TR55 vol 16 no 5 of the Mathematics Teaching-Research Journal

Editorial of the Fall 2024 Issue 55, Vol 16 No 5

Minie Rose C. Lapinid, Issue 55 Editor

De La Salle University, Manila, Philippines

 

This issue presents a diverse array of studies in mathematics education across varied contexts, focusing on the integration of innovative pedagogical approaches to enhance student perceptions and learning outcomes. The featured research collectively underscores the critical need to address both cognitive and motivational aspects in mathematics education, spanning elementary, secondary, to higher education levels including prospective or preservice mathematics teachers. This collection of articles allows the readers to draw insights from unique cultural and regional perspectives from among seven countries Croatia, Indonesia, Israel, Kuwait, Malaysia, Morocco, and Turkey. Teaching of relevant mathematics topics include factors and multiples, proportional reasoning, convergence of number sequence, and patterns.

This issue reflects a commitment to advancing mathematics education through diverse methodologies and culturally responsive approaches for quality, equality, and equitable education. Each study contributes to our understanding of how to support student success, foster creativity, and adapt teaching practices to meet the evolving needs of current learners. We hope these papers inspire further research and practical application in classrooms worldwide, promoting an inclusive and innovative mathematics education for all.

We extend our profound gratitude to all the researchers who have entrusted their papers to Mathematics Teaching-Research Journal, making it a platform to disseminate their research for teachers’ and researchers’ reference. Read on!

 

Written Calculation Ability and Numerical Sense in Grades 6 and 7 among the Arab Sector in Israel (pp. 7 – 39)

Wafiq Hibi (Israel)

This study investigates elementary and middle school students’ numerical comprehension and calculation skills in fractions. Using a dual assessment approach where the traditional calculation was juxtaposed with tests measuring number sense, findings reveal a notable gap between their calculation skills and understanding of fractions, favoring calculation skills. This result suggests that their ability to compute does not necessarily translate to a deeper understanding of mathematical concepts. The study calls for changes in teaching approaches, favoring methods that encourage students to understand rather than merely calculate.

Achieving Essential Changes in the Elementary Teaching of Mathematics (pp. 40 – 65)

Sanela Mužar Horvat and Branko Bognar (Croatia)

This action research aims to implement meaningful changes in mathematics instruction for student satisfaction with the lesson. The modifications to teaching practices utilizing problem solving and collaborative learning activities that take into account students’ prior knowledge and giving feedback through the use of technology, were systematically monitored and reflected upon throughout the study. Recorded lessons were analyzed using a classroom observation protocol. These adjustments fostered greater student independence, collaboration, and active engagement in the learning process. This study demonstrates that effective teaching changes primarily rely on the teacher’s personal commitment, perseverance, and motivation.

Epistemological Didactical Situation of Learning Factors and Multiples in Elementary School Students (pp. 66 – 91)

Nawang Sulistyani, Lantip Diat Prasojo, Yoppy Wahyu Purnomo, Salma Salsabila Ardhana, Yeni Fitriya, and Yuli Dea Putri (Indonesia)

The researchers examine the teaching and learning of factors and multiples to elementary students over four sessions using the  applied Didactical Design Research (DDR) model with four stages: didactic-epistemological analysis, design, implementation, and institutionalization. Data was gathered through interviews, observation, documentation, and teacher-researcher discussions to refine the approach. The findings highlight that effective didactic design promotes student engagement, creativity, and teacher facilitation, aiding in understanding abstract concepts and enhancing learning outcomes in factors and multiples and in elementary mathematics.

Breaking the Math Barrier: Female Students’ Perceptions of Math and their Involvement in a Math Practices Workshop (pp. 92 – 115)

Bedoor Alazemi and Randy Larkins (Kuwait and USA)

In order to address the stereotype that mathematics is for men and the underrepresentation of females in this discipline, this study examines female students’ changes in perceptions of mathematics after participating in mathematics practice workshops. Their perceptions changed for the better when activities showcased applying mathematics concepts in real-life situations coupled with fun and exciting hands-on and collaborative learning activities. This study utilized a qualitative case study, the methodologies of which included interviews, observations, and artifact collection. Results revealed that most participants initially had negative perceptions of mathematics and their mathematical abilities before the workshop. Implications of the findings to teaching were discussed including the support necessary to help participants face challenges in learning mathematics.

The Effect of Mathematical Metacognition Awareness on Academic Resilience in Mathematics (pp. 116 – 135)

Emine Oren Ozdemir, Gamze Dandil Sert, and Ibrahim Yildirim (Turkey)

Using the Structural Equations Modeling, this study examines how mathematical metacognition awareness influences academic resilience in mathematics. Data from 650 Turkish 7th and 8th graders were analyzed to investigate the effects of mathematical knowledge, monitoring, and determination on academic resilience. Results show that mathematical monitoring directly enhances academic resilience, while mathematical knowledge and determination have indirect effects. The findings suggest that students who actively monitor their learning and question their process demonstrate higher resilience in mathematics, offering insights for improving classroom teaching practices in mathematics education.

