Triangles and trigonometry are always difficult topics for both mathematics students and teachers. Hence, students' performance in solving mathematical word problems in these topics is not only a reflection of their learning outcomes but also an indication of teaching effectiveness. This case study drew from two examples of solving word problems involving triangles by pre-service mathematics teachers in a foundation mathematics course delivered by the author. The focus of this case study was on reasoning implications of (...) students' performances on the effective training of pre-service mathematics teachers, from which a three-step interactive explicit teaching-learning approach, comprising teacher-led precise and inspiring teaching (or explicit teaching), student-driven engaged learning (or imitative learning), and student-led and teacher-guided problem-solving for real-world problems or projects (or active application), was summarized. Explicit teaching establishes a solid foundation for students to further their understanding of new mathematical concepts and to conceptualize the technical processes associated with these new concepts. Imitative learning helps students build technical abilities and enhance technical efficacy by engaging in learning activities. Once these first two steps have been completed, students should have a decent understanding of new mathematical concepts and technical efficacy to analyze, formulate, and finally solve real-world applications with assistance from teachers whenever required. Specially crafted professional development should also be considered for some in-service mathematics teachers to adopt this three-step interactive teaching-learning process. (shrink)

Competence structure that pre-service teachers need to develop to become a future teacher has been defined since the 1930s. For pre-service mathematics teachers, their competence has its own characteristics. ICT integration in developing competence for pre-service mathematics teachers has been been proved to be effective in many previous studies. In Vietnam, the Ministry of Education and Training (MOET) has recommended the use of ICT to enhance teaching-learning activities in schools and universities, therefore, there have (...) been many studies on ICT intergration at different educational levels. However, there are only a few studies on the use ICT integration in developing competence for pre-service mathematics teachers. This paper presents results from a research on the feasibility of ICT integration in developing competence of Vietnamese pre-service mathematics teachers. The research was conducted by surveying on a randomly selected of 297 pre-service mathematics teachers and 40 mathematics lecturers in six universities which provide mathematics training programs. Results show that despite of the availability of technologies, ICT integration in training pre-service teachers is still limited. In addition, ICT integration in teaching activities of mathematics teachers is not really effective because the levels of their ICT skills are very different. Pre-service mathematics teachers have the ability to use ICT equipment, and good accessibility to learning systems, but their use of the learning management systems (LMS) is limited. This study can be a reference for future studies to test the effective of ICT integration in training pre-service teachers when designing activities to develop feasibly and effectively their competence. (shrink)

The study aimed to ascertain the motivations behind code-switching among pre-service mathematics teachers, along with frequency of the languages utilized during class discussions. Employing a mixed-methods approach, the study utilized Focus Group Discussions to explore the rationales for code-switching while quantitatively analyzing the frequency of code-switching instances. Findings indicated that English predominated as the language of class discussions, with transitions typically occurring from English to Filipino. Interviews revealed that pre-service mathematics teachers employed code-switching to help students (...) struggling with complex English, facilitating better comprehension of mathematical concepts. Pre-service mathematics teachers build stronger relationships with their students by creating an engaging learning environment that captures their interest and attention. This also increases the effectiveness of teaching, leading to more meaningful experience. (shrink)

With the growing emphasis on early mathematics education, it is imperative to explore the preparedness of early years mathematics pre-service teachers in relation to content knowledge, beliefs, and dispositions. Therefore, this mixed-methods study explored Lebanese pre-service teachers’ mathematics dispositions and efficacy beliefs in the context of a mathematics methods course. The sample comprised of 11 pre-service teachers who completed a survey prior to and after completing the methods course. Additionally, they each participated in (...) a semi-structured interview shortly after beginning the course. Results revealed pre-service teachers had the most positive beliefs with regards to how mathematics is learned, the nature and usefulness of mathematics, and personal teaching efficacy. Following the course, statistically significant differences were observed with regards to how mathematics is learned, personal teaching efficacy beliefs, and general teaching efficacy beliefs. Practical implications include the importance of subject-specific mathematics methods courses for teachers of younger children, as well as supporting the development of pre-service teachers’ conceptual mathematical understanding prior to entering the profession. (shrink)

Many instances have presented mathematics as a difficult subject for students, and some of these difficulties have been perceived as an injustice to those who suffer from it. Meanwhile, no child is to be left behind in building a just society if all were to experience the collective good of mathematics. For this reason, it became necessary to explore pre-service teachers’ perceptions of mathematics as social justice in their lived experiences. In doing this, the qualitative interpretive (...) approach was adopted, where qualitative data was collected, transcribed, and analysed using the case study design. A sample of eleven pre-service teachers were involved in the study. The findings indicated that the pre-service teachers had experienced severe issues of mathematics as social justice in their previous schooling that were unfair to them. However, they now felt mathematics could be interesting if delivered in a manner that let their voices be heard in the delivery process. (shrink)

The study ascertained mathematical problem-solving skills and self-efficacy as correlates of Pre-service NCE Mathematics Teachers’ Performance in South-East, Nigeria. Seven research questions guided the study while seven hypotheses were tested at 0.05 level of significance. Correlation research design was used for the study. The population of the study was 197 pre-service NCE Mathematics teachers in South-East, Nigeria. All the population of 197 was studied as sample because, it is small and manageable. Mathematics Problem-Solving Skill Test (...) (MPSST) and Pre-Service Teachers’ Self-Efficacy Questionnaire (PSTSEQ) were used as instruments for data collection. Both instruments were validated by three experts in science Education while reliabilities of MPSST and PSTSEQ were established using Cronbach Alpha method and coefficient values of 0.82 and 0.80 respectively were obtained which were considered high enough to confirm the instruments as reliable. Data were collected and analyzed using Pearson product moment correlation coefficient. The findings revealed that a high positive and significant relationship existed between mathematical problem-solving skills scores and academic performance scores and between self-efficacy scores and academic performance scores of pre-service NCE mathematics teachers. It was recommended among others that Mathematics lecturers should make conscious effort towards improving the mathematical problem-solving skills and self-efficacy of the pre-service NCE mathematics teachers through modeling, conditioning, and behaviour modification for improved academic performance in Mathematics. (shrink)

This study determined the cognitive skills achievement in mathematics of elementary pre-service teachers as a basis for improving problem-solving and critical thinking which was analyzed using Piaget's seven logical operations namely: classification, seriation, logical multiplication, compensation, ratio and proportional thinking, probability thinking, and correlational thinking. This study utilized an adopted Test on Logical Operations (TLO) and descriptive research design to describe the cognitive skills achievement and to determine the affecting factors. Overall, elementary pre-service teachers performed with sufficient (...) understanding in dealing with the TLO. However, in each logical operation, students were found to have insufficient understanding of probability thinking and correlational thinking. These insufficiencies in other logical operations were attributed to their misconceptions on some mathematical terms, misinterpretation of the problems, poor comprehension skills, poor problem-solving skills, and poor performance in mathematics in general. (shrink)

Mathematics is considered one of the most challenging courses for many elementary pre-service teachers (EPTs). In hopes for improvement, teacher educators have been incorporating a jigsaw strategy to equip future teachers with the necessary competencies. Hence, the study aimed to determine the effectiveness of the jigsaw strategy with EPTs’ level of mathematics achievement and interest in an online cooperative learning environment. The research utilized a pre-experimental design with 40 participants. The researchers used pretest and posttest questions (...) covering fraction operations and a mathematics interest questionnaire before and after the intervention. With the implementation of the jigsaw strategy, results showed that the EPTs’ mathematics achievement improved while their interest in mathematics improved to some extent. Likewise, a significant difference between the pre-and post-intervention concerning the EPTs’ mathematics achievement and interest in mathematics was found. Furthermore, correlation analysis revealed that study time is negatively related to mathematics achievement, as is the overall level of interest in mathematics. These findings imply that a jigsaw strategy is a useful tool in teaching mathematics online. However, several modifications may be considered to recognize that the EPTs’ interest in mathematics varies from one person to another. Teacher education institutions are encouraged to apply this strategy not only for EPTs to increase their mathematical know-hows but also to serve as an example for them to employ in their future teaching careers. (shrink)

