TR56 vol 16 no 6 of the Mathematics Teaching-Research Journal

Editorial of the Winter 2024 Issue 56, Vol 16 No 6

Ivan Retamoso, Issue 56 Editor

Borough of Manhattan CC, USA

 

I am delighted to serve as the editor of this Winter issue, which features articles from a diverse range of countries, including the Philippines, Turkey, Chile, Mexico, Indonesia, Morocco, Vietnam, Colombia, Iran, and Norway. This global representation reaffirms the MTRJ team’s commitment to freely disseminating research on mathematics teaching, making it accessible to educators and learners worldwide through the internet as an open platform.

This issue showcases a variety of research studies aimed at enhancing mathematics instruction and improving student learning experiences. Topics include the flipped classroom model, the integration of non-digital games to support mastery, problem-posing strategies, the use of open-source technology like GeoGebra, the application of chess in group theory, a new tool for data science education, and innovative approaches to teaching inverse proportional problems.

These contributions highlight that even in an era increasingly shaped by artificial intelligence (AI), there remains ample room for creativity and innovative strategies in mathematics education, ensuring it stays engaging and accessible to students worldwide.

As always, The Problem Corner section at the end of this issue invites you to tackle two new challenges while also showcasing the best solutions submitted by our readers for previous problems.

Enhancing Achievement Motivation, Interaction, and Academic Achievement of High School students in a Flipped Classroom

Justine Gerard B. Angeles, and Minie Rose C. Lapinid (Philippines) p.6

This study investigates the effects of a flipped classroom on high school students’ motivation, interaction, and academic performance in mathematics. Using MyOpenMath for pre-class learning, students engaged more actively during classroom sessions. Results showed increased participation, willingness to work, and improved academic performance, with no student failing their tests. Interaction analysis revealed reduced teacher talk and greater student engagement. The study supports the ASSURE model for flipped classrooms and suggests further strategies to enhance student learning.

The Effects of Values-Based Mathematics Teaching Activities on Mathematics Achievement and Mathematics Attitudes of Eighth Grade Turkish Students

Erhan Bozkurt, and Merve Akcadurak (Turkey) p.33

This research explores the influence of values-based mathematics instruction on the performance and attitudes of eighth-grade Turkish students. Employing a quasi-experimental pretest-posttest design with 59 participants, the results indicated no significant gains in mathematics achievement but demonstrated a positive effect on students’ attitudes. Many students reported heightened motivation, engagement, and enjoyment in lessons incorporating values-based activities, though some were concerned about reduced time for problem-solving. The findings suggest that integrating values into mathematics education enhances student engagement and attitudes, though its effect on achievement may require further investigation over the long term.

Evaluation of Statistical Literacy and Pedagogical Knowledge on SDG 5 within EDS Framework in Future Primary Teachers

Chia-Shih Su, Danilo Díaz-Levicoy, and Chuan-Chih Hsu (Chile) p.51

This study evaluated the statistical literacy of 16 future teachers in Chile, focusing on Sustainable Development Goal 5 (SDG 5) within Education for Sustainable Development (EDS). Using a six-item questionnaire, it assessed their statistical skills in SDG 5-related problems and their pedagogical ability to teach statistics based on EDS guidelines. The findings highlight the urgent need to improve these competencies before entering the classroom. The study recommends strategies like Lesson Study and the PPDAC research cycle to strengthen statistical literacy. These approaches could enhance understanding of SDG 5 and foster sustainable development through teaching.

Using the TrigOno Card Game for Mastery Learning of Trigonometric Identities

Alfredo B. Fuentes Jr (Philippines) p.79

This action research aimed to address poor mastery of trigonometric identities by involving high school STEM students in developing TrigOno, a non-digital card game. The intervention utilized cooperative learning groups with team-game-tournament structures and included demonstrations, practice drills, and games over two weeks. Results from pre- and post-tests showed significant improvement in student mastery, though the gap between developing and more developed learners remained. Student reflections indicated increased confidence and strategic awareness. The study provides recommendations for mathematics teachers interested in applying game-based learning.

Past experiences and the image of mathematics: A study with secondary education students

Diana Alejandra López Ruiz, José Antonio Juárez López, and María del Socorro García González (Mexico) p.99

The relationship between secondary education students’ past experiences and their current image of mathematics is examined, with the premise that these images are shaped by experiences mediated by school, parents, peers, and society. Drawings and interviews were used to explore these experiences. Three outcomes emerged: clear influence, no relationship, and ambiguous connection between past experiences and the current view of math. The findings underscore the significant role of prolonged events, such as the pandemic period and parental influence, in shaping students’ mathematical perspectives.

