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Results revealed moderate levels of math anxiety among learners, with the highest anxiety associated with practical, real-world mathematical tasks. Self-efficacy levels were generally low, particularly in learners' perceptions of their overall mathematical abilities compared to peers. However, academic performance showed a positive trend, with 71% of learners performing at or above the "Advancing Proficiency" level. Surprisingly, correlational analysis found no significant relationship between mathematics anxiety and academic performance, nor between self-efficacy and academic performance. This suggests that other factors may play a more crucial role in determining academic outcomes in mathematics. The findings highlight the need for contextualized interventions to address math anxiety and boost self-efficacy, particularly in practical applications of mathematics. Recommendations include enhancing self-efficacy through contextualized interventions, improving teaching strategies, creating supportive classroom environments, and regularly monitoring learners' self-efficacy and performance to provide personalized support. This research contributes to the understanding of psychological factors affecting mathematics education in the Philippine context. It emphasizes the importance of addressing both cognitive and affective aspects of learning to improve mathematics education outcomes. Future studies could explore additional factors influencing academic performance and investigate the effectiveness of specific interventions aimed at reducing math anxiety and enhancing self-efficacy in mathematics education. [ABSTRACT FROM AUTHOR]

This research assessed the relationship between Grade 10 students' reading comprehension and problem-solving skills of Grade 10 students at D.T. Durano Memorial Integrated School in Danao City Division for the school year 2022-2023 as the basis for an action plan. The data gathered were treated using frequency count, percentage, and Pearson's r. Using a descriptive-correlational research design, 166 high school students at D.T. Durano Memorial Integrated School were surveyed using a questionnaire to collect data for the study. The correlation between reading comprehension and problem-solving skills was statistically significant. The null hypothesis was therefore refuted, and the research hypothesis was confirmed. This suggests that students with higher reading comprehension are more adept at solving problems. In addition, most respondents demonstrated acceptable reading comprehension and problemsolving skills. Most parents are high school graduates, and most respondents combined monthly family income is below PHP 10,000. This study's findings have significant implications for educators and policymakers in developing and implementing reading comprehension and problem-solving instruction. In addition, this research contributes to the literature regarding the relationship between reading comprehension and problem-solving skills. [ABSTRACT FROM AUTHOR]

This research aimed to identify the level of fulfillment of mathematics teaching requirements among teachers in the intermediate stage to develop higher-order thinking skills (HOTS). To achieve the research objectives, a descriptive-analytical approach was adopted, and a questionnaire for teaching mathematics requirements needed to develop HOTS among intermediate school students was constructed. The questionnaire included 50 statements distributed into four dimensions: the requirements for teaching mathematics to develop: problem-solving skills, decision-making skills, critical thinking skills, and creative thinking skills. The questionnaire was administered to 136 intermediate school mathematics teachers. The results revealed that the level of fulfillment of mathematics teaching requirements to develop HOTS in general was moderate. The teaching requirements to develop problem-solving skills were ranked first, with a high level. The teaching requirements to develop creative thinking skills were ranked second, with a moderate level. The teaching requirements to develop critical thinking skills were ranked third, with a moderate level. The teaching requirements to develop decision-making skills were ranked fourth with a low level. The results also showed that there were statistically significant differences at = 0.05) in the level of fulfillment of teaching requirements to develop HOTS due to qualification, years of experience, and training hours. [ABSTRACT FROM AUTHOR]

