Mathematics Teachers Research Articles

Contexts proposed by teachers in Papua for developing mathematics hots assessment instruments: A phenomenological study

The success of a school centers on teachers' ability to create well-aligned educational tools. The Merdeka Belajar curriculum requires adapting assessments, including Higher-Order Thinking Skills (HOTS) questions for real-world problem-solving scenarios. This study explored contexts proposed by teachers in Papua for developing Mathematics HOTS questions. A phenomenological approach within a qualitative framework was employed involving 24 mathematics teachers from public and private schools in focus group discussions. Participants included twenty teachers from Papua, two from Central Indonesia and two from Western Indonesia. Additionally, five teachers from Papua participated in in-depth interviews. Data was analyzed using Creswell’s model with Atlas.ti software. Teachers developed HOTS assessment instruments based on daily life, scientific and social contexts. However, no cultural contexts were incorporated into these instruments by the interviewed teachers. This study highlights the importance of teacher preparedness in aligning contextual learning with the Merdeka Belajar curriculum and reveals a significant gap in using cultural contexts for HOTS assessments among teachers in Papua. These insights contribute to the discourse on math education in Indonesia advocating for the integration of cultural elements into the freedom to learn initiative.

Shifting Towards Didactic Thinking Development as a Tool for Mathematics Teachers’ Agency

Shifting Towards Didactic Thinking Development as a Tool for Mathematics Teachers’ Agency

Research on the Cognitive Situation of Pre-Service Mathematics Teachers for Teaching Evaluation of High School Mathematics under the New Curriculum Standards in China

Research on the Cognitive Situation of Pre-Service Mathematics Teachers for Teaching Evaluation of High School Mathematics under the New Curriculum Standards in China

Articulating the Problems Encountered of Pre-service Mathematics Teachers in Conceptual Teaching Training

Articulating the Problems Encountered of Pre-service Mathematics Teachers in Conceptual Teaching Training

Evaluation of students’ performance in elective mathematics: The effect of high school students’ perceived difficulty of the subject

Perception has been attributed as a major cause of students' weakness in mathematics. Hence, this study evaluates its effect on student’s performance in the area of mathematics as an elective subject in some selected Senior High School (SHS) in Ghana. Mixed method research design that employed questionnaire with closed-ended and open-ended items were used in the collection of the data. Stratified sampling technique was used in selecting 300 students as sample for the study. Descriptive statistics and Multiple regression were used to analyse the quantitative data. Again, thematic analysis was used for the qualitative data. The findings showed that, SHS students perceived elective mathematics as a difficult subject. Nonetheless, they perceived the teacher-learner activities employed by their teachers in elective mathematics classroom as motivating. Further, they perceived as constructive, the teaching methods used by their elective mathematics teachers. In addition, the study revealed that students’ performance in elective mathematics was not significantly influenced by their perceived difficulty of elective mathematics, teacher motivation and teaching methods although the students expressed favourable dispositions towards these attributes. Thus, the need for Heads of High Schools, to do background check of students’ prior performance, interest and motivation in mathematics as a prerequisite condition for students to pursue elective mathematics is implied in this study. This could stem the tide in the students’ abysmal performance in elective mathematics. Implications for policy, practice and further research are discussed.

Engaging primary mathematics teachers in two private schools in South Sudan: A case study on student-centred teaching in problem-solving and mathematical discourse

The teaching and learning of mathematics in sub-Saharan African countries is dominated by teacher-centred pedagogies rather than student-centred ones. Observations of mathematics teachers at two private schools in South Sudan confirmed such practices. This inspired the researchers to design an intervention to help six primary mathematics teachers shift their practices through problem-solving and mathematical discourse. Design-based research methods were implemented, and data were gathered using observations supported by video and audio recordings and field notes. The participants were selected using convenience sampling, and the data were analysed using Stephan’s checklist of student-centred teaching as a framework. The findings revealed that initially, teachers were using tasks from textbooks, and the teachers themselves were engaged in solving the tasks while their students reproduced their actions. Additionally, all the teachers dominated classroom discussions. After the intervention, the teachers began to select tasks that could enhance learning through problem-solving and mathematical discourse among the students, shifting the teacher’s role to facilitation as the students engaged in solving the tasks on their own. However, the shift in practice was highly dependent on the intervention, as the teachers’ tasks were adopted from the workshop.Contribution: This study contributes to the literature on student-centred mathematics teaching in sub-Saharan Africa by providing insights into the factors that enable or hinder teachers’ adoption of student-centred approaches, and by suggesting ways to support teachers’ professional development and learning within their own contexts.