Metacognition-related studies do often give focus on the regulation or experience components but little on the knowledge component. In particular and especially within the Philippine context, not much focus is given with regards to a clear and coherent academic framework that fortifies the metacognitive strategy knowledge in mathematical problem solving amongst students. Using an evolved grounded theory, the purpose of this study is to look closely into the metacognitive strategy knowledge of preservice teacher education students. Twenty-three students participated and (...) initial data were collected using the prepared problem solving test. Subsequently, interviews were conducted to supplement the initial data. Pandit’s grounded theory methodology and the constant comparison method were used to analyze the data collected. Findings revealed an emerging three-phased categorization of metacognitive strategy knowledge thru problem solving: preparatory, production, and evaluation. The multi-distinct yet related categorization were neither linear nor just cyclic in nature but is experienced and underwent by problem solvers with varying degree of creativity and flexibility depending on the problem at hand, beliefs, attitudes, and learning style. The findings shed some light on the distinct role of metacognitive strategy knowledge and some ensuing factors during authentic problem solving. (shrink)

In the Philippines, improving pre-service math teachers’ critical thinking is receiving increasing attention, emphasizing the importance of tailoring instructional methods to students’ learning approaches for a more equitable environment and enhanced mathematics performance. Thus, this study aimed to determine if the critical thinking disposition subscales (reflective, attentiveness, open-mindedness, organization, perseverance, and intrinsic motivation) and learning approach (deep approach and surface approach) predict the mathematics performance of pre-service math teachers. This study employed a descriptive-correlational research design to (...) randomly selected 125 pre-service math teachers from Central Luzon, Philippines. The survey instruments are administered through the student-educator negotiated CTDs scale, the revised two-factor study process questionnaire, and the 40-item validated test. Using descriptive analysis, findings revealed that preservice mathematics teachers have moderate levels of CTD, most of which use a deep approach and have average mathematics performance. Regression analysis showed that CTD and the deep approach were predictors. Therefore, pre-service mathematics teachers with a higher CTD and a deep approach are likelier to perform better in mathematics. These findings provide valuable insights into enhancing mathematics teacher education. (shrink)

The primary purpose of this study was to examine the intricate relationship between enrichment programs, pedagogical preparedness, and the mathematical proficiency of pre-service teachers. Employing a quantitative research design, the study utilized a descriptive-correlational method to establish the relationship between variables. A comprehensive sampling was used and adapted well-structured survey questionnaires were distributed to gather relevant data from the participants. Correspondingly, the data analysis was performed using statistical tools such as mean and standard deviation, Pearson’s correlation coefficient (r), and (...) regression analysis to distill complex data into meaningful insights and answer the research objectives. The findings revealed that the levels of both enrichment programs and pedagogical preparedness among pre-service teachers were very high, indicating that they are always manifested and consistently implemented. Additionally, the level of mathematical proficiency was found to be high, suggesting that the pre-service teachers frequently exhibited strong mathematical skills. There is a confirmation that the levels of enrichment programs and pedagogical preparedness have a significant relationship with mathematical proficiency. Therefore, this connects to the idea that enrichment programs and pedagogical preparedness influence the mathematical proficiency of pre-service teachers. These findings emphasize the importance of integrating comprehensive enrichment programs and adaptive pedagogical strategies into teacher training, enabling pre-service teachers to develop advanced mathematical understanding and effective teaching practices. Continuous professional development tailored for pre-service teachers, complemented by peer mentoring, seminars, and collaborative training within and beyond schools, can further refine teaching skills and enhance mathematical proficiency. By fostering this holistic approach, the study contributes to improving teaching effectiveness and student outcomes, promoting a culture of excellence in mathematics education. (shrink)

The object of the present study is to propose a technologically-based method for developing Regulation of Cognition (RC) among pre-service teachers in a pedagogical problem context. The research intervention was carried out by two groups during a Teaching Training Workshop, based on the IMPROVE instructional method, which was implemented in the Learning Management System (LMS). The first group (N=53) investigated the pedagogical problems with "dual perspectives (teacher and learner), and the other group (N=47) analyzed the same problems from (...) a teacher perspective only. The triangulated research design provided three sets of data of RC (e.g. statements on Metacognitive Awareness Inventory, Educational Data Mining, and observations on actual teaching). The results were indicative of the advantage that was obtained by the dual perspective group (LMS+2P), which has manifested in most components of RC, as compared with the single based intervention (LMS+1P). (shrink)

Issues on plagiarism among pre-service teachers (PSTs) have increased in modular and online learning. To confirm this, the study determined the PSTs’ level of awareness on plagiarism; their knowledge on referencing and citation; and the correlation between their level of awareness on plagiarism and knowledge on referencing and citation, with their academic performance. The study employed a descriptive-correlational research design participated by 235 PSTs randomly sampled through strata. The data were gathered through a web-based survey. Results showed that the (...) PSTs’ level of awareness of plagiarism was moderate, while the majority have fair knowledge in referencing and citation. Also, results showed a significant relationship among the level of awareness on plagiarism, knowledge on referencing and citation, and academic performance. It is recommended that institutions equip librarians and educators to teach PSTs about citation and referencing skills. Besides, the institution should make sure that a policy is implemented to pursue academic integrity. This policy must articulate the various types of plagiarism, plagiarism measurement, and fair and consistent disciplinary actions. (shrink)

Teaching Internship is an integral journey for pre-service teachers, providing a platform to apply academic knowledge in the workplace. However, emotional experiences are prevalent during the internship, posing challenges for pre-service teachers. Consequently, this study aims to understand the emotional experiences of pre-service teachers during their internship and assess how it impacts their performance. The current study employed a qualitative method, adhering to a multiple case study design. Ten (10) fourth-year elementary pre-service teachers from Immaculate Conception (...) College of Balayan Inc. were selected using purposive sampling technique. Then thematic analysis was utilized to analyze the data. Results revealed that participants experienced both positive and negative emotional experiences that challenge their self-confidence, time management, teaching abilities, and relationship with cooperating teachers and students. These results indicate that emotional experiences are highly evident during teaching internship. With this, the suggested advocacy plan in this study proposes interventions such as seminars, workshops, and tours to enhance the emotional resilience, emotional support, and emotional management of pre-service teachers. Furthermore, future research is advised to utilize diverse methodological techniques and include a larger sample of pre-service teachers from various majors to encompass broader perspectives on the discussed topic, building upon the findings of the current study. (shrink)

Mathematics educators are constantly searching for new and innovative approaches to teaching with the goal of improving student learning outcomes. This phenomenological study aimed to describe the lived experiences of mathematics teachers in implementing the Claim-Evidence-Reasoning (CER) Approach. The study was participated by 13 mathematics teachers, and data were gathered through in-depth interviews and a focus group discussion. Thematic analysis was used to interpret the data guided by Colaizzi’s method. Findings revealed that participants experienced struggles in instruction (...) and assessment, adapted growth mindset and employed support systems, had milestones in the implementation of the CER Approach, and were open to continuous personal and professional development. Furthermore, the teachers’ resiliency and adaptability in the process and the school’s support helped overcome the issues encountered in implementing the CER Approach. The findings imply that the use of CER Approach have the potential to improve the reasoning skills of students in mathematics. Further, it is recommended that mathematics teachers continue to utilize the approach and that educational institutions should provide proper training to teachers through In-Service Training (INSET). (shrink)

