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This study evaluates the content validity of the Quran-science, technology, engineering, art, and mathematics (Q-STEAM) module, designed to integrate Quranic approach with STEAM (Science, Technology, Engineering, Art, and Mathematics) education. This integration aims to enhance mathematics understanding while fostering Islamic character. The integration of the Quran in this module is dominated by mathematics to deliver the Quran and mathematics with the Quran. The module was designed using Borg and Gall's research method. Ten experts, who are specialists in the domains of mathematics education, STEAM education, Islamic education, and Indonesian language, assessed the module. The assessment resulted in high validity scores, where the results indicated that the content validity index for the Q-STEAM module falls within the range of 83–100%. The instrument used in this research is the content validity form. The experts agreed that the contextual problem should be set at the beginning of the module so that the contextualization of learning can be realized and that learners should be familiarized with triggering questions to stimulate thinking and recall concepts that have been learned. Similarly, the experts explained that the module should be structured according to the students' developmental trajectories to help students understand the context. This module has designed learning that integrates Quranic verses in every engineering design process (EDP) step in completing the project. This module can be used as a reference in professional development training for teachers in courses for mathematics education.

The rapid advancement of technology in the era of the Fourth Industrial Revolution presents both opportunities and challenges for education, particularly in the field of mathematics. As teachers incorporate technology into their instructional practices, it is crucial to examine the role of morality in shaping their approach and the subsequent impact on readiness to face the demands of this transformative era. This study investigates the effect of morality as a mediator between teachers' use of technology in mathematics education and readiness for the Fourth Industrial Revolution. The study adopted a quantitative research design, involving a sample of mathematics teachers from Malaysia and Indonesia. The findings found that the impact of technology use on the readiness for IR4.0 among mathematics teachers in Indonesia and Malaysia was found not statistically significant, but it significantly influences morality, suggesting that morality full mediates the relationship between technology use and readiness among mathematics teachers in Indonesia and Malaysia. This study contributes to understanding of how technology integration and moral values intersect in preparing mathematics teachers for the readiness of IR4.0. These insights can inform the development of effective strategies, policies, and interventions to equip teachers with the necessary skills and ethical frameworks to thrive in the digital age. [ABSTRACT FROM AUTHOR]

Past research on calculus has shown that students often struggle to understand derivatives due to an overemphasis on algebraic manipulation and procedures rather than grasping the underlying concept. A key factor contributing to this challenge is the lack of a solid understanding of slope as a rate of change. Conceptualizing slope as a rate of change is essential, as it serves as the basis for comprehending derivative concepts. To address this gap, our research explored subject matter knowledge of rate of change, specifically focusing on the slope concept, among Malaysian pre-service mathematics teachers. Our research followed a qualitative methodology, conducting task-based interviews with two pre-service mathematics teachers, Zheng and Amitha, who are majoring in mathematics. The interviews included seven tasks related to slope and ratio concepts. The findings revealed inconsistencies in their notion of rate of change, as they have a loose connection between rate of change and slope concepts, along with its multiplicative property. While they recognized that equivalent values of rate of change indicate a constant rate, they did not grasp that slope also represents a rate of change. Their knowledge appeared limited to viewing derivatives as a method to calculate rate of change, without conceiving the changes occurring between quantities and their multiplicative relationship. [ABSTRACT FROM AUTHOR]

Assessment in mathematics education in the 21st century should be more directed at higherorder thinking skills (HOTS). Not only teachers but also prospective mathematics teachers should be supported to design and carry out HOTS assessments. This qualitative study applying a phenomenology approach was mainly conducted to investigate the challenges that prospective mathematics teachers face in developing HOTS questions, including their strategies for dealing with these challenges. Our informants were 20 students of master's program in mathematics education. They were enrolled in the assessment of mathematics learning course, which was designed with a project-based learning model. Considering the learning model used, the purpose of this study then was extended to explore the benefits of implementing a project-based learning model in supporting student competence in developing HOTS questions. Data collection was carried out by (1) administering open-ended questionnaires; (2) observing the end product in the form of mathematics learning achievement tests and test blueprints; and (3) involving two experts who worked independently to judge the questions posed by students based on levels in the cognitive process dimension in the revised Bloom's taxonomy. Data collected from the openended questionnaire were analyzed qualitatively, while data from observation and judgment by experts on the end product yielded by students were analyzed descriptively. Our study supports previous studies, which demonstrate that the application of a project-based learning model that involves students to develop HOTS questions deepens students' knowledge of assessment. In developing HOTS questions, students struggled more in matching action verbs, item indicators, and test items to the level of cognitive process they defined, as well as constructing multiplechoice HOTS questions. The strategies that students took in dealing with challenges that arose in developing HOTS questions indicate that students regulate their learning. [ABSTRACT FROM AUTHOR]

A recent review of literature in topic of rate of change mostly highlighted students and teachers' difficulties in handling conceptual questions. This initiated the researcher to investigate the Malaysian pre-service mathematics teacher's subject matter knowledge in rate of change through a case study design. A task-based interview was conducted with Chong, a pre-service mathematics teacher that majored in mathematics. There are 6 tasks given, comprising topics of rate of change and derivatives. The result shows that Chong has difficulties dealing with derivatives caused by his lacking knowledge in rate of change conception. His interpretation of rate of change under multiple contexts were also inaccurate, even for motion graphical context. His weakness in graphical representation also reflected his insufficient knowledge in rate of change as he was unable to convey the first principle accurately. The overall result suggested that Chong's subject matter knowledge of rate of change is insufficient, especially in meaning of rate of change, describing the occurrence of rate of change, and distinguishing between rate of change and instantaneous rate of change. [ABSTRACT FROM AUTHOR]

