the need to introduce new methods and means of teaching in connection with the increasing integration of mobile technologies into all areas of life, the interests and characteristics of the new, networked generation of students, the limited possibilities of using innovative methods and means of teaching mathematics due to the conduct of classes outside the computer lab.Materials and methods. The peculiarity of this study is that the integration of mobile technologies into the process of teaching mathematics is considered as a system of three components: technological, informational and social. The analysis of these components made it possible to obtain answers to research questions: where and how mobile devices should be used when studying mathematics; what mobile applications will provide the most effective learning of the discipline; how to organize the educational process using mobile technologies to increase interest and motivation in learning mathematics.Results. The main reasons for the lack of interest in studying mathematics and low motivation include the high level of abstraction of the discipline and the characteristics of the modern, networked generation of students. Analysis of scientific sources and our own observations made it possible to identify such characteristics as problems with understanding complex and long text, the ability to easily read from a small screen and process information in parallel, the choice of sound and images instead of text, the desire for short-term learning and instant results, and attitude towards mobile devices as vital items. Taking into account the interests and wishes of students, and relying on the didactic capabilities of mobile technologies, the paper proposes mobile applications for studying various topics of a mathematical course, assignment options that help increase motivation, develop group work skills and digital literacy. The importance and effectiveness of using social services for visualizing mathematical concepts and calculation schemes, as well as the WhatsApp messenger for instant messaging between students and receiving timely individual and group consultation from a lecturer, is shown. An important characteristic of the messenger is the presence of video communication.Conclusion. The analysis of scientific literature, the study of the requirements of employers and the interests of the modern, networked generation of students, indicated the need to integrate mobile technologies into the process of teaching mathematics. Working with different groups in terms of both the level of mathematical knowledge and the level of proficiency in mobile technologies made it possible to identify and outline ways to solve the main issues of using mobile technologies in teaching mathematics. With limited time to study mathematics, it is difficult for a lecturer to allocate additional time to present the capabilities and effectiveness of mobile applications. A solution to this issue may be to include a section “Mobile Technologies” in a course related to the study of information and communication technologies. It is noted that group work also contributes to a more effective study of the capabilities and techniques of working with mobile applications.

Teaching and learning high-school mathematics via WhatsApp: teachers’ perspectives

AbstractWe investigated teachers’ perspectives about what opportunities for learning and teaching could be created using WhatsApp as a social network to help students prepare for the final secondary-school Bagrut (matriculation) exam in mathematics. Launched by the Ministry of Education and the Center for Educational Technology three months before the Bagrut examination, the “WhatsApp Bagroup” project was initiated to serve as an additional environment for learning mathematics. The formation of these WhatsApp groups was meant to provide an online review project during which teachers integrated blended learning, and students presented problems with which they were having difficulties. During this initiative, we applied a quantitative and qualitative research model to analyze the teachers’ points of view about what learning and teaching opportunities were created. The study used a mixed method, sequential explanatory procedure to acquire a complete understanding of the factors that constitute teachers’ perceptions of learning and teaching via the Bagroup project. Quantitative and qualitative data were collected using three tools: a questionnaire with Likert-type statements and open questions, informal semi-structured interviews, and observations of four Bagroup study groups conducted during the three-month period. Factor analysis revealed three categories regarding the Bagroup environment: factors that contribute to learner’s emotional needs, factors that promote learning, and factors that inhibit learning. The findings may have implications for distance and remote learning and teaching opportunities.

أثر استخدام المستحدثات التقنية على تحصيل طالبات الصف ثاني متوسط في مادة الرياضيات

The study aimed to determine the effect of using technological innovations on the achievement of seventh-grade female students in the subject of mathematics. To know this effect, the descriptive analytical method was used, which is based on collecting data from sample members and then analyzing and interpreting the data. Two research tools were used: tests of reliability and validity and a questionnaire to measure the impact of using technical innovations in teaching mathematics. The study included all female students in the second intermediate grade at the Umm Habiba Complex for Al-Quran Al-Karim Memorization in Riyadh. It was conducted during the third semester of the year 2024. There were forty-six female students. The sample individuals were chosen by a simple random method. The results of the study showed the effectiveness of using technical innovations in raising the achievement level at the level of understanding, remembering, and application among the research group. It also became clear that the use of modern technologies increases the efficiency of students' comprehension and increases their achievement abilities. It showed that 70% of the students' understanding of mathematics depends on using modern. Methods for teaching mathematics subjects considering these results, the researchers presented some proposals for employing technical innovations to teach and learn mathematics. Researchers also proposed suggestions for conducting some future studies to reveal the impact of employing technical. Innovations on some variables related to teaching and learning mathematics.

METHODICAL APPROACH TO TEACHING MATHEMATICS FOR ECONOMISTS

Teaching mathematics to economics students requires a nuanced approach that balances theoretical rigor with practical applications. This article explores the methodical approaches to teaching mathematics for economists, emphasizing curriculum design, instructional strategies, and assessment methods. The objective is to enhance students' mathematical proficiency and its application to economic analysis.