The study sought to identify and evaluate the classroom assessment thoughts, practices, and skills of secondary mathematics teachers in Bulacan. The study revealed that there are no significant relationships between teachers’ thoughts of classroom assessments and practices, and classroom assessment practices and skills. However, there is significant relationship between teachers’ thoughts of classroom assessments and skills. There are no significant differences between the teachers’ thoughts of classroom assessments and their age, educational attainment, teaching experience, number of years in teaching (...) mathematics and in-service training. There is a significant relationship between the teachers’ thoughts of classroom assessment and their classroom assessment skills. In the light of the findings, the researcher recommends that: Secondary mathematics teachers should adopt varied and innovative ways of assessing students’ learning in mathematics. School administrators should ensure that all teachers with appropriate certificates must take more training courses in assessment to improve their skills and use of desirable classroom assessment practices. Further research may focus on the relationship between mathematics teachers’ assessment skills and thoughts, practices and skills, and thoughts and practices. (shrink)

The Philippines is a multicultural society with diverse cultures and beliefs for each indigenous community. This study was designed to determine the level of culturally responsive teaching self-efficacy (CRTSE) of mathematics teachers and to propose a training design. The study utilized an explanatory sequential research design using a survey and focus-grouped discussion and was participated by 65 in-service mathematics teachers. Based on the result, the mathematics teachers' overall level of teaching efficacy in using culturally responsive pedagogy (...) (CRP) is very high. It was also found that teachers’ implementation of CRP that influences teaching self-efficacy includes the use of native language and the use of contextualized and localized examples. It is recommended that mathematics teachers may adopt the use of culturally responsive pedagogies in their respective classes and consider the use of native language and use of contextualized and localized examples to provide a meaningful teaching-learning experience. -/- . (shrink)

Due to the emergence of ICT in ELT sector, seasoned English teachers find it resistant to such a shift despite having a positive attitude towards its use. This quasi-experimental study aimed to examine the extent to which seasoned English language teachers developed their ICT skills through a Service-Learning Activity (SLA). Using a one-group pre- and post-test design, this study collected the data through a modified Needs Assessment Survey (NAS) distributed to fourteen purposively selected participants. It was administered to examine (...) what professional ICT development would greatly benefit them. The data were analyzed using descriptive statistics and themes according to the Service-Learning Activity (SLA) topics. A Post Evaluation Survey (PES) was administered, and its result was compared to the initial test. The results showed that the seasoned teachers gained significant learning gains in terms of (1) sharing of knowledge from other teachers; (2) being encouraged to use ICT tools; (3) training opportunities; (4) working with other colleagues; and 5) attending professional workshops which include SLA. However, this study unveiled that the English teachers had no significant difference in perceptions regarding the roles of computers in teaching before and after the intervention. Limitations and recommendations for future studies were discussed. (shrink)

The growing visibility of various forms of creationism in Northern Ireland raises issues for science education. Attempts have been made at political levels to have such “alternatives” to evolution taught in the science classroom, and the issue has received coverage in local press and media. A sample of 112 pre-service science teachers answered a survey on attitudes toward evolution. Preliminary analysis revealed many of these new teachers held views contrary to scientific consensus—over one fifth doubt the evidence for human (...) evolution, and over one quarter dispute the common ancestry of life. Over two thirds indicated a preference for teaching a “range of theories” regarding these issues in science. In addition, 49 pre-service biology teachers viewed a DVD resource promoting “intelligent design” and completed an evaluation of it. The biology teachers also took part in either focus groups or additional questionnaires. A majority took the resource at face value and made positive comments regarding its utility. Many articulated views contrary to the stated positions of science academies, professional associations, and the UK government teaching directives regarding creationism. Most indicated a perception that intelligent design is legitimate science and that there is a scientific “controversy” regarding the legitimacy of evolution. Concern is raised over the ability of these new teachers to distinguish between scientific and non-scientific theories. The suggestion is made that the issue should be addressed directly with pre-service science teachers to make clear the status of such “alternatives.” The paper raises implications for science education and questions for further research. (shrink)

Objective: The study seeks to provide a thorough description of the teachers' digital literacy (DL) and digital competence (DC) and shine a light on the variables that influence the development of their digital literacies and competence. Method: Comprehensive data collection and analysis from 274 participants were completed. Descriptive and inferential statistics were conducted to accomplish the objectives of this study. Results: It came to light that teachers with less than ten years of experience have higher levels of digital literacy. Pre- (...) class='Hi'>service education, having access to ICT resources, and a favorable attitude about using ICT were all strongly associated with DL and DC. The research's essential contribution is its findings affirming the value of DL and DC, which can be utilized to approach new technologies critically and use them as a part of digital pedagogy. Novelty: The critical contribution of the research is the result claiming the positive status of DL and DC, which can be used to approach new tools from a critical pedagogical perspective and apply them as part of digital pedagogy. -/- . (shrink)

This study aimed to determine the levels of pre-service teachers' nature of science (NOS) knowledge, assess their pseudo-scientific beliefs, and examine the relationship between aspects of their NOS knowledge and these beliefs. It also aimed to determine whether NOS knowledge and pseudo-scientific beliefs depended on the discipline and gender. A survey method was conducted in this study. Data were collected from 215 pre-service teachers who are being educated in different fields in a state university. Two different five-point Likert (...) scales were applied. Scale 1, which hasthree factors, measured pseudo-scientific beliefs, while Scale 2, which has seven factors, measured NOS knowledge. As a result, preservice teachers' NOS knowledge was found to be inadequate and their pseudoscientific beliefs were excessive. All factors of Scale 1 were positively correlated with each other, and they were correlated with some components of NOS knowledge. Significant differences were found between disciplines in the analysis of the factors of Scale 2; however, no significant differences were found between genders. (shrink)

In Geneva, since the beginning of pre-service secondary teacher training at university, two different types of students in teacher preparation coexist: some of them have got part-time classes, others have no teaching assignment. In an introduction to the teaching profession, students from different disciplines of the two types take a course on the same sources of professional knowledge. By analyzing the representations of the teaching profession, we find that the process of construction of their professional identity varies (...) according to whether they have a student teaching placement or not. A Genève, depuis l’universitarisation de la formation des enseignants du secondaire, deux statuts d’étudiants en formation initiale à l’enseignement coexistent : les uns à mi-temps en responsabilité de classe, les autres sans contact avec le terrain. Dans une unité de formation d’introduction à la profession enseignante, des étudiants de disciplines différentes des deux statuts suivent un dispositif de formation identique portant sur les savoirs de référence constitutifs de la profession. En analysant les représentations du métier d’enseignant des étudiants, on constate que l’identité professionnelle en construction de ceux-ci évolue différemment selon s’ils sont sur le terrain ou non. (shrink)