The work is devoted to the study of the problem of gamification of mathematics teaching in primary school using methods of studying pedagogical experience, comparing and generalizing the results of observations, analyzing scientific articles and the content and structure of didactic games in mathematics. The urgency of the problem is due to the digital transformation of education currently taking place. Digitalization of education in the context of teaching mathematics in primary school entails the need to develop new learning tools. Such teaching tools should contribute to the development of students’ mathematical skills, while meeting the needs of students of the digital generation for the form of information presentation. Digital didactic games can be used as an effective means of teaching mathematics at school. The potential of such games in the formation of students’ mathematical and logical skills, cognitive motivation is indicated. In the mathematical content of the game, it is proposed to provide for a change of types of educational activities. This will expand the range of skills formed through digital play, make it more dynamic and interesting for students, which will contribute to their involuntary learning. To develop the skills to perform various graphical constructions using the tools of modern graphical calculators, it is proposed to include tasks at certain stages of the game, for which digital tools can be used (online calculators, electronic programs, mobile applications, etc.). The conclusion is made about the expediency of using digital didactic games in the process of teaching mathematics to schoolchildren.

This research determined the challenges encountered and the mathematics performance of the Grade 11 students at San Isidro National High School in Tagbilaran City Schools Division for the school year 2023-2024 as the basis for an action plan using descriptive correlational research design. Forty-three (43) students participated in the study and were identified using random sampling. The data gathered were treated using frequency count, percentage, and Pearson's r. The results revealed that most respondents are 17 years old, followed by 16 years old, and 18 years old. The gender distribution within each age group shows that females outnumber males in the 16 and 17-year-old categories, while males are more represented in the 18-year-old group. For mothers, the most common educational attainment levels are College Graduate and High School Graduate, followed by High School and College Level. Only one mother has a Graduate Studies degree, and none have completed Post-graduate Studies. The most common educational attainment among fathers is College Graduate, followed by College Level and High School Graduate. Most respondents have a family income between 10,957 and 21,194 pesos per month. It is concluded that while most respondents demonstrate proficiency in mathematics, they still encounter significant challenges in learning the subject. The respondents' profile, including age, gender, parents' educational attainment, and family income, provides insight into the students' diverse backgrounds. Although the study did not find a statistically significant relationship between the challenges faced and mathematics performance, addressing these challenges remains crucial for fostering a positive learning environment and promoting student success. Hence, it is recommended that the action plan crafted will be utilized. [ABSTRACT FROM AUTHOR]

This study highlights important aspects of the transition from face-to-face to emergency remote teaching (ERT) in the context of elementary school mathematics. The integration of computerised technologies in teaching is a process that requires a change in teaching method and sometimes in teachers’ worldview as well. The research examined the level of technology integration in mathematics lessons using the five-step Apple Classrooms of Tomorrow model. The relationship between mathematics teachers’ teaching strategies and their perceptions of their role in the classroom and in remote teaching in an emergency was analysed. The teachers’ level of comfort with technology integration in face-to-face teaching was found to strongly impact their perceptions of online teaching and the strategies used when transitioning to ERT. We point out tools that teachers need, and that they often lack, in order to incorporate teaching strategies at high levels of thinking, such as research-based learning, problem-solving, and developing classroom discussions while working in collaborative groups, into an online format. Implications arising from this study can shed light on the emphasis that must be considered when planning courses that prepare teachers for ERT, whether for in-service teacher training or bachelor’s and master’s degree programmes. [ABSTRACT FROM AUTHOR]

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The influence of teachers' teaching competence on students' academic performance is pivotal, prompting an examination of the efficacy of ICT-integrated pedagogy in enhancing the teaching competence of pre-service mathematics teachers. This quasi-experimental research employed a pre-test, and post-test control group design involving 30 pre-service teachers, with 15 participants assigned to both the experimental and control groups. Throughout a four-week duration, the experimental group received instruction utilizing 'ICT-integrated pedagogy,' while the control group was taught applying traditional 'Lecture-based pedagogy.' Employing a 'Mathematics Teaching Competence Scale,' both cohorts were assessed prior to and following the intervention, with data subjected to analysis using descriptive statistics and t-tests in SPSS version 20. The results revealed that pre-service teachers in the experimental group, exposed to 'ICT-integrated pedagogy,' demonstrated superior mathematics teaching competency compared to their counterparts in the control group. These findings advocate for the positive impact of ICT-integrated pedagogical approaches in nurturing the teaching proficiency of pre-service teachers. Consequently, this study suggests the widespread implementation of this approach by Teacher Educators, envisioning its potential to engender competent and high-quality teachers. [ABSTRACT FROM AUTHOR]

