Search Results (124)

The use of augmented reality (AR) tools and innovative learning environments in education have increased over the last few years due to the rapid advancement of technology. In this study, an AR mathematics learning intervention has been proposed which consisted of the creation of 3D multibase blocks to perform AR arithmetic calculations conducted through active methodologies in the future classroom lab (FCL). The aim of this study was to analyze pre-service teachers’ (PSTs) affective domain (emotion, self-efficacy, and attitude), engagement, motivation, and confidence. The sample consisted of 97 PSTs enrolled on the second year of the Primary Education degree, who were attending the “Mathematics and its Didactics” subject. The findings revealed a significant increase in PSTs’ satisfaction, fun, confidence, and pride, and a decrease in uncertainty, nervousness, and concern. Regarding PSTs’ self-efficacy, a significant improvement was observed in knowing the necessary steps to teach mathematical concepts and work in the FCL. No significant differences were found in attitude, engagement, and motivation; however, the PSTs showed a high disposition in all of them before starting the intervention. Additionally, the PSTs reported to be more confident, and it enhanced their knowledge in the use of 3D design and AR applications to create multibase blocks to support the teaching–learning content of arithmetic operations. Full article

This study sought to explore the extent to which the dimensions of the TPACK framework are present among mathematics teachers at the elementary level from their perspective. The study’s goals were accomplished through the use of a descriptive approach, and a questionnaire was distributed to 107 mathematics teachers in the eastern region of Saudi Arabia to collect data. The results indicated that the dimensions of the TPACK framework were highly present among the participants. The highest level was observed in the dimension of Pedagogical Content Knowledge (PCK) at 78.1%, while the lowest was in the Technological Content Knowledge (TCK) dimension at 68.2%. The findings also revealed no statistically significant differences based on gender or education sector. However, statistically significant differences were found in favor of teachers with higher academic qualifications (postgraduate studies) and more years of teaching experience. The study recommends continuing efforts to enhance teacher training programs dealing with integrating technology into teaching, drawing on global experiences in applying the TPACK framework. Full article

In response to challenges around student engagement and teacher technological proficiency, this paper looks at the impact of gamification on students’ mathematical resilience whilst monitoring their mathematical anxiety plus investigating teachers’ experiences, willingness, and professional development ambitions to utilise gamified instructional tools in the mathematics classroom. Drawing on strategies to motivate students, the aim of this paper is to unbundle gamification in enacting curriculum change and the role of teacher professional development in using the pedagogical approach in mathematics in Ireland. Ireland is currently experiencing second-level curriculum reforms that are placing particular emphasis on digital competence and technological fluency from both teachers and students. With teachers highlighting the gap in educators’ pedagogical skills for the smooth roll out of recent curriculum reform due to the lack of knowledge and competency in technological teaching strategies, this study is both relevant and timely. Games have been used in multiple industries aiming to motivate participants and increase engagement on a particular matter. However, the term “gamification” has been coined by Pelling as the use of games in a non-gaming context. Current students are very technologically savvy due to the exposure of software applications from a young age and the integration of technological appliances in all walks of life. Traditional teaching and learning strategies are potentially seen as monotonous and somewhat boring to today’s students. Utilising game-based design such as leaderboards, points, and badges encourages motivation and enhances engagement of students. With this in mind, and the rate of change in mathematics curricula globally in recent years, there is a significant emphasis on the necessity of professional development initiatives to adapt at the same rate. Full article

This paper presents an initial output of the project “Augmented Intelligence in Mathematics Education through Modeling, Automatic Reasoning and Artificial Intelligence (IAxEM-CM/PHS-2024/PH-HUM-383)”. The starting hypothesis of this project is that the use of technological tools, such as mathematical modeling, visualization, automatic reasoning and artificial intelligence, significantly improves the teaching and learning of mathematics, in addition to fostering positive attitudes in students. With this hypothesis in mind, in this article, we describe an investigation that has been developed in initial training courses for mathematics teachers in several universities in Madrid, where students used GeoGebra Discovery automated reasoning tools to explore geometric properties in real objects through mathematical paths. Through these activities, future teachers modeled, conjectured and validated geometric relationships directly on photographs of their environment, with the essential concourse of the automated discovery and verification of geometric properties provided by GeoGebra Discovery. The feedback provided by the students’ answers to a questionnaire concerning this novel approach shows a positive evaluation of the experience, especially in terms of content learning and the practical use of technology. Although technological, pedagogical and disciplinary knowledge is well represented, the full integration of these components (according to the TPACK model) is still incipient. Finally, the formative potential of the approach behind this experience is highlighted in a context where Artificial Intelligence tools have an increasing presence in education, as well as the need to deepen these three kinds of knowledge in similar experiences that articulate them in a more integrated way. Full article