A mixed methods study, this doctoral research explores the relationship between the classroom language assessment literacy (CLAL) and assessment practices of English teachers. It is based on the premise that if English teachers are properly oriented in assessment of language ability in classroom, the quality of classroom assessments will improve and in turn, teachers will be in a position to carry out “assessment for learning” effectively. The study is designed considering the assessment policies and practices in India as a whole. (...) The intervention takes place in three schools— a CBSE, a State-Board and an ICSE school— and six secondary school English teachers— two each from the above-mentioned schools— in Andhra Pradesh constituted the main participants. This research is significant in the sense that though the new assessment policy in schools demands that teachers carry out classroom assessments, and attaches a lot of importance to those, very little has been done to equip teachers with adequate skills and knowledge to enable them to meet the challenges of classroom assessment. This study tries to draw attention towards this problem and suggests a possible solution. For its theoretical framework, the study draws on classroom assessment, assessment literacy, second language teacher education, teacher development, teacher beliefs and teacher knowledge. The framework is built after studying and tracing the existing gaps in the research literature in areas relevant to the study. The study is conducted in three major phases: pre-intervention, intervention and postintervention. In the first phase, the researcher collects information about the CLAL of secondary school English teachers practicing in CBSE, state-board and ICSE schools through a state-wise survey. Then two teachers each from a CBSE, a state-board and an ICSE school are selected and information about their CLAL, beliefs about assessment and assessment practices is obtained. A teacher development (TD) programme based on the above-mentioned information is designed with a view to developing teachers’ CLAL. In the second phase, the programme is imparted separately to the three pairs of teachers for 18 hours. Records of teachers’ experience and the researcher’s observations are maintained during the intervention. In the last phase, once again, information is collected about the CLAL and assessment practices of the teachers in a similar manner as done in the first stage. Data are analysed both qualitatively and quantitatively, triangulated and meta-inferences are made after a few cross-case analyses. Finally, an effort is made to generalize and discuss the findings, state the implications of the study for policy makers, teacher education, curriculum designers, experts in language assessment and teacher educators, point out the limitations of the project and suggest directions for further research in the area of the study. The findings of the study suggest that there is a relationship between CLAL and assessment practices of teachers. But a lot of factors like the assessment policy at curricular level, institutional policy about assessment, motivation of teachers to utilize assessment for pedagogic purposes and their English language ability are found to have impact on teachers’ assessment practices. It is also found that a need-based TD programme can, to a great extent, generate the desired impact on teachers’ assessment practices. (shrink)

Understanding quantitative research instrumentation is critical for advancing educational research, both theory and practice since it contributes to the accuracy and credibility of research findings (Creswell & Plano Clark, 2017; DeVellis, 2017; Streiner et al., 2014). Using inappropriate or poorly designed instruments can result in inaccurate or unreliable data, compromising the quality of the research findings and limiting the research's usefulness. Understanding the appropriate use of quantitative research instruments is critical from a theoretical standpoint for ensuring that research questions are (...) answered accurately. Researchers (pre-service teachers, in-service teachers, teacher educators, and educational leaders) can get high-quality data that can be used to create and test theories in a particular field by selecting and designing the relevant instrument. Furthermore, using reliable and valid quantitative research instruments can boost the credibility of research findings and aid in developing new research questions and hypotheses. From a practical perspective, understanding quantitative research instrumentation can improve the quality of research practice. Researchers can ensure that the data acquired is accurate and reliable by selecting and creating appropriate instruments, which can help to guide decision-making in a particular subject. Furthermore, reliable and valid instruments can guide policy decisions, program development, and evaluation, resulting in more effective interventions and better outcomes. Where and How to Begin? The choice of research instrument depends on the research question, the nature of the phenomenon being studied, and the available resources (Bryman, 2016; Creswell, 2014; Dörnyei, 2007; Hair et al., 2014). Researchers can acquire accurate and valid data to answer their research questions and contribute to the knowledge base in their field by carefully selecting and building instruments. In education and the social sciences, quantitative research frequently involves using various instruments or tools to collect and analyze data. (shrink)

This study aimed to understand how secondary mathematics teachers engage with learners during the teaching and learning process. A sample of six participants was purposively selected from a population of ordinary level mathematics teachers in one urban setting in Zimbabwe. Field notes from lesson observations and audio-taped teachers’ narrations from interviews constituted data for the study to which thematic analysis technique was then applied to determine levels of mathematical intimacy and integrity displayed by the teachers as they interacted (...) with the students. The study revealed some inadequacies in the manner in which the teachers handled students’ responses as they strive to promote justification skills during problem solving, in particular teachers did not ask students to explain wrong answers. The teachers indicated that they did not have sufficient time to engage learners in authentic problem-solving activities since they would be rushing to complete syllabus for examination purposes. On the basis of these findings, we suggest teachers to appreciate the need to pay special attention to the kinds of responses given by learners during problem-solving in order to promote justification skills among learners. (shrink)

Indigenous communities have a rich cultural heritage encompassing diverse ways of knowing, learning, and understanding the world around them. This mixed methods study utilized the explanatory sequential design to determine the level and relationship of the IP mathematics teachers' beliefs and teaching practices and gain a deeper insight into these beliefs and attitudes. There are 115 respondents for the quantitative phase, while 10 participants in the qualitative phase. Data were collected through survey and key informant interviews and were analyzed (...) through mean, standard deviation, Pearson product moment correlation, and thematic analysis. Results showed that the IP mathematics teachers possess high levels for both beliefs and teaching practices, and a significant moderate positive relationship exists between the two variables. Qualitative data analysis revealed that teachers' beliefs include the ideal qualities of an effective mathematics teacher, respect for students' culture and background, and a constructivist approach to teaching. Teaching practices include discussing student performance and intervention during meetings, implementing culturally relevant approaches, technology, varied activities, and peer mentoring and coaching. Further, it is concluded that teachers’ belief, which influences teaching practices, is shaped by different environmental factors. It is recommended that IP mathematics teachers continue to participate in personal and professional development activities and strengthen collaboration and reflection. (shrink)

Mindset plays a vital role in tackling the barriers to improving the preservice mathematics teachers’ (PMTs) conceptual understanding of problem-solving. As the COVID-19 pandemic has continued to pose a challenge, online learning has been adopted. This led this study to determining the PMTs’ mindset and level of conceptual understanding in problem-solving in an online learning environment utilising Google Classroom and the Khan Academy. A quantitative research design was employed specifically utilising a descriptive, comparative, and correlational design. Forty-five PMTs were (...) chosen through simple random sampling and willingly took part in this study. The data was gathered using validated and reliable questionnaires and problem-solving tests. The data gathered was analysed using descriptive statistics, analysis of variance, and simple linear regression. The results revealed that the college admission test, specifically numerical proficiency, influences a strong mindset and a higher level of conceptual understanding in problem-solving. Additionally, this study shows that mindset predicts the levels of conceptual understanding in problem-solving in an online environment where PMTs with a growth mindset have the potential to solve math problems. The use of Google Classroom and the Khan Academy to aid online instruction is useful in the preparation of PMTs as future mathematics teachers and problem-solvers. Further studies may be conducted to validate these reports and to address the limitations of this study. (shrink)

This study was conducted to find out head teachers' perception of the implementation of the capitation grant scheme in Sunyani West East District of the Brong Ahafo Region. The study specifically focused on explaining how head teachers conceptualised the concept of capitation grant scheme, the implementation process, and the challenges associated with the implementation of the scheme. A descriptive research design was adopted for the study, and a questionnaire and an interview guide were designed and administered to a sample of (...) 40 head teachers from the district in the Region. The analysis of data revealed that 70.0% of the head teachers had an in-depth understanding of the source of capitation grant as being from the Government. The study, among others, found that the main challenges confronting the smooth implementations of the scheme were delay in the release of funds and inadequate funds. It is recommended that Government should release adequate amount of the grant in good time (thus, before the beginning of each quarter) so that school heads will avoid pre-financing of school activities. Also, the Ghana Education Service should continue to train head teachers in financial management and administration for prudent use of funds. (shrink)

This study investigated the influence of professional status and condition of service on teacher productivity in primary schools in Zuru Emirate of Kebbi State. A correlational survey design was adopted for the study. Stratified, proportionate and simple random sampling techniques were used to select 346 teachers out of 3,687. Questionnaire and Teacher Productivity Evaluation Format were used as instruments for data collection. The five-point scale instruments were validated by experts and pilot tested and had reliability indexes of (...) 0.83 and 0.85 respectively, using Cronbach Alpha co-efficient. Findings of the study showed that the level of teacher productivity was rated low; professional status and conditions of service were both rated poor. This unfavourable situation has negatively influenced teacher productivity. It was recommended that strategies be put in place to improve teachers’ productivity in terms of quality of teaching, record keeping and other activities. The status of teaching should be upgraded and primary school teachers to be provided with better conditions of service to enhance their productivity. (shrink)