Penerapan Thinking Aloud Pair Problem Solving (Tapps) Setting Working Backward Pada Materi Belah Ketupat Untuk Meningkatkan Hasil Belajar Siswa

One common goal of learning mathematics junior high school students were included in the National Education Standards is that students have the competence to solve problems that include the ability to understand the problem , devised a mathematical model , solve the model , and interpret the obtained solution . This research is motivated by the low student math learning outcomes . This is because of the lack of creative educators in teaching mathematics so that math becomes fun. Based on those explanations, problem formulation in this research is 1)Is the application of Thinking Aloud Pair Problem Solving (TAPPS) setting working backward method into Rhombus topic able to improve learning activity of Class VII B students of MTs Miftahul Huda?; and 2) Is the application of Thinking Aloud Pair Problem Solving (TAPPS) setting working backward method into Rhombus topic able to improve learning result of Class VII B students of MTs Miftahul Huda. Meanwhile, the purpose of this research is 1) to find activity improvements of the students in the application of Thinking Aloud Pair Problem solving (TAPPS) setting working backward learning method into Rhombus topic in Class VII B MTs Miftahul Huda; 2) to find study result improvements after using Thinking Aloud Pair Problem solving (TAPPS) setting working backward method into Rhombus topic in Class VII B MTs Miftahul Huda. The research method is descriptive quantitative research method and classroom action research by data analysis technique. Based on this study result, students activity porcentage in first meeting was 87,5 % with ‘very active category’, while in second meeting the porcentage was 92,4 % with ‘very active category’. This result shows the improvement by 4,9%. Meanwhile, result analysis of students learning progress data based on data in Mathematics teacher, shows that comprehension porcentage of previous material reviews was 70,8 %, while comprehension porcentage of the last test is 87,5 %. It shows that there is improvement by 16,7 % in students comprehension at Mathematics and classically comprehensed. Based on research results and analysis, it can be concluded that 1) Aplication of TAPPS setting working backward is able to improve students activities in Class VII B MTs Miftahul Huda; and 2) Application of TAPPS setting working backward is able to improve study results of students in Class VII B MTs Miftahul Huda.

Mathematics Teachers’ Perceptions on the Use of Technological Tools in Teaching and Learning Practices in Selected Rwandan Secondary Schools

This article assessed one objective derived from an unpublished master's thesis with the title "Factors Constraining the Effective Application of Information and Communication Technology (ICT) in Teaching and Learning Mathematics: Case Study of Selected Secondary Schools in Rwanda." The objective of this study was to investigate how mathematics teachers perceive the use of technological tools in teaching and learning mathematics. Gregory's constructivist theory of perception served as the anchor for the research. A case study research design was adopted. The research focused on secondary school mathematics teachers in 10 selected Rwandan schools. Purposive sampling was employed to choose 20 mathematics teachers. Primary data was obtained through open-ended questionnaires along with semi-structured interviews, and thematic analysis was employed for data analysis. Study outcomes indicated that perceptions of mathematics teachers' of embracing technological tools are formed by their familiarity with technology, confidence in adopting it, and the help they get in incorporating it into their teaching procedures. The study concluded that teachers ought to participate in Continuous Professional Development (CPD) programs aimed at technological tools to enhance confidence and boost their integration into teaching. According to research, school leaders should ensure access to the most up-to-date technological resources and offer customized training to facilitate effective technology adoption in mathematics teaching. The study further suggested that Rwanda Basic Education Board (REB) and the National Examination and Schools Inspection Authority (NESA) should enforce extensive training programs, avail more resources in essential technological infrastructure, and boost research and best practices to encourage innovation. Additional research should broaden its context to include different perspectives, evaluate the long-term impact of technological tools on student outcomes, and assess the effectiveness of professional development programs.

Changes in Mathematics Teacher Training in Colombia

An analysis of the evolution of mathematics teacher training plans in Colombia is presented, taking the University of Tolima as a case study. The purpose is to analyse and describe the curricular changes in undergraduate mathematics teacher training at the University of Tolima. It is a descriptive, qualitative, ex-post-facto case study, based on the content analysis of curricular changes. Seven curricula approved between 1970 and 2020 were analysed. Interdisciplinary training experiences significant variations in the free choice of subjects and research topics across different study plans. There is evidence that the number of mathematics subjects has gradually decreased and in their place didactics and pedagogical practices have increased. The study contributes to a deeper understanding of the evolution and current state of the mathematics teacher education program at the University of Tolima, offering valuable insights for future curriculum development and educational policy-making.

