TR57 vol 17 no 1 of the Mathematics Teaching-Research Journal

Editorial of the Early Spring 2025 Issue 57, Vol 17 no 1

JungHang Lee, the Editor of Mathematics Teaching Research Journal

Eugenio María de Hostos CC of the City University of New York, USA

As an assistant professor at CUNY serving students in the South Bronx, I am committed to making mathematics education more accessible and meaningful, particularly for underrepresented communities. My doctoral studies at Teachers College, Columbia University, New York deepened my understanding of effective teaching strategies and the importance of fostering student engagement. Serving as an editor for Mathematics Teaching Research Journal (MTRJ) has been an exciting and encouraging experience. It is inspiring to see educators and researchers worldwide striving to improve mathematics education through innovative teaching, curriculum development, and technology integration. Their dedication reflects a shared commitment to advancing student learning.

In this issue, we present a collection of studies that reflect the dynamic landscape of mathematics education. These contributions offer valuable insights into contemporary teaching strategies, assessment practices, and the integration of technology in mathematics instruction. As we navigate an ever-changing world, our approaches to mathematics education must not only adapt but also lead, ensuring that students receive the tools they need to develop strong mathematical foundations.

We hope this issue supports the continued progress of mathematics education by equipping educators with practical knowledge and innovative strategies to meet the evolving needs of students. By fostering adaptability and creativity in teaching, we aim to create learning environments where students develop essential mathematical skills with confidence and curiosity. It is our hope that this journal serves as both a resource and an inspiration for educators, researchers, and policymakers dedicated to advancing mathematics education worldwide.

Challenges of Prospective Mathematics Teachers in Formulating Geometrical Conjecture through Interaction with GeoGebra (pp. 7 – 27)

Lathiful Anwar, Cholis Sa’dijah, Tomi Listiawan, Anita Dewi Utami, and Hutkemri Zulnaidi (Indonesia and Malaysia)

Formulating mathematical conjectures is essential in mathematics education, yet prospective mathematics teachers (PMTs) face challenges when using GeoGebra for this task. This study explores these difficulties through a qualitative case study, highlighting issues such as distinguishing premises from conclusions and relying on prior knowledge over observation. Findings suggest that structured instructional strategies, including scaffolding, interactive learning, and professional development, can enhance PMTs’ use of GeoGebra. This research offers valuable insights into improving geometric reasoning and technology integration in mathematics education.

Exploring the Ability to Prove Abstract Algebra Problems Through Information Technology-Assisted Scaffolding Learning Strategies (pp. 28 – 55)

Warli, Puji Rahayu, Imas Cintamulya (Indonesia)

Proof construction is a fundamental skill in abstract algebra, yet many students struggle with structuring logical arguments effectively. This study investigates the impact of information technology (IT)-assisted scaffolding in enhancing students’ ability to prove subgroup-related problems. Through a qualitative exploratory approach, the research examines how different types of scaffolding—conceptual, strategic, metacognitive, and procedural—support students in making conjectures, constructing proofs, and formulating non-proof arguments. The findings highlight IT-assisted scaffolding as an effective strategy for improving proof competency, providing valuable insights into innovative instructional approaches for abstract algebra education.

Assessing and Advancing Non-Euclidean Geometries in Middle School Mathematics Education: A Case for Curriculum Inclusion (pp. 56 – 81)

İpek Saralar-Aras, Abdullah Kurudirek (the Republic of Türkiye and Iraq)

Non-Euclidean geometry, though crucial for higher mathematical thinking, remains largely absent from middle school curricula. This study assesses students’ understanding of non-Euclidean geometries through a structured test and explores the feasibility of integrating these concepts into the curriculum. Findings reveal significant gaps in students’ knowledge, emphasizing the need for enhanced educational strategies to bridge this deficiency. The research advocates for curriculum reform that fosters analytical dexterity and broadens mathematical perspectives, ensuring that students develop a more comprehensive understanding of geometric principles beyond traditional Euclidean frameworks.

The Effects of Augmented Reality (AR) Toward Achievement on The Graphs and Geometry Topic Among Third-Grade Students (pp. 82 – 98)

Zhong Zhengtao, Riyan Hidayat (Malaysia)

As technology becomes increasingly integral to education, augmented reality (AR) offers new possibilities for enhancing student engagement and understanding. This study examines the impact of AR-enhanced instruction on third-grade students’ achievement in graphs and geometry. Using a quasi-experimental design, the research compares traditional teaching methods with AR-based learning, assessing students’ comprehension through pre- and post-tests. Results indicate that AR significantly improves learning outcomes, making abstract mathematical concepts more tangible and interactive. The study underscores AR’s potential as a powerful tool for advancing mathematics education in early learning environments.