This study was aimed at examining “practicum exercise and the attitudes of pre-service educational administrators in Cross River State.” Pre-administrators’ attitudes were assessed in the area of self-discipline, time management, and record keeping. Three null hypotheses formulated offered direction to the study. The study adopted a quasi-experimental research design. Pre-service administrators with practicum experience were the experimental group while those without practicum experience were the control group. Cluster and simple random sampling techniques were adopted in selecting 60 final (...) year students and 60 year three students or its equivalent out of a population of 220 final year and 208 year three students or its equivalent, from both NUC and CES programmes respectively. The instrument used for data collection was Practicum Exercise, Study Habits, and Record-Keeping Abilities Questionnaire (PESDTMARKAQ). Independent t-test was used to test the null hypotheses at .05 level of significance using Microsoft Excel 2013 Data analysis tool pack. The results of the study showed that practicum exercise had no effect on pre-service administrators’ self-discipline and record keeping attitudes; Practicum exercise was found to affect time management attitudes of pre-service educational administrators. Based on these findings, it was recommended among several others that; pre-service administrators with practicum experience should make efforts to develop the level of their self-discipline by enacting and obeying personal policies that are favorable to their academic growth and progress. Keywords:. (shrink)

Mathematical thinking skills are very important in mathematics, both to learn math or as learning goals. Thinking skills can be seen from the description given answers in solving mathematical problems faced. Mathematical thinking skills can be seen from the types, levels, and process. Proportionally questions given to students at universities in Indonesia (semester I, III, V, and VII). These questions are a matter of description that belong to the higher-level thinking. Students choose 5 of 8 given problem. Qualitatively, the (...) answers were analyzed by descriptive to see the tendency to think mathematically used in completing the test. The results show that students tend to choose the issues relating to the calculation. They are more use cases, examples and not an example, to evaluate the conjecture and prove to belong to the numeric argumentation. Used mathematical thinking students are very personal (intelligence, interest, and experience), and the situation (problems encountered). Thus, the level of half of the students are not guaranteed and shows the level of mathematical thinking. (shrink)

Teaching in- effectiveness of most mathematics teachers has been attributed a negative attitude of the teachers and their inability to utilize modern ICT facilities in the teaching of the subject. The study was on the influence of teachers’ attitude towards ICT variables, the utilization of ICT facilities and the teaching effectiveness of mathematics teachers in public senior secondary schools in Cross River State. Two hypotheses were drawn from the stated research questions built around the dependent and independent variables. (...) Literature review was carried out according to the variables in the study. A survey design was adopted based on the descriptive nature of the study, while the random sampling technique was used. Two sets of structured questionnaires, titled; ‘Teacher Effectiveness Questionnaire’ (TEQ) and ‘ICT Evaluation Test Questionnaire’ (ICTETQ) were designed to obtain data from respondents. Data collected were analysed using the t-test statistic for the first hypothesis and Analysis of Variance (ANOVA) statistic for the last hypothesis. The hypotheses were tested at .05 levels of significance. The results of the findings were as follows: There is no significant influence of mathematics teachers’ attitude towards ICT facilities and their teaching effectiveness in public senior secondary schools in Cross River State; facilities utilization has no significant influence on mathematics teachers’ effectiveness in public senior secondary schools in Cross River State. Based on the findings, it was recommended among other things that basic training and other facilities like electricity be made available in schools to stimulate a positive attitude in Mathematics teachers and to able them (mathematics teachers), utilize the available ICT facilities and others facilities that should be provided in schools while at the same time teachers’ attitude should be channelled in the direction of imbibing and integrating ICTs into teaching so as to ensure an effective mathematics teaching in public senior secondary schools in Cross River State. (shrink)

The purpose of this study was to determine the form of teacher readiness and difficulty when implementing the mathematics curriculum in high school, measured from four teacher competency assessments. Schools in Indonesia are still 50% learning from home until 2022, this situation has an impact on the achievement of student learning outcomes. In 2020, the ministry conducted a survey of 4000 students and the results of the survey and out of 100% of the participants, 58% were of (...) the opinion that online learning was ineffective, 38% lacked attention from the teacher, 35% had poor communication, 62% had poor internet access, and 80% had difficulty learning mathematics online. The method in this research is descriptive qualitative. The technique of collecting data is by means of field observations, interviews and collecting documentary evidence. Data analysis techniques by presenting data, data reduction and intersecting data are drawn into conclusions. The number of people who were observed was 2 with a total of 58 and 13 people interviewed sources. Findings, difficulties arise from unprepared pedagogic competence and professional competence. Teachers have no self-constructed modules, difficulty writing symbols and mathematical proofs online. Students provide an assessment of teacher competence online, from 100% of respondents 80% disagree with pedagogic and 90% disagree with professional competence. This is due to the lack of readiness of the two competencies. In conclusion, online learning is expected by students and teachers to have their own modules. Students argue that the teacher's difficulties when writing symbols, providing examples of questions and proving mathematical formulas can be written in modules and modules can be given to students to study at home. (shrink)

There is a critical need to understand the effect of changing assessment methods on demonstrated competencies in teacher education. This study examined how the transition from online to in-person testing affects the measured teaching competencies of students who completed a Competency-Based Enhancement (CBE) program, aiming to identify factors contributing to performance differences and strategies for adaptation. Using a one-group pre-test-post-test design, the study involved 669 graduating teacher education students at Pangasinan State University. Participants completed online pre-tests and in-person (...) post-tests, with data analyzed through paired samples t-tests, multiple regression, and ANCOVA. Findings revealed a significant decline in post-test scores despite CBE participation, suggesting a substantial effect of the testing modality change. The change in the testing environment emerged as the most significant predictor of score differences, while student engagement levels were positively associated with minor score decreases. These results underscore the need for adaptive assessment strategies in competency-based education programs. While limited to a single institution, this study recommends implementing a scaffolded approach to assessment transitions and enhancing student support services to mitigate adverse effects on performance across different testing modalities. (shrink)

The sudden shift in the education system during the pandemic and its subsequent evolution during the post-pandemic era have been pivotal in fostering significant educational development and growth. However, this paradigm shift has not been without challenges. This paper aims to investigate the challenges faced by 68 mathematics teachers in four public elementary schools in the Philippines. The respondents were purposively selected to answer the study’s instrument. Using a descriptive survey research methodology, this study explored the five domains in (...) teaching mathematics, namely planning lessons, executing lessons, assessment, mathematical knowledge, and using technology tools. This paper revealed that novice, experienced, and highly experienced teachers alike had moderate difficulty enriching mathematical knowledge and utilizing technology in teaching the subject matter. Moreover, teachers with more than five years’ experience had moderate difficulty in the five domains of teaching mathematics in the post-pandemic era. This finding emphasizes the widespread impact of the education shift for teachers of all levels of experience. The paper further emphasizes the importance of supporting experienced teachers during this transformative phase of formulating innovative learning activities and adapting to reimagined pedagogical concepts. Consequently, this study underscores the need for additional training interventions to enhance their mathematical knowledge and use of technology as an integral teaching tool. (shrink)