Copyright of Erzincan University Journal of Education Faculty / Erzincan Üniversitesi Egitim Fakültesi Dergisi is the property of Erzincan University Faculty of Education Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Gamification is a tool that allows for high engagement in performing tasks that have been previously considered difficult or uninteresting. It works exceptionally well in education as it supports students in developing habits of learning and provides them with a visual representation of their progress in acquiring knowledge and skills. Skillful design of gamified academic courses enables the achievement of the educational goals set by both the students and the academic teachers. Gamification is helpful for subjects that seem challenging, require a significant amount of effort, or are simply perceived by students as uninteresting or useless. The purpose of this paper is to discuss various aspects of engaging students in the process of learning mathematics by the gamification of linear algebra.

This research determines the effects of the Heuristic method on students' performance in Mathematics 7 of a public national high school in the Philippines, school year 2022-2023. The quasi-experimental method used two sets of questionnaires (standardized Attitudes Towards Mathematics Inventory and standardized Algebra Test). The data were treated using frequency, mean, standard deviation, Chi-square test of independence, and paired t-test. The study revealed that student's profiles (age, gender, final grade in Grade 6 Math) do not have significant relationships with their level of mathematical attitudes and academic performance. However, a significant increase in test scores between the pretest and post-test results in a significant difference between the mean gained of both groups. Thus, teaching strategies could encourage students to increase their academic performance. It was concluded that the Heuristic teaching model helps students develop better mathematics learning. The researchers strongly recommend searching for more learning methods that could help elevate the learners' academic performance. [ABSTRACT FROM AUTHOR]

Statistical analysis, crucial in quantitative research for data interpretation and hypothesis testing, poses significant challenges for many students. Hence, this study assessed the level of competence in relation to the problems encountered by the grade 12 students of BIT International College - Main Campus in Tagbilaran City Division for the school year 2023-2024 using descriptive correlational research design. One hundred sixty students (160) participated in the study and were identified using simple random sampling. The data gathered were treated using frequency count, percentage, and Pearson r. The results revealed that the respondents exhibited a commendable level of significance, indicating a "Competent" proficiency; however, a noteworthy area of improvement pertains to the execution of chi-square tests, which was rated moderately competent. The respondents encountered problems in performing statistical analysis, and the most difficult was determining the pertinent data to collect. A statistically significant yet negligible positive correlation emerged between competence in statistical analysis and encountered problems. Hence, the study recommended offering specialized training programs or workshops on improving statistical competence and developing strategies to help students overcome difficulties. [ABSTRACT FROM AUTHOR]

The study focused on the impact of using augmented reality (AR) in teaching mathematics to tenth-grade students in the 2022-2023 academic year. The sample consisted of 70 students from schools in the city of Amman, who were divided into 35 students in the experimental group and 35 students in the control group. The researcher utilized the quasi-experimental method and collected data through questionnaires and testing tools. Data were statistically analyzed using the MANOVA test, outcome analysis techniques, and GLM test. The results indicate the quality of virtual reality (VR). Students' ability to process data improved by 94% in the experimental group and 88% in the control group. The experimental group demonstrated an effective contribution of 97% in improving graphic representation ability, while the control group showed a contribution of 92%. The study relied on the descriptive-analytical method. The study concluded that AR technology and its usage have become largely dependent on preparing technical and material requirements. It also highlighted that this technology aids students in learning scientific facts, concepts, and instructions in an easy and effective manner. The results indicate the necessity of expanding scientific research and studies on the advantages and disadvantages of AR technology and its optimal utilization. [ABSTRACT FROM AUTHOR]