Mathematics Learning Strategies in the 21^st Century: A Comparison of the Effect of the ANSARI Blended Learning Model on Students’ Higher Order Thinking Skills and Perceptions in the Post Covide-19 Pandemic (pp. 136 – 156)

Bansu Irianto Ansari, Lili Kasmini, Suci Maulina, Muslem Daud, and Ully Muzakir (Indonesia)

This study evaluates the effectiveness of the ANSARI blended learning model comparing face-to-face and online methods, in enhancing students’ higher-order thinking skills (HOTS) in post-Covid-19 education. The research used tests and surveys analyzed both quantitatively and qualitatively. Results show that ANSARI blended learning improves HOTS, especially for students with strong prior knowledge. High-ability students could apply all ANSARI steps effectively, while moderate- and low-ability students struggled with later steps, particularly in administering information and reflection. The model moderately enhances creative thinking and communication skills.

Ethnomathematics in Indonesian Woven Fabric: The Promising Context in Learning Geometry (pp. 157 – 185)

Arika Sari, Ratu Ilma Indra Putri, Zulkardi, and Rully Charitas Indra Prahmana (Indonesia)

Traditional textiles are not only a rich source of  cultural heritage but can also serve as resources for mathematics teaching. The South Sumatra Songket, with its intricate weaving, offers a unique alternative to the globally recognized batik in terms of the mathematical elements in its patterns, especially through this study’s ethnographic approach. Findings underscore how these patterns support geometry learning and suggest that Songket’s cultural values and philosophy can help promote good character and behavior in students.

Integrating Geometrical Design with Geogebra: Effects on Motivation and Academic Performance Among Secondary Students (pp. 186 – 217)

Mohamad Ikram Zakaria, Wong Wai San Carol, Mohd Fadzil Abdul Hanid, Mohd Fahmi Adnan, Nur Fatihah Raimi, Syarifah Maryam Syed Azman (Malaysia)

This study examines the impact of using GeoGebra in creating geometric designs on student motivation and achievement in geometry. Using a seven-week quasi-experimental design, the research employed motivation questionnaires and academic tests. Analysis showed that GeoGebra significantly enhanced both motivation and performance compared to traditional methods, highlighting its potential to improve geometry education by boosting engagement and academic success. The findings support the integration of tools like GeoGebra to enhance teaching and learning in secondary school mathematics.

Pattern Recognition in Computational Thinking: Semiotic Perspective (pp. 218 – 239)

Reni Dwi Susanti, Agung Lukito, and Rooselyna Ekawati (Indonesia)

Recognizing the importance of pattern recognition in computational thinking, this paper examines how prospective mathematics teachers recognize patterns in problem-solving from a semiotic perspective, using a qualitative case study approach. The subjects were Indonesian students with impulsive and reflective cognitive styles. Findings show both cognitive styles use a five-sign trichotomous process: the pattern as the final object, mathematical equations as the representamen, and the interpretant as the pattern derived from these equations. Further research is suggested to explore group-based problem-solving to understand diverse student perspectives.

Differentiated Instruction Based on Lateral Thinking Techniques for Enhancing Mathematical Creativity (pp. 240 – 264)

Lukman Jakfar Shodiq, Dwi Juniati, and Susanah (Indonesia)

In acknowledging students’ diverse mathematical abilities, creative thinking skills, and cognitive profiles, this study offers an instructional design which comprise Differentiated Instruction using content and process differentiation through specialized problem solving combined with Lateral Thinking Techniques in a numerical methods course to enhance students’ mathematical creativity. Findings revealed significant improvements in students’ mathematical creativity. Details on how the implementation were conducted, and student sample works and reflections as evidences, were provided.

The Impact of TaRL Approach on Learning Convergence of Numerical Sequences: A Case Study in the Moroccan Educational Context (pp. 265 – 280)

El Mahdi Lamaizi, Larbi Zraoula, and Bouazza El Wahbi (Morocco)

This study evaluates the effectiveness of applying the Teaching at the Right Level (TaRL) model to address learning difficulties related to the convergence of numerical sequences. Analysis of students’ written test on the concept of sequence convergence revealed students had a significant reduction in errors between the two cycles, implying that students not only improved their understanding but also learned to correct their mistakes. Recommendations to expand the implementation of TaRL were given based on these promising outcomes. By scaling up this approach, more students may overcome specific challenges in this domain, further enhancing their academic success.

Prospective Teachers’ Errors in Choosing Proportional Reasoning Strategies for Comparison Problems (pp. 281 – 306)

Esty Saraswati Nur Hartiningrum, Subanji, and I Made Sulandra (Indonesia)

Errors prospective teachers make in solving proportional problems, reveal common misconceptions and incorrect strategies. Using a descriptive qualitative approach and the SOLO taxonomy, the researchers investigated prospective mathematics teachers’ responses in solving proportional problems. The results identified six incorrect strategies: additive reasoning, intuitive guesses, proportional attempts, ignoring data, using numbers without context, and failing to recognize non-proportional problems. Results of the analysis showed high SOLO levels were relational, while medium and low levels included multi-structural and unistructural. The findings suggest that these errors stem from challenges in understanding proportions, indicating a need for further exploration of these learning obstacles.

The Problem Corner (pp. 307 – 312)

Ivan Retamoso

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