This study utilized the developmental research design to identify the least taught topics in basic calculus and design and investigate the effectiveness of a Moodle-based courseware package. Data were collected from seven basic calculus teachers and five academic administrators through survey questionnaires, interviews, and validation sheets. The quasi-experimental phase of the study used a pre-/post-test control group design with a sample of 69 students, 34 students in the experimental group and 35 students in the control group. The experimental group received (...) instruction using an asynchronous Moodle-based courseware package, while the control group received instruction through lecture notes. Results showed that the least taught topics include infinite limits, limits at infinity, and limits of trigonometric, exponential, and logarithmic functions. These topics were least taught due to time constraints, students’ capacity, scheduling, complexity, and relatability. Validation of the courseware package showed a very high validity. It was found that the use of Moodle-based courseware package and lecture notes effectively increased the students’ performance. However, one-way analysis of covariance results showed that the experimental group gained considerably greater than those in the control group. It was recommended that teachers continue to update their knowledge of different teaching methodologies to develop an encouraging and dynamic learning environment. (shrink)

This correlational study investigated the relationship between preservice teachers’ math self-concept, self-efficacy, and attitude with their math achievement. Participants were chosen using stratified random sampling from BEEd and BSEd mathematics majors (n = 117). From the findings, preservice teachers had moderate to high math self-concept, self-efficacy, and attitude. These variables were statistically correlated with each other and with math achievement. The inclusion of training programs for developing the preservice teachers’ math self-concept, self-efficacy, and attitude, as well as designing curricula (...) that engage and encourage them to do mathematics and problem-solving, must be considered among teacher education institutions. (shrink)

...If, in some places, backward science determines the remaining period by the lack of optimism only by the number 123456789, then our progressive science expands it to 987654321, which is eight times more advanced than theirs. However, due to the inherent caution of scientists, both sides do not specify the measuring unit of reference — year, day, hour or minute are meant. Leonid Leonov. Collected Op. in ten volumes. Volume ten. M.: IHL, 1984, p.583. -/- The modern men being as (...) a rule is proceeding in three relatively autonomous, but immanently coexisting, and each penetrating dialectically through other, and each contesting even cruelly with other, and each more or less dominating on other, differently in various societies, worlds: the first one of the barbarity, the second one the culture, the third one the civilization... Barbarity is the mode of coexistence of autonomous human societies based on the unlimited will to act so as subject wants to do without any limitations of his activities... Culture is the mode of coexistence of autonomous human societies based on the most ancient testaments, customs, traditions etc of the highestly sacrified appearence... Civilisation is the mode of coexistence of autonomous human societies based on the reasoned or legitimated by social contracts, by profits, by expediency and so more constitutions, institutions etc... -/- Andrei Melnikov-Pechersky in his epic "In the Woods" says that there was a movement among the Old Believers in Russia, or a current that proclaimed Kostroma the new and, it seems, the only true Jerusalem, in an apocalyptic sense, of course, which in its spiritual scale was probably not inferior to the Bogomils, shakers, Mormons, or else and the whole Reformation in potential. In Western Europe, every more or less convex nuance of the history of a state or region (even if it is a small San Marino) is overgrown with almost a dozen institutions, not always state ones, by the way, in which almost every sneeze and step of very ambivalent historical subjects in a broad sense is studied. Especially in the young, but very pretentious America of the United States, which embodies all world justice. In our country, for example, even many leading humanitarian specialists do not realize the spiritual value of the Ipatievsky MONASTERY. The Russian writer Boris Shiryaev, who died quite a long time ago and in a very far abroad, devoted a special part of his documentary and artistic epic of wanderings "The Inextinguishable Lampada" to an entertaining and instructive, tragic fate of a kind of village monarchy in some Villages of the Kostroma province (I could not identify the area, and, frankly, I did not really try) in the early years The Soviet government. At the same time, all Russians learn about the French emperor Napoleon almost with their mother's milk how many percent of cyanide potassium was found in his hair, they reflect on Lermontov's "Airship" (probably, just not to "memorize" the imposed "Borodino" by heart). The events, of course, are incomparable, but the fact is significant. The outstanding national artist (if not to say a thinker of the Chesnyakov level) Grigory Pavlovich Kusochkin was glorified wherever, in whatever catalogues he was not included. Paris, London, New York, St. Petersburg, Moscow... To look at some smear of luminaries like Picasso or Modigliani, international tourist routes are organized in the restaurant toilet using the finest marketing technologies, and we did not even know Grigory Pavlovich by sight until, thank God, a series of TV shows on all Russian channels was dedicated to him in one gulp. Why is this happening? Is it a consequence of poverty or the result of the conscious policy of the ruling elite of the country and the world? The regions of the Kostroma Region are Austria, Switzerland, Bavaria, Armenia, Moldova, and Georgia... Georgia! I served in the army there. In this small but very great country, judging even by the appearance of its President Shevardnadze, although it is smaller than the Kostroma region, there are so many different, but Georgian-speaking peoples! Kakhetians, Meskhetians, Imereti, Iveretians, Mingrelians, Khevsurs... Adjarians (mostly Georgian-speaking Muslims) even have their own autonomy. And some peoples are not Georgian—speaking at all — South Ossetians, Abkhazians, Kurds, Armenians, Greeks, even Assyrians. In the Kostroma Region, and in any Russian "province" — not much less: there are plenty of the same Georgians or Armenians everywhere, quite moderate, loyal, and so on. Having, as a rule, their own officially registered associations within the framework of cultural autonomy. Well done! And Israel! He is the only one with all his "illegal" (and I am for the fact that every nation knows better where its ancestral lands are) territories half the size of the Kostroma region. The total number of Jews worldwide, according to the "Soviet Encyclopedic Dictionary" in 1987, is about 14 million. Meanwhile, the fate of Israel is being preoccupied (it is very instructive how he achieved this!) all the united nations of the world. In the Kostroma Region and its diaspora, it seems to everyone, and especially to its semi-migrant, Varangian leadership. I don't care if they build a public atomic bomb here in the form of a nuclear power plant or not. Because they do not know the value of this land, the greatness of its spirit. Kostroma is a holy land. I will immediately make a reservation that by Kostroma I mean not only the modern region, but the entire area that has ever historically been associated with Kostroma. The USSR is also a part of the great historical Russia. In this sense, even the entire era of the Russian Romanov Empire is the Kostroma region. Or: many toponymic objects of our native land are called mysteriously beautiful: Sharya, Shunga, Shekshema, Sholezhka, - we need to find out what kind of peoples — and where are they now? — we left such euphonious archetypal combinations, because these are our Kostromsky peoples, these are our Kostroma people. Or, say, the classic of American and world sociology Pitirim Alexandrovich Sorokin writes in his autobiographical scientific novel "The Long Way" that he studied at the Khrenovskaya (what a strong word!) teachers' seminary of Kostroma province, but in an administrative row for propaganda activities, gendarmes were taken by sledge to the prison of the city of Kineshma - is this not a fact for Kostroma, and primarily for him, local history, although Kineshma has long been attributed to the Ivanovo region, and Pitirim Alexandrovich is buried on the other side of the planet?! I have not the slightest doubt that Kostroma provided spiritual food, gave birth to and nurtured a huge intellectual diaspora with extremely valuable material on a national, global scale. And this is both in direct and indirect order, in the form of a chain reaction. Apparently, it is easy for an intelligent person to grow up in Kostroma, but it is impossible to live, and somewhere on the contrary. Therefore, it is not surprising that the geneticist academician D. K. Belyaev, who was born in the village of Protasov near Nerekhta, very close to Kostroma, glorified Moscow and Siberia with his discoveries and practical results, which immeasurably enriched the Soviet state treasury with foreign exchange income from the sale of the most valuable fur grown according to the biotechnology developed by him in a much shorter time than it usually turns out in nature. And in Kostroma, most likely, few people know who he is and what he is famous for. I will focus in more detail on one of the aspects of his great life. This happened back in the so-called pre-Perestroika times. In a series of his speeches, Dmitry Konstantinovich, based on the results of his and colleagues' research, emphasized, in his opinion, the determining role of the biological factor in shaping the content of human essence, of course, only in a philosophical, conceptual aspect. For some reason, this was opposed by a geneticist, as they say, persecuted at one time by the "senile" in selectionism (including human nature) by the Michurino-Lysenkoists, academician N. P. Dubinin, which personally remains incomprehensible to me until now. With a grateful curtsey to Academician Dubinin and his point of view, the famous French humanist, member of the Politburo of the French Communist Party Lucien Sav appeared on the pages of the Communist magazine. The material was clearly titled: "Problems are not only scientific, but also political." He very indecently attributed the views of academician Belyaev to "a reactionary ideology that tries to put genetics at its service, and more broadly, biology, in order to present all kinds of social inequalities of all kinds as inherent in nature itself"(1). I would like to see any ideology that does not try to "put this or that at its service," much less something worthwhile... A little later, the editorial of the Communist hit the "biologizers", and soon Dmitry Konstantinovich was gone. In short, it is only on the example of our fellow countrymen that you can write interesting, world-class essays on science and its history, but instead our scientists should fit their global potencies into a page and a half (good yet. if not entirely at their own expense), and then for at least three years to guess whether they will be published or not. Now it no longer surprises me how at one time, when, after reading the listener card I filled out, the sweetest girl from the IPKPON office at USU congratulated me for something. It turned out that the dean of the Faculty of Philosophy of USU, doctor, professor, Honored Scientist, and now academician Konstantin Niko-laevich Lyubutin is a countryman, Kostromsky, or rather Manturovsky by origin, as I write below in the notes — we are Kostromendors. To him, my fellow citizen in the most subtle micropatriotic dimensions, I owe a lot in my professional and social development, even in survival. Because that's how it often turns out: you can be born here, sometimes you can live here... It's very hard. Maybe the Kostroma origin of an outstanding Russian historian of philosophy, organizer of science and education, educator and friend of a galaxy of people devoted to the Motherland and the cause is not a great milestone in the history of the region, but name me at least a dozen Russian cities on the scale of Kostroma, from where such intellectual ones would come out into the world and light luminaries like ours. No matter who you take from the world significance of the pillars of national (and world, and foreign, - even the great Rabbi of Lubavitcher spent three years in exile in a Campfire, — I learned from some foreign voices) history, literature, culture in general, technology, science and so on - you will always find someone, which is very directly related to Kostroma. Pushkin, Lermontov, Gorky. Alexander Nikolaevich Ostrovsky, Pisarev, Uspensky, Katenin, Florensky, Savrasov, Kustodiev, Dyagilev, Mikhalkov, Alexander Alexandrovich Zinoviev; writers, artists, entrepreneurs, revolutionaries, inventors, politicians... In some world-famous for its classic Russian provincialism, Kologriv has been storing, figuratively speaking, unique sketches, if not of Leo-Nardo da Vinci himself, then certainly of his school, almost since the seventeenth century. And not only that. Nevertheless, the well-known Chukhloma to the Fatherland, in addition to thinkers of the rank of Rozanov and Zinoviev (where should domestic philosophers mature and not be born, if not in Chukhloma, Manturov or Khrenknowswhere?), gave an actor of amazing, national, originality — Mikhail Pugovkin, who can not be confused with anyone, a role that no one will repeat. (shrink)