Expressions of Trust: How University STEM Teachers Describe the Role of Trust in their Teaching

Positive teacher-student and student-student relationships are among the most significant factors contributing to learning, motivation, wellbeing, and graduation rates in higher education. Trust is commonly understood as a key element for the development and sustenance of positive educational relationships, yet relatively little empirical research investigates trust in higher education classrooms. In this study, we explore how science, technology, engineering and mathematics (STEM) teachers (n=29) from universities in four countries (Canada, New Zealand, Sweden, and USA) describe their intentions and actions related to trust in one of the large enrollment courses they teach. We consider the ways that teachers understand and value trust in their teaching, and what this might suggest about how they approach trust-building with and among their students. We report on four broad approaches to trust expressed by teachers in this study, framed as teacher statements to students: “trust me,” “trust yourself,” “trust each other,” and “I trust you.” This research has implications for teachers, SoTL scholars, and academic developers in higher education.

Epistemic emotions and pre-service mathematics teachers’ knowledge for teaching

Affective and cognitive processes may be jointly researched to better understand mathematics learning, paying special interest to emotions related to knowledge acquisition. However, it remains necessary to explore these processes in studies linked to the education of pre-service mathematics teachers. This study aims to characterize epistemic emotions in different practices linked to the practice of mathematics teaching: problem-solving, anticipating what would happen with the students and reflecting on classroom implementation. It considers the theory of Mathematical Working Spaces to describe the mathematical and cognitive dimensions generated by epistemic emotions, paying special attention to the cognition-affect interaction and the workspace created. The results indicate that the epistemic emotions of the pre-service mathematics teachers associated with the distinct practices were different. Differences are observed in the interaction between emotions and cognitive epistemic actions, depending on whether the pre-service mathematics teachers analyze them within the framework of their own solving or anticipate them in their students. This reveals how personal work relates to what is considered to be suitable for students. Specifically, certain antecedents and consequences have been specified for the emotions of surprise and boredom in relation to the characteristics of the optimization problems and the cognitive activity of the subject when solving them. These results highlight the need to enhance the education of pre-service mathematics teachers through training that helps regulate their epistemic emotions and model effective strategies for regulating their own emotions and those of their students.

Supporting teachers in implementing project-based learning in teaching secondary mathematics: An action research

In the context of Nepal, most mathematics teachers at the secondary level are still using conventional teacher-centred pedagogy. It is assumed that teachers' pedagogy might enhance learners' engagement in learning mathematics and build conceptual understanding. Project-based learning (PBL) is a student-centred pedagogy that can remove misconceptions about content knowledge, enhance engaged learning, and support teachers in developing pedagogical skills. The study tried to reform the pedagogical practice of teachers using conventional teacher-centred pedagogy in teaching mathematics. The action research was conducted in four secondary schools in Nepal by five secondary mathematics teachers in two cycles, each seven days. The study focused on the implementation of PBL in secondary-level schools, the impact of PBL on students' activities, and professional development. The seven-day project was prepared based on a 3-day workshop for teachers on the surface area of prism and pyramid of grade ten mathematics. The action research was conducted in four different school settings, and students' activities were observed. The study collected qualitative data through interviews (baseline and post), observation, and teacher reflection notes. Text data were analyzed thematically for meaning-making and finding. The study's significant findings were engaged learning, inclusive education, and contextualization of mathematics. Likewise, students' creativity was observed during the action research, and teachers were supported in reforming their pedagogy with new experiences through PBL. The study might support other teachers in implementing PBL for student-centred pedagogy and teachers' professional development.

Systemic preparation of future mathematics teachers for training schoolchildren to solving Olympiad problems

The article actualizes the problem of developing the readiness of a future mathematics teacher to teach schoolchildren to solve Olympiad problems. Based on the analysis of scientific and methodological sources and the results of mathematics students’ self-assessment of their readiness for this type of activity, the need for a systematic approach to solving the identified problem is substantiated. The study outlines the author's view of the university training system aimed at developing future mathematics teachers with mathematical and methodological competencies that determine their readiness to teach schoolchildren to solve Olympiad problems, and outlines the problems that may arise during its implementation.