During the Covid-19 pandemic, this study investigated the role of metacognitive awareness as a mediator in the correlation between attitude and mathematical reasoning among undergraduates who are first year university students. These studies distribute mathematical reasoning assessments, metacognitive awareness questionnaires, and attitude surveys as research data. One hundred eighty-four undergraduate students from one public institution in Malaysia's Klang Valley area participated in the research. The impact of metacognitive awareness on attitude and mathematical reasoning was studied using Version 25 of the Statistical Packages for the Social Sciences. The findings indicated that undergraduate mathematics and science education students excelled in non-mathematics and science education students in mathematical reasoning capacity. According to the findings, undergraduate mathematics and science education students had good metacognitive understanding and used more approaches in mathematical reasoning assessment. Further study implies that more research should be conducted to assess different demographics, such as institute training teachers' metacognitive awareness and attitude towards mathematical reasoning. [ABSTRACT FROM AUTHOR]

The current study aims to adapt sources of middle school mathematics scale developed by Usher and Pajares (2009) to the Omani context. The study sample consisted of 700 students (379 girls and 321 boys) from the eighth grade in middle schools in Oman. The results of this study showed that sources of middle school mathematics self-efficacy scale (SMES) (adaption) resemble the original version of which developed by Usher and Pajares (2009). Confirmatory factor analysis showed good fit indices, with χ2=767.8, df=224, comparative fit index=.928, standardized root mean square residual=.0478, and root mean square error approximation=.059. The scale also displayed a robust internal consistency-Cronbach's alpha coefficient was above 0.8 and for its subscales as well. The indices of convergent and divergent validity for this scale were all significant (p<0.001). Therefore, SMES is psychometrically sound and can be applied to the Omani context. [ABSTRACT FROM AUTHOR]

Teaching introductory statistics to postgraduate students from multidisciplinary background and with diverse mathematics ability is a huge challenge that many statistics lecturers do not deny. The large ability range can make it very difficult for lecturers to fine tune the right level for effective course delivery. Even though an introductory statistics course has been seen as a necessary component for many postgraduate programs, research has shown that students have come to perceive statistics negatively. One suggestion for improving students' attitude toward statistics is through the use of innovative instructional approaches. This paper investigates the extent to which scenario-based learning (SBL) method used in a Statistics for Research in Education course were related to improvement in postgraduate students' attitude toward statistics. Nineteen students who enrolled in the course during the first semester of 2019/2020 were taught using the SBL instructional method. Survey of Attitudes Toward Statistics-36 (SATS-36) was used to measure six statistics attitude components at the beginning and at the end of the course. Overall results show that there is a difference between mean score of attitude before and after exposure to scenario-based learning method. Scenario based learning has some positive effect on student attitude toward statistics. [ABSTRACT FROM AUTHOR]

This study investigates the relationship between metacognition and achievement goals which may influence mathematical modeling competency in students of mathematics education programs. The current study employs 538 students of mathematics education program; 483 (89.8%) of whom are male and 55 (10.2%) are aged from 18 years old to 22 years old. The study follows a correlational research design to investigate and measure the degree of relationship amongst mathematical modeling competencies, achievement goals and metacognition. Results indicate that achievement goals and metacognition positively influence mathematical modeling competency. Moreover, four metacognition dimensions including awareness, planning, cognitive strategy and self-checking are positive partial mediators because they increase the association between achievement goals and mathematical modeling competency. In conclusion, metacognition and achievement goals positively affect students’ mathematical modeling competency. [ABSTRACT FROM AUTHOR]

This study aims to identify the role of mathematical representation as a mediator between mathematical belief and problem solving. A quasi-experimental design was developed that included 426 Form 1 secondary school students. Respondents comprised 209 and 217 students in the treatment and control groups, respectively. SPSS 23.0, ANATES 4 and Amos 18 were used for data analysis. Findings indicated that mathematical representation plays a significant role as mediator between mathematical belief and arithmetic problem solving. The Realistic Mathematics Education (RME) approach successfully increased the arithmetic problem-solving ability of students. [ABSTRACT FROM AUTHOR]

Prior studies suggested close correlations among metacognition, mastery goal, and mathematical modelling competency. The present study examines the relationship between metacognition and mastery goal that may influence mathematical modelling competency. The current study employs 538 students of a mathematics education program; among these students, 483 (89.8%) are males and 55 (10.2%) are females, aged from 18 to 22 years old. The study follows a correlational research design to investigate and measure the degree of relationship among mathematical modelling competencies, mastery goal, and metacognition. Findings indicate that mastery goal positively affects mathematical modelling competency. SEM analysis indicates significant and positive influence of task- and self-approach goals on mathematical modelling competency, whereas taskavoidance goals are significantly and negatively related to mathematical modelling competency. By contrast, self-avoidance goals did not affect mathematical modelling competency. Task-approach goal is a positive partial mediator, task-avoidance goal is a negative partial mediator, self-approach goal is a positive full mediator, and self-avoidance goal is not a mediator between metacognition and mathematical modelling competency. In conclusion, metacognition positively affects the mathematical modelling competency of students, which is influenced by task-approach, task-avoidance, and self-approach goal but not self-avoidance goal. [ABSTRACT FROM AUTHOR]