The main purpose of the study is to understand the mathematical problem-solving strategies among student teachers. This study used both quantitative and qualitative type of research. Aside from the semi-structured interviews, data were gathered through participant's actual mathematical problem-solving outputs and the videotaped interviews. Findings revealed that the problem-solving strategies among student teachers in the Problem-Solving subject are cognitive, metacognitive and other strategies. The cognitive strategies used by the student teachers are rehearsal, elaboration, and organization. The metacognitive strategies are critical (...) thinking and self-regulation. Other strategies are overlapping the cognitive and metacognitive strategies. These are prediction/orientation, planning, monitoring, and evaluating. The findings also suggest a significant influence of the strategies to the academic performance of the student teachers. (shrink)

This study delved into the perceptions of Mathematics’ student teachers regarding the implementation of gamification in secondary schools at Nasugbu, Batangas. This research investigates the rising global trend of implementing gamification in education, particularly in Mathematics teaching, to address contemporary learner needs by examining student teachers' use of gamified activities, their design factors, encountered challenges, and perceived benefits. Purposive sampling was utilized in a multiple-case study approach to select ten (10) secondary school Mathematics’ student teachers engaged in (...) practice teaching in Nasugbu, Batangas. Qualitative findings revealed common gamified activities employed by student teachers, emphasizing the importance of student-centered design, alignment with learning objectives, student engagement, assessment, and adaptation to the classroom context. Challenges faced by student teachers in integrating gamification included technical limitations, sustaining engagement, time management, and addressing diverse learning styles. Despite these challenges, integrating gamification showed benefits such as increased engagement, improved learning outcomes, reduced math anxiety, and enhanced attitudes towards Mathematics. In conclusion, gamified activities play a significant role in enhancing student engagement and learning outcomes in Mathematics classrooms. The findings suggest student teachers to explore and integrate gamified activities into Mathematics lessons to create engaging environments supporting student success. (shrink)

Mathematical confidence and critical thinking are essential in preparing preservice teachers. Thus, this study explored the perceived confidence and critical thinking levels in mathematics of elementary and secondary preservice teachers. A descriptive-correlational-comparative research design was employed, with a sample of 107 randomly selected preservice teachers enrolled in the Bachelor in Elementary and Secondary Education programs of a state university in West Philippines. The study used arithmetic mean, standard deviation, Spearman’s rank-order correlation, and independent samples t-test to analyze and draw (...) conclusions from the data. The findings revealed that the preservice teachers have high confidence and critical thinking skills. Their program significantly correlates with their perceived critical thinking and confidence level. Besides, the preservice teachers’ confidence levels and perceived critical thinking skills significantly correlate. Further analysis found significant confidence and critical thinking differences favoring the secondary over the elementary preservice teachers. These findings provide insights that would benefit mathematics educators in providing priority programs to enhance the preparation of future math teachers. (shrink)

Mathematical modeling offers a promising approach to improving mathematics education. This study aims to determine if the concept of metacognitive awareness in the learning process is associated with mathematical modeling. This study also considers the interaction effect of sex and academic year level on both variables. Focusing the study on preservice elementary teachers might address potential issues and targeted intervention in their preparation program concerning their ability to teach and guide young learners in modeling activities. The research sample includes (...) 140 preservice elementary teachers at Central Luzon State University, Philippines. Data collection used an adapted metacognitive awareness inventory and a validated researcher-made mathematical modeling competency test aligned with the K-12 mathematics curriculum in the Philippines. Results revealed that the preservice elementary teachers had a high metacognitive awareness and mathematical modeling competency, ranging from 22 to 31 out of 36 points. Besides, Factorial ANOVA indicates that academic year level positively affects both variables regardless of sex, and stepwise regression analysis unveiled that information management, declarative knowledge, and planning significantly predict 41.4% of the mathematical modeling competency variance. This suggests that developing metacognitive awareness supports preservice elementary teachers in performing modeling tasks that improve their competency level in mathematics. (shrink)