Fostering Social Justice Through Statistics

A secondary math teacher shares how she has made teaching and learning mathematics authentic and relevant, and has transformed herself and her students to be upstanders.

Senior High School Students’ Competence in the Use of Calculator in Mathematics Learning

Scientific calculators serve as valuable tools for teaching and learning mathematics. Calculators help learners to understand mathematical concepts and computation. This study investigated students’ knowledge of the use of calculators in learning mathematics. The sample comprised 98 senior high school students, selected using a simple random technique. The quantitative study used a developed questionnaire with an internal consistency of 0.72 and a mathematics achievement test (MAT) to collect data. Mean and standard deviation, frequency, and Pearson product-moment correlation were used to analyse the data. The findings showed that the students have high hopes (above 3.72) about their ability to use calculators to solve problems in mathematics. The study also found that the student’s proficiency in using the calculator to solve the tasks involved was moderate. In addition, findings show that although there was a positive correlation between the students’ perceived competence and proficiency in calculator use, the correlation coefficient was weak (r = 0.341). Thus, the degree of their perceived capability did not match their actual calculator use. Teachers should continue to provide the needed support to enhance students’ understanding of the basic functions of the calculator and enhance their efficient use.

Teachers’ Perceptions and Use of ICT Facilities in Teaching Mathematics: A Case of Selected Secondary Schools in Gasabo District, Rwanda

This study investigated the perspectives of mathematics teachers on the integration of ICT facilities in teaching within four public secondary schools in the Gasabo District. Employing a mixed-methods approach with 23 participants selected through simple random sampling, the study utilized a questionnaire, structured interview and classroom observation checklists for data collection. Results indicated a generally positive perception among mathematics teachers towards the incorporation of ICT in their teaching practices and their perceptions towards ICT in education support its integration into mathematics teaching practices. Notably, teachers actively utilized smartphones and computers for tasks such as writing lesson plans, creating teaching materials, grading and collaborating with peers. The study suggests ongoing encouragement for the use of technology in classrooms to further enhance ICT integration in secondary education.

On the added value of considering effects of generic and subject-specific instructional quality on students’ achievements – an exploratory study on the example of implementing formative assessment in mathematics education

Formative Assessment (FA) is a promising teaching practice for supporting students’ learning at school. However, implementing FA into teaching (mathematics) is challenging, effects of implementation of FA vary between empirical studies. Therefore, recent studies additionally consider instructional quality of teaching when analyzing effects of FA on students’ learning. The current exploratory study builds on this idea and highlights the added value of considering both generic and subject-specific instructional quality (GIQ and SSIQ) when analyzing effects of FA: Based on a re-analyzation of data from the research project Co2CA, 856 students from 39 mathematics classes of German middle schools took part in an intervention control-study aiming at implementing FA into mathematics education at school. On the student level, students’ mathematics achievement is assessed by standardized tests before and after the intervention. During the intervention, on the class level GIQ and SSIQ are assessed by low- and high-inference ratings of 72 video-taped lessons. GIQ is based on the model of Three Basic Dimensions, SSIQ is based on the normative idea that mathematics teaching should offer opportunities for a deep understanding of subject matter and for building up competencies. Multi-level regression analyses highlight different (interaction) effects of GIQ and SIQ on students’ performances. It becomes obvious: Considering GIQ and SIQ can have an added value for the better understanding of implementing FA into teaching (in mathematics education).

The use of soroban as a significant learning tool in basic operations in a mathematical connection

Research into tools and mechanisms that facilitate the process of teaching and learning mathematics is an inexhaustible topic of study, since understanding operations is the basic foundation of students' educational development in the exact sciences. The aim of this study was to investigate the extent to which the use of the Soroban as a teaching mechanism facilitates the method of building students' knowledge within a mathematical connection, with the aim of fostering meaningful learning. The methodology used was qualitative research, due to its concern with analyzing ideosyncratic aspects such as values, attitudes and understandings related to learning practices and how this method can be adapted to different realities and logistical challenges, in order to guarantee significant and functional results for the learning process. The literary research went through the analysis of media documents, articles, theses, dissertations and publications related to the topic, seeking new understandings and knowledge to be added to the methodological tools associated and structured with the purpose of corroborating and increasing the body of existing research. The results show that the success of meaningful learning depends largely on the teacher being able to provide new mechanisms for students to carry out activities that activate cognitive development and favor the acquisition of knowledge in a mathematical connection.

Prompt the problem – investigating the mathematics educational quality of AI-supported problem solving by comparing prompt techniques

The use of and research on the large language model (LLM) Generative Pretrained Transformer (GPT) is growing steadily, especially in mathematics education. As students and teachers worldwide increasingly use this AI model for teaching and learning mathematics, the question of the quality of the generated output becomes important. Consequently, this study evaluates AI-supported mathematical problem solving with different GPT versions when the LLM is subjected to prompt techniques. To assess the mathematics educational quality (content related and process related) of the LLM’s output, we facilitated four prompt techniques and investigated their effects in model validations (N = 1,080) using three mathematical problem-based tasks. Subsequently, human raters scored the mathematics educational quality of AI output. The results showed that the content-related quality of AI-supported problem solving was not significantly affected by using various prompt techniques across GPT versions. However, certain prompt techniques, particular Chain-of-Thought and Ask-me-Anything, notably improved process-related quality.