Strategic Intervention Material (SIM) served as instructional support to help students review key ideas and techniques to help them master a competency-based ability they could not achieve during routine class discussions. This study aimed to determine the attitudes and the performance of Grade 11 students in Pre-Calculus using SIM at the three-identified public national high schools in Cebu, Philippines. It employed the descriptive-correlational method to collect data from 97 samples using two questionnaires (A standardized Attitudinal Test by Fennema-Sherman and researchers-made Performance Test in Equations of Circles). The Chi-square test, t-test, frequency, simple percentage, mean, standard deviation, and attitude toward success were used to analyze the respondents' attitudes about pre-calculus regarding confidence in learning, attitude toward success, mathematics as a male domain, and usefulness. The findings demonstrated that SIMs were appropriate for the respondents' needs, with more excellent knowledge gained from the SIM leading to a better understanding of Pre-Calculus, specifically Equations of Circles, which is beneficial when SIM is used as a teaching tool. The study concluded that using SIM in Pre-Calculus as instructional support significantly affected the student's performance in Pre-Calculus, which is effective in learning the subject. The proposed intervention plan was recommended to be implemented, monitored, and evaluated to boost the math performance of the Grade 11 senior high schools. [ABSTRACT FROM AUTHOR]

Copyright of Bolu Abant Izzet Baysal University Journal of Faculty of Education / Bolu Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi is the property of Bolu Abant Izzet Baysal University Journal of Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article is devoted to the analysis of practice of application of specific computational techniques within MS Excel, including VBA, for teaching selected topics in actuarial mathematics. Formulation of the problem. With the evolution of financial and actuarial models towards complexity and reliance on machine learning and data science, there is a growing demand for modern mathematicians, particularly actuaries, to acquire new skills and knowledge. This demand is being driven by new fintech trends in banking and insurance, such as smart payments, real-time credit risk assessment, automated reputation management, customer analytics, fraud detection and cryptocurrency trading. As a result, the training of future actuaries must meet high standards to ensure they are equipped to handle the sophisticated mathematical calculations required by insurance companies and other financial institutions. Materials and methods. To yield results, both theoretical methods, which involve analyzing books and publications, in particular in professional journals in the domains of finance and actuarial mathematics, and empirical methods, entailing the observation of the educational process aimed at training prospective actuaries, are employed in this study. Results. A study aimed at tackling the challenges encountered in teaching actuarial mathematics topics, such as life expectancy and mortality tables, revealed that incorporating a balanced blend of theoretical concepts and hands-on applications, coupled with illustrating mathematical models through real-world examples and reinforcing diverse computational techniques, constitutes a cornerstone of successful training for aspiring actuaries. Leveraging a versatile and user-friendly tool like VBA (Visual Basic for Applications) integrated into MS Excel enables educators to customize examples and assignments to match the intricacy and emphasis of their syllabus, thereby offering students a more targeted learning journey. Conclusions. The teaching of mathematical disciplines, especially financial and actuarial mathematics, in academic programmes for future actuaries requires the adaptation of traditional methods and approaches. In particular, the integration of VBA is key to teaching specific actuarial mathematics concepts, which aims to equip students with the necessary practical competencies. VBA facilitates interactive learning by enabling students to manipulate variables and observe changes in calculations in real time, which improves their understanding of actuarial concepts. VBA also allows you to automate repetitive tasks involving complex mathematical calculations, which saves time and reduces errors. Therefore, its use is recommended when teaching topics involving tabular data, especially life expectancy.

In this article, we report on findings from the Primary Maths and Social Justice research project, a recent collaboration between the three authors and six teacher researchers from two culturally diverse primary schools in London, UK. The project aimed to develop strategies for addressing issues of social justice in the mathematics classroom, and operationalising the recently developed theoretical concept of socio-mathematical agency, defined as learners’ capacity to apply mathematics in arguing collectively for social change. The teacher researchers’ experiences, as captured through audio recordings of research team meetings and interviews, form the basis of our data analysis. Our findings highlight the processes that enabled teachers to reflect critically on existing practice, prompting them to adopt more collaborative, discursive and inclusive problem-solving approaches that resulted in significantly higher levels of student engagement in mathematical activities. The teacher researchers found that cross-curricular projects provided more opportunities to apply mathematical knowledge in tackling social justice issues than the prescriptive and content-focused mastery-style mathematics schemes of work in place. They reported how students embraced opportunities to use mathematics in more meaningful contexts and in presenting arguments for change. We argue that a focus on developing socio-mathematical agency has the potential to enhance the role of teachers and learners as agents of change, an important element that is often underdeveloped in culturally responsive teaching.