Analysis of Grade 7 Learners´ Problem Posing Skills and Difficulties in a Free Problem Posing Situation

Vanessa C. Zubieta, and Minie Rose C. Lapinid (Philippines) p.120

This paper investigated students’ ability to pose mathematical problems in a free posing situation, focusing on problem text, mathematical principles, problem structure, solvability, and complexity. Students’ difficulties during the problem-posing process were also examined. A descriptive-qualitative research design used open-ended assessments and interviews to evaluate student problem posing using an adapted rubric. Results showed that while students could generate problems, the clarity, difficulty, solvability, and complexity needed improvement, with many problems resembling textbook examples. Students struggled with text clarity, abstract concepts, problem difficulty, and recalling learned concepts, suggesting that problem posing should be more emphasized in mathematics education.

Mathematical Problem Posing in Differentiated Learning

Ishmatul Maula, Toto Nusantara, I Made Sulandra, and Sisworo (Indonesia) p.144

This research explores how prospective elementary school pre-service teachers pose mathematical problems in differentiated learning. Using a qualitative approach, data was collected through problem-posing tasks and interviews, where learning conditions such as curriculum, materials, and student ability diversity were provided. Results revealed that most pre-service teachers posed medium-difficulty problems for all ability levels, while a few differentiated problems based on ability groups. Three types of differentiated problem posing emerged: material-oriented, technique-oriented, and goal-oriented. These types reflect varying approaches to adapting problems for diverse student abilities.

The Impact of Language Transition on Mathematics Comprehension in Moroccan Middle Schools

Najim Oumelaid, Brahim El Boukari, and Jalila El Ghordaf (Morocco) p.169

The authors analyze how the transition from Arabic to French affects first-year middle school students’ understanding of mathematical concepts in Morocco. Using a mixed-methods approach, it examines student performance in identifying quadrilaterals and calculating their area and perimeter in both languages. Findings show a significant decline in mathematical performance when French is used. Interviews with 249 mathematics teachers reveal a strong preference for Arabic as the medium of instruction. The research suggests that the language shift creates cognitive challenges and advocates for gradual language implementation and increased support for better learning outcomes.

Effect of GeoGebra – supported 5E learning model on students’ understanding of the area of a trapezium: A quasi-experimental study

Le Viet Minh Triet, Nguyen Phu Loc, and Nhu Nguyen Thanh Ngan (Vietnam) p.190

This study explores the impact of combining GeoGebra software with the 5E instructional model on fifth-grade students’ understanding of the trapezium area formula. Conducted with 90 students in southern Vietnam, the research compared an experimental group using the GeoGebra-supported model with a control group taught through traditional methods. Results showed a significant improvement in the experimental group’s post-test scores, indicating enhanced comprehension and retention. Qualitative findings revealed higher engagement and positive attitudes toward mathematics in the experimental group. The study highlights the effectiveness of integrating technology in fostering a student-centered learning environment.

Investigating the Impact of Chess Integration on Graph Theory Learning and Strategic Thinking Skills Among Eleventh-Grade Students in Colombia

Mario de la Puente, Carlos de Oro, Jose Torres, Maria Ripoll, and Heidy Rico Fontalvo (Colombia) p.214

Over a sixteen-week term, chess was used to enhance math skills among eleventh graders at three public schools in Cartagena, Colombia. Seventy-one students participated in a chess-based learning approach, with statistical methods like multivariate regression and cluster analysis employed to assess academic effects. Graph theory was utilized to explore students’ strategic thinking and problem-solving strategies in gameplay. Distinct clusters of strategic approaches were identified, showing a correlation between chess learning and academic performance. The findings affirm that chess contributes to developing strategic thinking and offers insights for improving mathematical proficiency in secondary education.

Google Trends, A New Tool for Data Science Education at Mathematics and Statistics Class in Junior Secondary School

Reza Moeti , Abolfazl Rafiepour , and Mohammad Reza Fadaee (Iran and Norway) p.251

Despite the growing interest in data science education, it is not yet part of junior secondary curricula, and there is limited information on its implementation. Google Trends is highlighted as a valuable tool in school data science, enabling students to create and interpret graphs across various subjects. The article underscores the significance of Google Trends in analyzing how context influences data analysis. Using Langrall et al.’s theoretical framework, the study categorized students’ activities and showed that the tool helps students grasp concepts like functional thinking, graph drawing, and correlation. It concludes that easy-to-learn data sources like Google Trends can be effective at the beginning of data science education, allowing both teachers and students to explore new information on topics of interest.

Strategies of Eighth Grade Students on Inverse Proportional Problems

Mustafa Serkan Pelen (Turkey) p.277

The development of proportional reasoning is essential for advanced mathematical skills. Studies show that numerical structures influence the strategies used in solving proportional problems. This research explored eighth-grade students’ approaches to solving inverse proportional word problems with varying numerical structures. Data was gathered through task-based interviews with 23 students, and their solutions were analyzed. The study found that students used six different strategies, and the numerical structure of problems significantly affected the strategies employed.

The Problem Corner

Ivan Retamoso (USA) p.291

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