Search Results (611)

In this research report, we consider how to empower K-8 teachers as mathematics instructional leaders to initiate and sustain improvements within their schools, as a practical and sustainable model of enacting change in mathematics education more broadly by developing leadership from within. We share the theoretical framework and findings from a 5-year National Science Foundation project. We utilized a longitudinal mixed methods approach, collecting data on teachers’ knowledge, instructional practices, leadership practices, and self-perception of growth throughout the project, triangulated with focus group data from teachers’ school administrators and project leaders and logs of leadership activities. Findings indicate positive changes in teachers’ knowledge and practices and in their role as instructional leaders in their schools, districts, and the mathematics education community. We conclude by sharing factors that appeared to support teachers’ growth as instructional leaders and implications for practice and research. Full article

Effective studying is important to learn better and increase academic achievement in postsecondary education, which also holds true for the challenging content of science, technology, engineering, and mathematics (STEM). Informed by previous research, this study mainly aimed to investigate first-year STEM college students’ study habits and perceptions of the effectiveness of different study strategies, and the frequency of use of these strategies. To this end, this study employed a cross-sectional survey using the Prolific platform. The results revealed that participants use various study strategies, including more and less effective ones, generally do not study in a planned way nor believe that learning takes hard work, and also prioritize approaching deadlines. The results also showed that the participants (a) frequently use the study strategies that they think are effective, suggesting that perceived effectiveness can have an important role in students’ strategy choice, and (b) mostly use study strategies for studying only or for both studying and while learning for fun. However, the frequency of the use of strategies partially aligned with the perceived effectiveness of the strategies. Overall, these results suggest the need to further investigate the conditions under which college students find study strategies effective, which can affect their choices. Full article

The integration of Lesson Study (LS) and Didactic Suitability Criteria (DSC) presents an innovative framework for enhancing mathematics teacher training in higher education. This study examines how LS-DSC fosters instructional refinement, professional growth, and pedagogical transformation among in-service teachers. Using a quasi-experimental mixed-methods approach, the study analyzed data from 520 mathematics educators participating in a six-month training program incorporating collaborative lesson planning, structured pedagogical assessment, and reflective teaching practices. Findings indicate significant improvements in instructional design, mathematical discourse facilitation, and adaptive teaching strategies, with post-training evaluations demonstrating a strong positive correlation (r = 0.78) between initial competency levels and learning gains. Participants reported increased confidence in implementing student-centered methodologies and sustained engagement in peer collaboration beyond the training period. The results align with prior research emphasizing the effectiveness of lesson study models and structured evaluation frameworks in teacher professionalization. This study contributes to higher education policy and practice by advocating for the institutional adoption of LS-DSC methodologies to promote evidence-based professional development. Future research should explore the long-term scalability of LS-DSC in diverse educational contexts and its impact on student learning outcomes. Full article

Considerable amounts of research have discussed “No Excuses” charter schools preparing traditionally disadvantaged students for higher education. Yet, no scholarly work has identified or investigated U.S. academically intensive charter schools (AICS) that were founded to enable students to excel academically as much as their abilities and efforts allow. Here, we offer an exploratory study of AICS, defining them, describing the lived experience of an AICS principal, presenting the first national data comparing AICS campus and student characteristics to those of other charter schools, and assessing whether, nationally, AICS succeed on their own terms, with relatively high academic achievements. The data indicate that AICS resemble other charter schools in terms of measurable campus and student characteristics. Standardized, NAEP-adjusted Z-scores reveal that AICS consistently outperform other charter and district schools in literacy and mathematics across demographic groups, with differences expanding after the COVID-19 pandemic. We end with limitations and suggestions for future research. Full article

This research is focused on exploring the importance of STEM (Science, Technology, Engineering, and Mathematics) education in the development of critical competencies among secondary school students in the 21st century. This was aimed to assess the impact of STEM-based activities on students’ creative and computational thinking skills. A quasi-experimental design that included 77 secondary school students from public and private schools in Bandar Lampung, Indonesia, who participated in STEM interventions for over 5 weeks, was adopted. Data were collected through creative thinking tests and questionnaires on CT and STEM attitudes. The results showed that students who participated in STEM activities exhibited significantly higher creative thinking scores compared to peers taught with the traditional curriculum. Specifically, the experimental group showed a progressive increase in weekly test scores, suggesting that STEM methods improved students’ performance over time. Structural equation modeling (SEM) disclosed strong positive associations between attitudes towards STEM, CT, and creativity. The implications of these results outlined the need to integrate STEM education into curricula to foster essential skills for future challenges. This research contributes to the understanding of effective educational strategies and also advocates for a shift towards more interactive and integrative methods in secondary education to meet the demands of the contemporary workforce. Full article