The influence of teachers’ teaching competence on students’ academic performance is pivotal, prompting an examination of the efficacy of ICT-integrated pedagogy in enhancing the teaching competence of pre-service mathematics teachers. This quasi-experimental research employed a pre-test, and post-test control group design involving 30 pre-service teachers, with 15 participants assigned to both the experimental and control groups. Throughout a four-week duration, the experimental group received instruction utilizing ‘ICT-integrated pedagogy,’ while the control group was taught applying traditional ‘Lecture-based pedagogy.’ Employing a ‘Mathematics Teaching Competence Scale,’ both cohorts were assessed prior to and following the intervention, with data subjected to analysis using descriptive statistics and t-tests in SPSS version 20. The results revealed that pre-service teachers in the experimental group, exposed to ‘ICT-integrated pedagogy,’ demonstrated superior mathematics teaching competency compared to their counterparts in the control group. These findings advocate for the positive impact of ICT-integrated pedagogical approaches in nurturing the teaching proficiency of pre-service teachers. Consequently, this study suggests the widespread implementation of this approach by Teacher Educators, envisioning its potential to engender competent and high-quality teachers.

Continuing education as a space for attentive reflection needs to provide teachers with implications and inferences for the student to be at the center of the learning process. Based on this assumption, this article aims to reflect on the importance of innovative practices for the development of creative thinking and mathematics learning with teachers in continuing education. Supported by documentary research and a qualitative approach, this research highlights experiences experienced in teacher training through innovative practices and the development of creative thinking. The discussions presented are the result of the authors' reflections based on various training sessions carried out in recent years, so that the methodology used was in and through action, of a collaborative-participatory nature. This article constitutes an auxiliary document for the continuing education of teachers, pointing out the importance of exploring innovative practices with teachers so that they can experience, discuss and create proposals for the development of creative thinking. [ABSTRACT FROM AUTHOR]

The article presents the study, of a bibliographic nature, on teaching Mathematics from a creative and innovative perspective. By surveying articles on Mathematics teaching published in the Revista Ibero-Americana de Estudos em Educação, we sought to identify the role of pedagogical practices in breaking aversions to the mathematics curricular component. From the analyzes undertaken, it was possible to identify the following as practices of a creative and innovative nature: (i) student participation in proposing teaching material; (ii) use of mathematical games, interactive digital whiteboards, manipulative materials and literature books that allow students to discuss real situations in their daily lives; (iii) use of assistive technologies in a collective and collaborative way, favoring inclusive education. It was also found that all articles deal with practices in the context of teaching Mathematics in Basic Education, leaving the question of how practices occur in Higher Education, within the scope of teacher training courses. [ABSTRACT FROM AUTHOR]

This study aims to analyze the association between problem-solving and posing and its potential to promote learning and aid in understanding students' mathematical thinking. To this end, a qualitative case study was carried out involving elementary Grades 1-5' students in the solving of a problem that was adapted to generate different learning outcomes related to the division operation as well as associating the posing of problems with the request to add a question to the problem. The results confirm the importance of teachers' fostering of discussions and understanding students' mathematical thinking; they also reveal that difficulty in interpreting the problem statement may not always be the reason for students not providing a solution. In addition, the data shows the potential of problem posing to deepen or advance the learning that results from problem-solving. [ABSTRACT FROM AUTHOR]