Development and Validation of Realistic Mathematics Education-Based Worksheets for Junior High School Students (pp. 99 – 127)

Dwi Novita Sari, Hasratuddin, Kms. M. Amin Fauzi (Indonesia)

Effective mathematical communication is vital for students’ academic success, yet many struggle to articulate their reasoning clearly. This study focuses on developing and validating worksheets based on Realistic Mathematics Education (RME) to enhance mathematical communication skills among eighth-grade students. Through rigorous validation, practicality assessments, and effectiveness evaluations, the research demonstrates the worksheets’ potential to support student learning. By emphasizing contextual problem-solving and interactive engagement, the study contributes to the refinement of instructional materials that foster deeper mathematical understanding in junior high school settings.

Decision-Making Stages of Teacher Delayed Scaffolding in Mathematics Learning (pp. 128 – 152)

Lalu Indar Anggara Putra, Abd. Qohar, Sudirman, Swasono Rahardjo (Indonesia)

Teachers play a crucial role in guiding students through mathematical problem-solving, often adjusting their support based on students’ needs. This study examines the decision-making process behind delayed scaffolding, where teachers provide assistance strategically rather than immediately. Using a qualitative case study approach, the research identifies five key stages in the decision-making process and explores the factors influencing teachers’ choices. Findings highlight the impact of teaching experience and pedagogical beliefs on scaffolding strategies, offering valuable insights into optimizing student support in mathematics classrooms.

Exploring Indigenous Teaching Approaches for Geometry Instruction in Three Secondary Schools Within Zambia (pp. 153 – 192)

Eddie M. Mulenga, Kingster Folokwe, Merciline Hamankolo (South Africa and Zambia)

Indigenous teaching methods offer culturally relevant ways to enhance student engagement and comprehension in mathematics. This study explores the use of traditional pedagogical approaches in teaching geometry across three secondary schools in Zambia. Through a quantitative research model, the study assesses student perceptions, teacher engagement, and the impact of indigenous knowledge integration on learning outcomes. Findings suggest that incorporating traditional methods not only strengthens student understanding but also fosters cultural preservation, advocating for a more inclusive approach to mathematics instruction.

Analyzing Inter-Rater Variation: Exploring Consistency in Mathematics Teachers’ Scoring of Exam Papers (pp. 193 – 212)

Hosseinali Gholami (Malaysia)

Consistent and accurate scoring of mathematics exams is essential for ensuring fairness and fostering student confidence. This study investigates the variability in teachers’ scoring practices and the impact of professional development on improving grading accuracy. By analyzing exam scores from 65 high school mathematics teachers over two evaluation sessions, the research reveals notable inconsistencies and highlights the benefits of continued training. The study emphasizes the need for standardized assessment practices to enhance reliability and support student learning in mathematics.

The Profile of Students’ Mathematical Computational Thinking Process in Terms of Self-Efficacy (pp. 213 – 231)

Gunawan, Ferry Ferdianto, Nuhyal Ulia, Lukmanul Akhsani, Reni Untarti, Istiqomah (Indonesia)

Computational thinking is a critical skill in modern mathematics education, yet its development varies among students based on self-efficacy levels. This study examines how students’ confidence in their abilities influences their computational thinking processes, focusing on key stages such as abstraction, decomposition, and algorithmic reasoning. Findings indicate that students with higher self-efficacy demonstrate stronger problem-solving skills, while those with lower confidence struggle at critical cognitive stages. The study underscores the importance of targeted interventions to strengthen computational thinking and self-efficacy in mathematics learning.

Construction and Evaluation of Self-directed Learning Material and Its Effect on STEM Students’ Academic Performance in Mathematics (pp. 232 – 263)

Janwin C. Magas (Philippines)

Self-directed learning is an essential component of academic success, particularly in mathematics, where students benefit from independent exploration of concepts. This study develops and evaluates a self-directed learning module designed to improve STEM students’ mathematical proficiency. Through a pre- and post-test design, the research assesses the effectiveness of the module in enhancing student performance. Results indicate significant improvements, highlighting the potential of self-directed materials as valuable instructional tools. The study encourages educators to integrate flexible learning resources that empower students to take charge of their mathematical learning.

Learning Experiences of Students on the Least Preferred Topics in Mathematics (pp. 264 – 279)

Christine Joy C. Ferrer, Joshua C. Janeo, Jonathan C. Iglesias (Philippines)

Students often develop strong preferences—or aversions—toward certain mathematical topics, influencing their overall learning experience. This study investigates which topics students find least engaging and explores the underlying reasons behind these perceptions. Using a mixed-method approach, the research identifies key challenges such as information overload and limited instructional time. Findings suggest that innovative teaching strategies can help make difficult topics more accessible and engaging, offering recommendations for improving student motivation and interest in mathematics.

The Problem Corner (pp. 280 – 285)

Ivan Retamoso (USA)

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