A detailed look at continuity in Calculus textbooks

A detailed look at continuity in Calculus textbooks

The influence of teachers’ statistics knowledge on the academic performance of high school students in math lessons

Statistics and probability is one branch of mathematics with numerous conceivable outcomes and problem-solving circumstances that require a basic problem-solving aptitude. The purpose of this study is to determine the need for high school mathematics teachers to teach statistics and probability, which would serve as a basis for improving the level of teaching statistics and mathematics in general. A descriptive research method was applied in this study, and a two-part survey was employed as the primary method of data collection. A total of 34 secondary school mathematics teachers from 23 private and public secondary schools in Kazakhstan acted as respondents to answer a specially designed questionnaire. The mean value, percentage of frequency, standard deviations, correlation, regression, percentage of correct answers and average percentage scores were used. Based on the responses, the respondents have a low level of knowledge regarding the content of statistics, but their students have satisfactory results in statistics and mathematics. The results of this study will give scientists an idea of how to improve the level of training of mathematics teachers. In addition, since higher educational institutions are engaged in the training of mathematics teachers, they need to think about the methodology of teaching statistics, as well as teacher training institutes, to adapt courses and seminars for teachers.

Didactical Materials Customizable to Suit Classroom Needs: A Valuable Resource for Teachers

Can free, adaptable, and didactically validated materials have an impact on teachers’ practices and competences? This issue has been focused on by the researchers working on the MaMa—Matematica per la scuola elementare (MaMa—Mathematics for the primary school) project, commissioned by the Dipartimento dell’educazione, della cultura e dello sport (Department of education, culture and sport) of the Canton of Ticino (Switzerland). Since 2019, this project has been aiming to create materials for teaching and learning mathematics in primary school, in line with the curriculum. The innovative MaMa materials, which can be freely downloaded via the mama.edu.ti.ch platform, are addressed to both teachers and learners. In many cases, they are editable, so that they can be customized by each user to suit the different teaching contexts and pupils’ learning needs and be grouped into collections. Via the administration and analysis of a questionnaire, this article investigates how teachers use the materials, and whether they influence teachers’ practices and competences. The results of this pilot study show that MaMa materials are perceived from teacher–users as “materials for teacher education and development”, especially at the disciplinary level, supporting both the instructional design process and the appropriation/transformation of didactical resources to deal with the challenges of differentiation in the classrooms.

The Effect of Virtual Reality Technology in Teaching Mathematics on Students’ Ability to Process Data and Graphic Representation

The study focused on the impact of using augmented reality (AR) in teaching mathematics to tenth-grade students in the 2022–2023 academic year. The sample consisted of 70 students from schools in the city of Amman, who were divided into 35 students in the experimental group and 35 students in the control group. The researcher utilized the quasi-experimental method and collected data through questionnaires and testing tools. Data were statistically analyzed using the MANOVA test, outcome analysis techniques, and GLM test. The results indicate the quality of virtual reality (VR). Students’ ability to process data improved by 94% in the experimental group and 88% in the control group. The experimental group demonstrated an effective contribution of 97% in improving graphic representation ability, while the control group showed a contribution of 92%. The study relied on the descriptive-analytical method. The study concluded that AR technology and its usage have become largely dependent on preparing technical and material requirements. It also highlighted that this technology aids students in learning scientific facts, concepts, and instructions in an easy and effective manner. The results indicate the necessity of expanding scientific research and studies on the advantages and disadvantages of AR technology and its optimal utilization.

<span>Solutions to raising students’ interest in teaching and learning Mathematics 10 (The 2018 General Education Program)</span>

For the 2018 General Education Program in, creating interest in teaching and learning Mathematics has important in fostering students' attitudes and feelings. The article presents 3 solutions in this regard to learning Geometry 10. Experiments show that, creating academic interest helps to improve teaching and learning Mathematics, and students are more active in learning and enhancing their capacity.

Perceptions towards Online System of Teaching and Learning Mathematics

This research paper discusses on the online mode of teaching/learning mathematics especially during the period of COVID-19. The main objective of the study was to analyze the perceptions of students’ and teachers’ towards online system of teaching/learning mathematics. The study was carried out using case study. Four students studying mathematics at B. Ed. level and two teachers teaching at the same level were the participants of this study. Findings of the study showed that online class was less Interactive and there were complications due to Poor Connections. On the other hand, Flexible Learning and Opportunity to Learn in Self Pacing were found to be positive aspects of the system. At the same time, the research concluded two major challenges: challenge of Immediate Feedback and challenge Monitoring Students’ Activities during the class.