The world is constantly changing, and in the education field, this change is evident. Students have evolved, technology has advanced, and the teaching methodology of mathematics needs to adapt to be more attractive and dynamic, aiming at understanding mathematical objects. This article analyzes the contributions of workshops in the training process of mathematics teaching for students of the Teacher Training course of the Colégio Estadual Túlio de França in União da Vitória, PR, Brazil. The workshops were based on problem-solving practices, games, toys, and games to promote meaningful learning. The action research, with a qualitative-quantitative approach and exploratory-descriptive objective, involved 21 students. The results were satisfactory, showing the comprehension of methodologies to improve the understanding of mathematical concepts. It highlights the need for continuity of the project to enhance the training of future teachers/ literacy teachers. [ABSTRACT FROM AUTHOR]

Copyright of Arab Journal for Quality Assurance in Higher Education is the property of University of Science & Technology and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Babylon Center for Humanities Studies is the property of Republic of Iraq Ministry of Higher Education & Scientific Research (MOHESR) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The Mathematics Teachers Association of the Philippines, Inc. (MTAP) was organized to serve as an appropriate venue where mathematics teachers can come together, interact with one another, and share each other's expertise in pursuing excellence in mathematics education. This research aimed to determine the mathematics performance of the MTAP attendee and non-MTAP attendee and their attitude towards mathematics as to anxiety, confidence, enjoyment, benefits, and value of Grade 7 in the three identified high schools in Mandaue City, Philippines, as a basis for an action plan. This study used 267 randomly selected Grade 7 students from the selected high schools. A survey questionnaire was used to get the data of the respondents as to their attitude towards mathematics as to anxiety, confidence, enjoyment, benefits, and value, and an MTAP-DepEd Math Challenge and Algebra Test Questionnaire was used to assess their mathematics academic performance. The gathered data were statistically treated using frequency, percentage, weighted mean, standard deviation, and Chi-square test of independence. The results revealed that MTAP participants performed well in terms of their attitudes toward mathematics and written questions. Thus, the MTAP program improves students' academic performance in mathematics. As a result, this study recommends the implementation of the action plan. [ABSTRACT FROM AUTHOR]

Copyright of Humanities & Educational Sciences Journal is the property of Humanities & Educational Sciences Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Bulletin of Ablai Khan KazUIRandWL: Series 'Pedagogical Sciences' is the property of Kazakh Ablai Khan University of International Relations & World Languages and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Bulletin of Ablai Khan KazUIRandWL: Series 'Pedagogical Sciences' is the property of Kazakh Ablai Khan University of International Relations & World Languages and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Mathematical games find application in the teaching of mathematics. Mathematical games as such have been encountered early on and are applied with the aim of encouraging students to learn the subject of mathematics. Therefore, the purpose of this paper is to answer that questions of how much games are used in the teaching of mathematics, what the purpose of using mathematical games is, which games are most commonly used, and how often games are used in the teaching of mathematics. The data collection was conducted through an online questionnaire completed by seventy teachers from the lower cycle of primary education. Games, as a part of teaching mathematics, support it in every part of the lesson, encouraging students to participate more actively and inclusively, while following the rules of the game. From the processed questionnaires, it was concluded (and the hypothesis was confirmed) that the effectiveness of games in conceptual understanding of mathematics is correlated with the development of mathematical reasoning in teaching mathematics (ρ=0.763; p=0.000). It also confirmed the hypothesis that the students' preferred games depend on the location of the school (χ²=17.975; p=0.012). [ABSTRACT FROM AUTHOR]

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Cappadocia Journal of Education (KAPED) is the property of Nevsehir Haci Bektas Veli Universitesi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Mathematics is a key subject for building competencies of the future. Managing students’ attitude towards learning mathematics is an important challenge in the Romanian educational system. Thus, it is essential to bring new teaching practices into the class in order to reduce math anxiety, increase motivation and successfully develop students’ cognitive skills. Due to the increasing importance of technology in our lives, using educational robotics may be an effective strategy to meet those demands. The aim of the present study was to design and test 5 educational robots-based scenarios for teaching math competencies, as logical, spatial and computational thinking, in primary school setting. More specifically, we describe the scenarios for robot-supported teaching, the competencies aimed to be developed and the process of testing their effectiveness in class. Main challenges and further recommendations in promoting math learning with educational robots for primary school children are also discussed.