Given the growing relevance of issues of educational inclusion at an international level, educational curricula have pointed out the need to address the diversity of students in the classroom. In this article, a theoretical reflection is proposed around the Universal Design for Learning (UDL) guideline—as inclusive principles for generic teaching and learning processes—and Didactic Suitability Criteria (DSC) guideline—as specific principles for mathematical teaching and learning processes—to establish relationships and seek complementarities between both references. To this end, firstly, a document analysis of literature about UDL was conducted; secondly, UDL and DSC guidelines were contrasted, relating UDL principles and verification points to DSC components and indicators to design a first proposal of an integrated guideline between both references; and, thirdly, an expert validation was conducted with researchers familiar with DSC to adjust the guideline originally proposed. As a main result, a proposal of integration of the UDL and DSC guidelines was designed, which intends to organise the reflection of (prospective and practising) mathematics teachers on their teaching practice. This integrated proposal not only seeks to address current curricular needs, but also to delve deeper into theoretical development that contributes to refining existing tools to encourage reflection on teaching practice. Full article

This paper investigates how sustainable STEM education is being shaped within the pre-university systems of the 22 Arab countries. By categorizing these systems into four groups based on the Global Knowledge Index and two analytical tracks, this study examines in detail the factors that enable—or hinder—the development of long-term, sustainability-oriented competencies in science, technology, engineering, and mathematics. Beyond pedagogical dimensions, this study emphasizes STEM education as a strategic tool for achieving national sustainable development goals (SDGs), promoting workforce readiness, and informing education policy reform. The analysis highlights the policy efforts, systemic limitations, and the need for localized strategies to integrate sustainability into the STEM curricula and teacher training. It is structured in six sections: (1) an introduction to STEM and sustainability concepts, the Global Knowledge Index, and the Arab-region education landscape; (2) research questions, methodology, and data sources; (3) analysis of Groups 1 and 2, assessing their experiences in implementing sustainability-driven STEM initiatives; (4) analysis of Groups 3 and 4, evaluating their readiness for adopting sustainable STEM programs; (5) discussion of findings in light of sustainability policy frameworks; and (6) a concluding overview with actionable recommendations to align national education systems with global sustainability goals. Full article

This study aimed to investigate the use of a structured learning outcomes approach for fifth-grade mathematics instruction, with a focus on students with difficulties in learning mathematics, across two mainstream schools in Kuwait. Three special education teachers, across three classes, who worked with 30 focus students, participated in the study. Teachers implemented a structured approach to curriculum and pedagogy based on a focus on learning outcomes, simultaneously supported by a dedicated technology platform, with the aim of encouraging a focus on differentiation to meet individual learning needs. This study employed a mainly qualitative approach involving interviews to gauge teacher perceptions of the extent to which this approach supported them in thinking more effectively about individual learning needs. Links are made to the extant literature in this area, and recommendations are made for future research using this learning outcomes approach based on a wider sample of mainstream schools and classrooms. Full article

Justice-oriented mathematics aims to support students’ understanding of the relationship between mathematical knowledge and political knowledge to examine how they conspire to shape reality. The notion of the formatting power of mathematics is helpful here in that it calls for an excavation of mathematics that makes explicit the actual use of mathematics hidden in social structures and routines. In this paper, the author examines how a mathematical unit on home mortgages was carried out to support 12th grade students’ understanding of the mathematics of mortgages, revealing the formatting power that mortgage lenders hold in reordering the reality of marginalized communities. Drawing on a qualitative analysis of student journals, student work, post-class student interviews, and teacher/researcher journals, the findings revealed two pedagogical features that contributed to students’ reading and writing the world with mathematics: engaging mathematics from multiple directions and attending to the formatting power of the mathematical and political knowledge dialectic. These findings offer pedagogical guidance for practitioners and teacher educators in curriculum design and implementation of critical mathematics. Full article

Background: Cardiovascular fitness has been proposed as a key factor influencing executive functioning and academic performance during childhood and adolescence. However, the extent and consistency of this relationship remain unclear across diverse populations and educational contexts. This systematic review aimed to evaluate whether cardiovascular fitness, particularly measured through VO₂max, is consistently associated with improvements in executive function and academic performance among students from early childhood to adolescence. Methods: A systematic search of PubMed, Web of Science, SPORTDiscus, and ProQuest Central was conducted up to 15 November 2022. Studies were included if they examined correlations between VO₂max and cognitive or academic outcomes in students from preschool to high school. Methodological quality was assessed using the MINORS checklist. Results: Out of 271 identified studies, 12 met all inclusion criteria. Evidence suggests that higher VO₂max is generally associated with improved executive function domains such as attention, working memory, and inhibitory control, as well as academic performance indicators including mathematics and reading scores. Neurophysiological studies also indicate links between cardiovascular fitness and brain structure/function. However, the strength and specificity of these associations vary across studies due to methodological differences, limited sample diversity, and inconsistent control for confounders. Conclusions: Cardiovascular fitness appears to have a positive, albeit complex, relationship with cognitive function and academic performance in youth. Future research should adopt longitudinal and experimental designs to clarify causal pathways and consider moderating factors such as sex, age, and psychosocial variables. Full article