This study examines the quality of university teaching in Mathematics, focusing on the evolution of teaching performance from students’ perspectives. It highlights the importance of adhering to quality standards to enhance teaching, research, and administrative processes, guided by the Andalusian Knowledge Agency. Key factors analyzed include effectiveness, planning, classroom performance, tutorials, and the use of bibliographic materials, using exploratory and confirmatory factor analyses (EFA and CFA) with structural equations. The research involved 229 students from various programs, such as Physical Activity and Sport Sciences, Primary Education, Early Childhood Education, and a Master’s Degree in Secondary Education with a Mathematics specialization, within an Andalusian university center. The results confirmed the reliability and validity of the questionnaire and demonstrated the effectiveness of structural equation methodologies. The findings underscore the importance of integrating effective knowledge transmission, teacher-led motivation, careful planning, individual attention, and complementary materials to improve Mathematics teaching. It concludes that quality teaching depends on a holistic approach that balances pedagogical strategies with student-centered practices. Full article

This study investigated the impact of sustained, inquiry-based professional development (PD) on K-12 STEM educators’ instructional practices, with a particular focus on integrated mathematics and science teaching. As STEM education becomes increasingly vital in preparing students to address global challenges, educators face the challenge of adapting their teaching strategies to foster meaningful, engaging, and effective learning experiences. Inquiry-based learning (IBL) has emerged as a promising approach through its emphasis on student-driven exploration and collaborative learning. However, its effective implementation often requires targeted PD. This qualitative study examines the ConocoPhillips Applied Math Program (AMP!), a sustained teacher PD program focused on mathematics and science instruction, to investigate how it supported teachers’ shift toward inquiry-based practices. Semi-structured interviews with six past AMP! participants revealed that the program positively influenced teachers’ content knowledge, pedagogical strategies, and confidence, leading to better student engagement and achievement. This study also highlighted the importance of addressing the practical challenges of IBL implementation, such as teachers’ time constraints and resistance to adopting new pedagogical strategies. The findings emphasized the need for PD programs to prioritize adaptability and provide long-term support and content aligned with teachers’ immediate needs. Full article

Meaningful learning is central to every teaching and learning exercise. The attainment of this goal in the face of the cultural diversity of students suggests the use of culturally sensitive approaches. Several studies have shown that teachers are adopting tenets of culturally relevant education to promote meaningful learning of STEM subjects for culturally, linguistically, and socially diverse populations of learners. In Africa, the culturo-techno-contextual approach (CTCA) has witnessed great exploration in Science Technology, Engineering, and Mathematics (STEM) education to ensure students learn meaningfully. However, missing in the literature is a systematic review study on the use of CTCA in STEM teaching and learning. By synthesizing the findings of studies on the use of CTCA, this review highlights the unique contributions of CTCA to promoting meaningful learning of STEM subjects for African learners through quality research reports connecting CTCA to students’ positive outcomes in science, technology, and mathematics from 2015 to 2025. Data were sought from peer-reviewed experimental studies found in Google Scholar, ResearchGate, Scopus, and Web of Science with specific selection criteria, and 24 studies were found eligible for inclusion. The findings demonstrated that CTCA has been repeatedly effective in breaking the barriers to meaningful learning of STEM subjects, helping students to understand difficult STEM concepts and improving their academic achievement. Additionally, the findings indicated several implications for practice and future research on the use of CTCA. Hence, we concluded that this review study will be a useful reference for teachers, STEM educators, and educational researchers willing to rewrite the narratives of STEM learning in Africa by decolonizing STEM education and bringing the African indigenous knowledge to the frontier of STEM teaching and learning. Full article

In exploratory teaching, the pupils learn from their work on tasks that aim to introduce new concepts, procedures, representations and mathematical ideas. Lesson study, with its focus on teachers’ collaborative and reflective work around issues of pupil learning, is a powerful formative process that may be used in preservice teacher education, sustaining an exploratory teaching approach. In this article, we present a lesson study experience in preservice teacher education, addressing the case of a preservice teacher who is preparing to teach in grades 1–6. Our aim is to identify what key aspects of knowledge of teaching practice does the preservice teacher use when preparing and leading an exploratory lesson during her participation in a lesson study. Our methodology is qualitative, with data collected from the lesson study sessions and the collection of documents produced during the lesson study work, and the data are analysed using a model that presents the key aspects of knowledge of teaching practice. The results show that the structure and the activities carried out in the lesson study, such as designing the lesson, selecting the task and anticipating questions to be posed to pupils, promoted the use of the preservice teacher’s didactic knowledge regarding the phases of an exploratory lesson. Full article

Sustainable knowledge sharing among mathematics and science teachers is imperative to improve the ability of such teachers to enhance the way information is transferred to learners. South Africa ranked 37th out of 42 countries in an assessment to determine the ability of high school learners to conduct mathematics and science. There is, therefore, an urgent need to investigate how teachers can be empowered to enhance their ability to transfer knowledge of mathematics and science to improve the ability of learners to engage in these subjects. A post-positivist paradigm and quantitative survey design were employed to identify ways of knowledge sharing that will enhance the ability of teachers to transfer knowledge of mathematics and science to learners. The findings identified key barriers to knowledge sharing, including the role of school management in fostering a culture of knowledge exchange, time management, and limited opportunities for professional development. Based on the findings of the research, a framework is proposed to encourage knowledge sharing, which may ultimately improve teaching practices and learner outcomes in mathematics and science. Full article