This paper aims to describe the development process of the Observation Protocol for Teaching Activities in Mathematics (POAEM) and to report the findings from the qualitative and statistical analyses used to provide evidence of validity and reliability of the information collected with the first version of the POAEM. As part of this development process, 20 teachers from Mexican primary schools were videotaped twice while teaching mathematics. The study assessed the reliability of the POAEM rubrics. Results showed that the dimensional structure of the instrument can be grouped in one factor. A generalizability study provided information on the different sources of error in the measurement, showing that the dimensions accounted for 78% of the variance. This study provides an exemplar of the design and validation of an instrument that can help other researchers develop their own instruments and data collection to generate evidence of validity and reliability in different sociocultural contexts.

The purpose of this study was to (1) analyze the achievement of high-level mathematical thinking skills of students who received learning with generative models and learning with conventional models, (2) analyze the increase in students' high-level mathematical thinking skills between those who receive generative learning models and conventional learning models, (3) See the effect of students' KAM (Initial Mathematical Ability) levels in the high, medium, and low categories on the high-level mathematical thinking abilities of students who receive generative learning models and conventional learning models, and (4) The magnitude of the interaction between the generative learning model and the KAM (Initial Mathematical Ability) level of students in the high, medium, and low categories on the improvement of high-level mathematical thinking skills of students who received generative learning models and conventional learning models. This research is experimental with a pretest-posttest control group design. Based on the results of this study, it can be seen that (1) there are differences in the attainment of high-level mathematical thinking skills between students who are taught by generative learning models and conventional learning models, (2) There is a significant difference in the improvement of students' high-level mathematical thinking skills between students who are taught with generative learning models and students who are taught with conventional learning models, (3) For the KAM level of students in the high, medium, and low categories, it does not significantly affect the improvement of high-level mathematical thinking abilities of students who obtain generative learning models and conventional learning models, and (4) There is no interaction between the KAM level (high, medium, or low) and the learning model towards increasing the high-level thinking skills of students who receive generative learning models and conventional learning models

At present in the context of modernization of the educational system, a modern teacher cannot succeed without knowledge of the possibilities of information and communication technologies (ICT). As the works of domestic researchers show [1; 3; 5], these technologies in Mathematics lessons can significantly increase the effectiveness of teaching. However, in the education system, the experience of using a private component of ICT – local computer networks (LCN) is not as long as, for example, in enterprises [9]. On the basis of the foregoing, the research problem is to form methodology for the use of LCN in the process of teaching Mathematics.The purpose of the research is to reveal the possibilities of using the LCN in the process of teaching Mathematics at school. To achieve this goal, the works devoted to the problems of using information technologies in teaching Mathematics have been analyzed, and a stating experiment in MBOU Lyceum No. 35 in Stavropol have been conducted to identify the possibilities of using LCN. In the course of the research the methods of analysis, synthesis and systematization of material on the problem of the use of LCN in education, questionnaires and conversations with teachers have been used.On the basis of literature analysis and the conducted ascertaining experiment, the authors have classified the LCN tools according to their methodological purpose, and have given the possibilities and requirements for the use of a local network in teaching Mathematics at the levels of basic and secondary general education. Along with this, the article reveals the demand for the use of LCNs at the levels of basic and secondary general education.