Learners’ algebraic and geometric connections when solving Euclidean geometry riders

In this article, we explored Grade 11 learners’ algebraic and geometric connections when solving Euclidean geometry riders. A qualitative interpretive case study design was followed. Thirty Grade 11 learners from a non-fee-paying secondary school in the Capricorn North district of South Africa were conveniently sampled to participate in this study. Data were collected through learners’ responses to classwork, homework exercises, and task-based interviews. Data were analysed thematically. The findings revealed that to solve Euclidean geometry riders successfully, learners need to establish the feature connections embedded in the given figure or diagram. The ability to make feature connections provides a point of departure in the solution process of a geometric problem.Contribution: Once the feature connection is established, other connections will subsequently emerge. In addition, the reversibility connections become a form of feature connection when solving Euclidean geometry riders. Therefore, we recommend that mathematics teachers emphasise and use mathematical connections in their daily teaching of mathematics.

Self-Efficacy and Mathematics Learning Experience Using 5Es Model among Pre-service Teachers

This study employs a descriptive-correlational design, using both qualitative and quantitative approaches, to investigate the self-efficacy levels of pre-service mathematics teachers in relation to their exposure to the 5Es instructional phases. Data was gathered from 106 pre-service mathematics teachers at Batangas State University Campuses during the academic year 2020-2021 using a researcher-made questionnaire and focus group discussions. Mean, Standard deviation, Pearson r, and Thematic Analysis were used to analyze the data. The results reveal a strong correlation between pre-service teachers' self-efficacy in mathematics and their exposure to the 5Es instructional phases. Additionally, it suggests the potential effectiveness of a researcher-made mathematics learning guide in enhancing students' self-efficacy in mathematics. This research underscores the importance of diverse learning strategies for mastering mathematical concepts, encourages instructors to innovate and adapt their instructional practices based on the 5Es model to enhance students' self-efficacy in mathematics, and calls for future research to explore additional factors that influence students' self-efficacy when exposed to 5Es instructional phases.

Mathematics Teachers’ Perceptions of The Positives of Blended Learning In Jordan

Mathematics Teachers’ Perceptions of The Positives of Blended Learning In Jordan

Tensions as springboards to actions in a partnership between mathematics teachers and mathematics education researchers

Tensions as springboards to actions in a partnership between mathematics teachers and mathematics education researchers

Mathematics Knowledge Specific to Teaching as a possibility to advance in Mathematics teachers’ education

Mathematics Knowledge Specific to Teaching as a possibility to advance in Mathematics teachers’ education

Attitude of Mathematics Teachers Towards the Use of Activity Based and Guided Discovery Strategies in Improving Students Understanding of Geometric Concepts

Attitude of Mathematics Teachers Towards the Use of Activity Based and Guided Discovery Strategies in Improving Students Understanding of Geometric Concepts

Enhancing mathematics teachers’ pedagogical skills by using ChatGPT

The primary aim of this study was to propose a conceptual framework intended to leverage the capabilities of the Chat GPT artificial intelligence model to enhance the creative teaching proficiencies of secondary school mathematics teachers. A closed interview questionnaire designed by the researcher was administered to evaluate the proficiency levels of secondary mathematics teachers using a descriptive methodology. The study sample comprised 31 mathematics teachers. Furthermore, the researcher developed a proposed conceptual framework aimed at activating the Chat GPT model to foster creative teaching skills among secondary mathematics teachers. Analysis of the data revealed that teachers demonstrated a moderate level of proficiency in the planning dimension of creative teaching while their execution and evaluation competencies were comparatively less advanced. Moreover, the study confirmed the appropriateness of the proposed conceptual framework for augmenting the creative teaching aptitudes of secondary mathematics teachers emphasizing its relevance, significance and practical utility. According to teachers’ perspectives, this framework is appropriate in light of its relevance, importance and applicability. In a nutshell, this research contributes to the discourse on innovative pedagogical strategies by proposing a viable framework for the integration of artificial intelligence technologies into mathematics education. By doing so, it seeks to nurture creativity and efficacy among teachers within the secondary school potentially enhancing the quality of mathematics instruction and student learning outcomes. These findings underscore the importance of integrating regenerative AI ChatGPT into classrooms emphasizing its role in enhancing creative teaching skills and its practical applicability in educational contexts.