This study compares the views of mathematics teachers in private and public schools on mathematics education during the COVID-19 pandemic from their perspectives after the pandemic, focusing on factors influencing secondary and high school mathematics education. In this study, the survey method was used to collect data. The survey method was employed to obtain information for this investigation. During the 2023–2024 school year, 644 math teachers took part in the study. Of these, 260 were from private schools, and 384 were from public schools. There are 10,323 teachers in public schools and 694 in private schools, and this sample size is more than the 371 participants that are needed for statistical purposes (based on Cochran’s formula at a 95% confidence level and a 5% margin of error). A scale consisting of thirteen 5-point Likert-type questions was developed by researchers for data collection, and mathematical modeling techniques were employed. Factor analysis using SPSS 24.00 revealed four key factors influencing teachers’ responses: teachers’ professional development and support, job satisfaction, students’ engagement, and teaching experience. The results highlight significant disparities between public and private schools in mathematics education, attributed to various factors to be elucidated further in the subsequent discussion. Full article

This study examines students’ perceptions of the subjects geography, mathematics, and computer science in integrated science, technology, engineering, and mathematics (STEM) lessons. Although the importance of an integrated approach in STEM education is emphasized, researchers are not clear about whether students perceive connections between the subjects on the one hand and subject-specific working methods and content in integrated lessons on the other. Data was collected in an integrated teaching unit on the sustainability of apples using an open-ended digital questionnaire in to two ninth grade classes in Hamburg, Germany (n = 38); this data was analyzed using qualitative content analysis. The results reveal that students perceive the subjects differently, but similarities can also be identified. While subject-specific content is perceived—such as the use of maps in geography, the calculation of volumes in mathematics, and Dijkstra’s algorithm in computer science—methodological connections, such as calculating, analyzing diagrams, or solving problems, are anchored across disciplines. This suggests that the subject-specific contents are not lost in integrating lessons, and that connections among the subjects are, to a certain extent, promoted. Full article

Low achievement in mathematics across educational levels has long been a concern for researchers. Recent evidence points to equipping teachers with skills and competencies that align with the demands of the modern, technology-rich world. This systematic review explored how technology-facilitated heutagogical practices contribute to the professional development of preservice and in-service mathematics teachers. Drawing on 21 empirical studies published between 2017 and 2024, this review identified three major findings. First, technology-enhanced heutagogical practices promote teaching skills by fostering learner autonomy, self-reflection, and professional identity development. Second, tools such as mobile apps, Massive Open Online Courses (MOOCs), adaptive learning platforms, and collaborative digital environments support the integration of heutagogical principles. Third, implementation is challenged by limited digital access, institutional constraints, and the need for gradual adaptation to self-determined learning models. These findings prove the need for policy and institutional investment in digital infrastructure, blended learning models, and teacher support. Theoretically, this study affirms heutagogy as a relevant pedagogical approach for preparing mathematics teachers in dynamic learning contexts. There is also a need for more empirical studies to investigate scalable models for technology-driven heutagogy, especially in resource-constrained settings. Full article

In the last decade, Science, Technology, Engineering, and Mathematics (STEM) education has rapidly evolved and increasingly makes use of innovative technologies. This paper aims to explore and analyze the research on integrating the Internet of Things (IoT) within STEM education and outline key aspects and emerging trends. A complete picture of the recent ten years is gained by gathering bibliometric data from the Scopus and Web of Science scientific databases. Two search queries combining IoT, STEM education, and security were submitted to extract relevant publications and obtain insight into the explored area. The manual content analysis of the study results and publications outlines several key roles of IoT in implementing STEM educational practices, which are conceptualized to reflect user viewpoints. Widespread IoT applications in STEM at different educational levels are discussed and summarized. The special focus on security aspects showed that they are underrepresented, evidenced by the small number of publications related to IoT in STEM education. The importance of including topics aimed at designing and implementing secure IoT applications in STEM-oriented curricula and courses is also discussed. Full article

In the recent K-12 educational literature, arts-based data visualization has been positioned as a compelling means of rendering data science and statistical learning accessible, motivating, and empowering for youth, as data users and producers. However, the only research to attend carefully to youth’s data-based, artistic storytelling practices has been limited in scope to specific storytelling mechanisms, like youth’s metaphor usage. Engaging in design-based research, we sought to understand the art and design decisions that youth make and the data-based arguments and stories that youth tell through their arts-based data visualizations. We drew upon embodied theory to acknowledge the holistic, synergistic, and situated nature of student learning and making. Corresponding with emerging accounts of youth arts-based data visualization practices, we saw regular evidence of art, storytelling, and personal subjectivities intertwining. Contributing to this literature, we found that these intersections surfaced in a number of domains, including youth’s pictorial symbolism, visual encoding strategies, and data decisions like manifold pictorial symbols arranged to support complex, multilayered, ambiguous narratives; qualitative data melding community and personal lived experience; and singular statements making persuasive appeals. This integration of art, story, agency, and embodiment often manifested in ways that seemed to jostle against traditional notions of and norms surrounding data science. Full article