Using data mining technology to obtain important information in massive data has gradually become an important basis for mathematics teaching strategies in colleges and universities. Combined with data mining technology, this paper proposes the analysis of students’ behavior in mathematics classrooms and personalized mathematics learning strategies and constructs the corresponding method model. The behavior of students in the mathematics classroom is analyzed by using the character behavior recognition technology, and the 7Hu moments of the motion history graph and the motion energy graph are used as the features of behavior recognition. Construct a learning model using the user-item scoring matrix, improve and standardize the null-filling method of scoring, and provide a basis for students’ personalized learning in mathematics. After applying the teaching strategy and the corresponding model to 70 mathematics majors in a university, the student’s performance in mathematics was significantly better than that of the previous semester after the weekly practice 4, and their average score in the midterm examination reached 63.8. The mean values of all dimensions of motivation increased compared with the pre-practice period, and all dimensions were significantly different except the dimension of the learning environment factors (p

This research delves into the intricate relationship between language and mathematics education, particularly within the context of mother-tongue-based instruction. It addresses the challenge of reconciling the language of instruction, the learners' mother tongue, and the language of mathematical concepts, emphasizing the need for synchronization to enhance the teaching and learning process. Drawing from international experiences and the Philippine educational landscape, which transitioned to the K-12 curriculum, this study investigates the role of code-switching in Grade-One mathematics education. By conducting a pretest-posttest group design at an Elementary School in Bohol, Philippines, the study evaluates the effects of code-switching within a mothertongue-based instruction framework. Findings demonstrate that code-switching improves mathematics performance, with the experimental group excelling in advanced and proficient levels post-implementation. Notably, the control and experimental groups exhibited similar pretest scores, indicating their comparability. This research concludes that code-switching is an effective strategy for bridging the linguistic gaps between the mother tongue and mathematical concepts, thereby enhancing the meaningfulness and comprehensibility of mathematics. In light of these findings, the study recommends the adoption of code-switching in teaching mathematics, especially for students with lower academic achievement. Additionally, it encourages future research to explore the applicability of code-switching in other subjects and higher grade levels. This study advocates for an inclusive and adaptive approach to mathematics instruction that recognizes the complex interplay of languages and aims to empower students to understand, participate actively, and develop a profound love for the subject. Based on the empirical findings of this study, it is strongly recommended that the integration of code-switching as a pedagogical strategy in mathematics instruction be formally endorsed within the school setting. This endorsement serves the paramount goal of enhancing the mathematical proficiency and overall academic performance of the students. [ABSTRACT FROM AUTHOR]

The presented article is dedicated to a new way of teaching substitution in algebra. In order to effectively master the subject matter, it is necessary for students to perceive the equal sign equivalently, to learn to manipulate expressions as objects, and to perceive and use transformations based on defining their own equivalences. According to the results of several researches, these changes do not occur automatically, and the neglect of their development leads to students' insufficient adoption of substitution. The submitted contribution presents a new way of teaching substitution, the stages of which support the gradual development of the necessary competences of students, so that substitution becomes part of their computing apparatus. The effectiveness of the mentioned method of teaching substitution was also verified experimentally. By conducting a pedagogical experiment, it was confirmed that the application of the substitution teaching method developed by us led to more frequent use of substitution by students from the experimental group (47 students) compared to students from the control group (82 students) who learned substitution in the usual way. It emerged from the interview with experimental group students that they considered the proposed method suitable and that it encouraged them to learn substitution in depth. [ABSTRACT FROM AUTHOR]

The aim of the current study is to reveal the effectiveness of a training program using an educational platform on developing the skills of employing augmented reality apps to enhance the teaching of mathematics among elementary school teachers. The experimental approach with a quasi-experimental design, a one-group pre-/post-test design, was used in this study. The study sample consisted of 36 elementary school mathematics teachers in Saudi Arabia, and an achievement test and an observation card were used as measurement tools. The study identified a statistically noteworthy distinction, with a significance level of 0.05, in the mean scores of the study group before and after the administration of the achievement test and the observation card, favoring the post-application results. The study suggested the importance of directing those in charge of developing training programs within the Ministry of Education to incorporate educational platforms as a key component of distance education methods. [ABSTRACT FROM AUTHOR]