The purpose of this study was to evaluate the differentiated learning training program at the mathematics subject teachers' meeting (MGMP). A descriptive quantitative approach was used to identify the successes of the program and areas that require improvement. The sample included 21 mathematics teachers in Sub Rayon 2 of Lebak District. The instruments used were questionnaires in which data on participants' responses to resource persons, materials, and suggestions for future activities were collected, and the results of direct observations. (...) Data analysis was carried out using descriptive statistical methods to describe the overall evaluation results. Based on the findings, it is expected to provide an in-depth view of the differentiated learning program, contribute to the development of the program in the future, and become a guideline for improving the quality of mathematics learning in the Lebak district. The results of this training program evaluation show that the differentiated learning training activities have been well implemented in MGMP Mathematics Sub Rayon 2 Lebak District. This is evidenced by the level of teacher satisfaction in participating in the training, the majority of which were at scores 4 and 5, namely agreeing and strongly agreeing. This was also the case with the resource persons, materials, and training facilities, and organization. It is hoped that in the future continue to carry out ongoing training related to differentiated learning by current needs and to improve the competence of mathematics teachers in particular, as well as teachers of other subjects in general. (shrink)

This study explores the needs of Senior High School (SHS) Mathematics Teachers in Cabanatuan City’s Schools Division Office, focusing on professional qualifications, familiarity with essential Mathematics knowledge, and employed pedagogical strategies. Using descriptive research approach, the study examines the correlation between respondent profiles, Mathematics knowledge, pedagogical approaches, and the adequacy of educational infrastructure. Results indicate that most respondents demonstrate excellent familiarity with essential Mathematics knowledge, predominantly employing assessment as a pedagogical strategy. No significant relationship exists between (...) respondent profiles and General Mathematics essential knowledge competence. Respondents highly rate the DepEd-issued Teacher’s Guide, and Mathematics materials’ availability and sufficiency in classrooms are satisfactory. The study recommends providing more usable Mathematics tools and materials, emphasizing targeted Mathematics-related seminars for SHS Mathematics teachers in public secondary schools within Cabanatuan City. (shrink)

This study assessed students’ perception of teachers’ effectiveness and learning outcomes in mathematics and economics in secondary schools of Cross River State, Nigeria. Two null hypotheses were formulated to direct the study. The factorial research design was adopted for the study. Cluster and purposive sampling techniques were however employed in selecting a sample of 1,800 students from the three education zones in Cross River State. “Students’ Perception of Teachers Effectiveness Questionnaire (SPTEQ)”, Mathematics Achievement Test (MAT), and Economics Achievement (...) Test (EAT) were used as instruments for data collection. Reliability estimates of .86, .91, and .81 were obtained for the three instruments using Cronbach alpha. Collected data were analysed using descriptive statistics while the research question was answered and the null hypothesis tested using Pearson Correlation matrix and multiple regression analyses (where applicable), with the aid of Minitab v18. Findings revealed amongst others that, there is a significant composite influence of students’ perception of teachers’ motivational skills, teaching methods, relationship with students, and communication level on learning outcomes in Mathematics (F = 142.46, p < .05) and Economics (F = 150.31, p < .05) respectively. It was recommended amongst others that secondary school teachers should adopt motivational techniques such as praises, rewards, and smiles, in strengthening the interest of learners during mathematics and Economics lessons. Keywords:. (shrink)

This study aimed to investigate the longitudinal trends in mathematical competencies of Grade 8 students in a public high school located in Zamboanga del Sur, Philippines. The study collected data over a period of six academic years, allowing for a comprehensive analysis of students' performance in 16 distinct mathematical competences of basic education curriculum. These topics include, but are not limited to, special products and factors, factoring, and basic concepts of probability. Using a quantitative research design, the study analyzed both (...) numerical and secondary data to identify patterns or trends in students' mathematical competencies. Trends were analyzed through regression analysis using slopes. The significance of these trends was then evaluated using t-tests for the standard error of slopes. The statistical analysis revealed significant upward trends in certain mathematical topics, indicating an improvement in the students' competencies over the six academic years. However, certain topics displayed downward or stable trends, indicating areas for improvement in the teaching methods used for these topics. The study highlights the importance of flexible and adaptable approaches to mathematics education. It emphasizes the need for constant evaluation and improvement of teaching methods to enhance student learning outcomes. The findings of this study provide valuable insights for educators and policymakers to guide evidence-based decision-making and improve the quality of mathematics education in the new normal setup. Implications and future research directions are incorporated in the study. (shrink)

The present study assessed the language teachers' pedagogical beliefs and orientations in integrating technology in the online classroom and its effect on students' motivation and engagement. It utilized a cross-sectional correlational research survey. The study respondents were the randomly sampled 205 language teachers (μ= 437, n= 205) and 317 language students (μ= 1800, n= 317) of select higher educational institutions in the Philippines. The study results revealed that respondents hold positive pedagogical beliefs and orientations using technology-based teaching in their language (...) classroom. Test of difference showed that female teachers manifested a firmer belief in student-centered online language teaching than their male counterparts. However, the utilization and attitude towards technology in the language classroom is favorably associated with the male teachers. As to students' level of language learning motivation and engagement, it was found out that male and female students have high level of language learning engagement. Further, the test of relationship showed that the higher the teachers' belief in utilizing student-centered teaching to integrate technology in the language classroom, the higher the students are motivated and engaged in learning. In like manner, it was also revealed that teacher-centered belief is negatively correlated to student’s motivation and engagement in online language learning. In this regard, the pedagogical assumptions that hold EFL teachers positively to integrate technology in the language classroom. This study generally offers implications for enhancing language teacher's digital literacy to promote motivating, fruitful, and engaging language lessons for 21ts century learning. (shrink)

The triumph of scientific materialism in the Seventeenth Century not only bifurcated nature into matter and mind and primary and secondary qualities, as Alfred North Whitehead pointed out in Science and the Modern World. It divided science and the humanities. The core of science is the effort to comprehend the cosmos through mathematics. The core of the humanities is the effort to comprehend history and human nature through narratives. The life sciences can be seen as the zone in which (...) the conflict between these two very different ways of comprehending the world collide. Evolutionary theory as defended by Schelling developed out of natural history, but efforts have been made to formulate neo-Darwinism through mathematical models. However, it is impossible to eliminate stories from biology. As Stuart Kauffman argued, mathematical models attempt to pre-state all possibilities, but in evolution there can be adjacent possibles that can be embraced by organisms but cannot be pre-stated. To account for such actions it is necessary to tell stories. Mathematics provides analytic precision allowing long chains of deductions, but tends to deny temporal becoming and cannot do justice to the openness of the future, while narratives focus on processes and events, but lack exactitude that would provide precise deductions and predictions. In advancing mathematics adequate to life, Robert Rosen argued that living beings as anticipatory systems must have models of themselves, and strove to develop a form of mathematics able to model life itself. It has been convincingly argued that narratives are central to human self-creation and they are lived out before being explicitly told. Their models of themselves are first and foremost, stories or narratives. If this is the case, might not living beings as biological entities be characterized by proto-stories or narratives in their models of themselves? Biosemiotics, largely inspired by C.S. Peirce, provides a bridge between mathematical and narrative comprehension, conceiving them as different forms of semiosis. The study of life through biosemiotics could reveal how mathematics and narratives can be understood in relation to each other. This could have implications for how we understand science and the humanities and their relationship to each other. In this paper I will examine work in theoretical biology that might advance these efforts. (shrink)

In today’s fast-changing educational settings, technology integration offers the opportunity to enhance mathematics instruction. This study determines the significant socio-cognitive factors among preservice mathematics teachers (PMTs) affecting their behavioral intention toward the use of technology. A descriptive-correlational research design was employed with 130 participants. Revised UTAUT construct items and behavioral intention scales were utilized through survey forms. Findings revealed that the participants were more inclined to use technology in their pedagogical approach. The only socio-cognitive factors significantly affecting the (...) participants’ positive inclination to utilize educational technology were performance expectancy, effort expectancy, and social influence. However, when controlling for the effects of the participants’ willingness to use technology, social influence became insignificant. Developing favorable impressions of technology’s effectiveness and ease of use may encourage greater technology integration in mathematics education. (shrink)