It is critical that teachers are equipped with Science, Technology, Engineering and Mathematics (STEM) skills and knowledge as we move into a digital future. By integrating STEM into early childhood education, we can provide young children with invaluable opportunities to build their scientific knowledge from the very start, setting them up for success in their later STEM educational journeys. However, many educators within early childhood settings find it challenging to create engaging STEM-based activities for young children. Unfortunately, there is a scarcity of information on how teacher educators can support preservice teachers in developing their STEM competence. This study examined the perspectives of early childhood preservice teachers (PSTs) regarding their confidence and pedagogical content knowledge (PCK) in integrating STEM into their teaching practice. Utilising a qualitative multi-case study approach, semi-structured interviews with 11 PSTs and a document analysis of their assignment tasks and teaching artefacts were conducted to deepen our understanding of PCK skills. Data were analysed using Bryman’s thematic analysis, revealing key themes through a narrative analysis of PSTs’ responses. Several crucial themes emerged, with PSTs acknowledging that embedding STEM content into both theoretical classwork and practical placement significantly enhanced their content knowledge and confidence when teaching STEM in early childhood settings. It is essential for future research to explore and expand university–preschool partnerships to create immersive STEM experiences that benefit preservice teachers and future in-service teachers in this field. Full article

This paper seeks to identify the impact of learning programming and robotics in the Science, Technology, Engineering, and Mathematics (STEM) educational approach. Studying these areas of knowledge is important to prepare students to face contemporary technological challenges. The approach analyzes how to establish and define the curricular content articulated in developing critical 21st-century skills within the teaching–learning process. A methodological strategy is proposed in the scientific field using the historical-descriptive method to carry out a literature review and a bibliometric study, evaluating scientific articles indexed in Web of Science (WoS) and Scopus from 2020 to 2024. Later, an evaluation is carried out using satisfaction surveys directed to eighth-grade students and teachers of the Unidad Educativa Fiscal Ciudad de Girón. These surveys address various aspects related to the context of learning programming and robotics from the STEM perspective. Consequently, the analytic–synthetic approach revealed that teaching programming and robotics would promote cognitive skills from adolescence, which is crucial for building solid foundations in STEM concepts. The positive impact on the motivation for change in students and teachers is highlighted by facilitating interaction with technologies and applying knowledge in practical projects in the educational process. Full article

This study investigates strategies to empower Cape Verdean mathematics teachers in adopting Science, Technology, Engineering, Arts, and Mathematics (STEAM) methodologies, focusing on mathematics education. Using an interactive, reflective continuous professional development (CPD) model—including teaching simulations, classroom practice, and structured reflection—qualitative research was conducted via thematic analysis of published data over two project-training cycles. In the first cycle, 27 teachers participated, with 24 later acting as trainers in the second cycle, which involved 44 non-higher education teachers. The project, a collaboration between institutions in Cape Verde, Portugal, and Austria, was guided by Rogers’ Diffusion of Innovations theory and the Technological Pedagogical Content Knowledge (TPACK) framework. GeoGebra software was employed to support STEAM adoption. Results indicate significant advancements in teachers’ technological and pedagogical skills, leading to improved student engagement and understanding. However, challenges remain, especially in integrating STEAM across disciplines due to limited resources and a lack of systemic CPD. The study concludes that sustained support is essential for fully embedding STEAM in Cape Verde’s education system. Full article

The views and practices of teaching mathematics are significantly influenced by the cultural and social contexts, resulting in differences in teaching traditions among countries. Thus, when evaluating the effectiveness of professional development (PD) programs, it is crucial to consider differences in teaching traditions between PD participants and providers. There is limited research that examines PD participants’ acculturation strategies in such circumstances. This case study examines the influence of the PD program that introduced current teaching traditions in American mathematics education to Kazakhstan’s university mathematics faculty on their perceptions and practices of teaching discrete mathematics to aspiring mathematics teachers. The PD program focused on connecting abstract mathematical concepts to real-life applications, and integrating technology and STEM applications using inquiry-based strategies. The study findings indicate that, while PD enhanced faculty knowledge and attitudes toward technology integration, it did not significantly alter their views on teaching practices. A traditional teacher-centered approach persisted even when technology was incorporated, highlighting the deeply ingrained nature of educational traditions and their resilience to change. This underscores the importance of considering the cultural context and addressing deeply held beliefs in professional development initiatives, especially when aiming for substantial shifts in teaching practices. Full article

Social constructivism theory embraces peer-to-peer communication that helps students understand, examine, and discern the process of knowledge construction. The Social Constructivism Flipped-Classroom Model (SCFCM) inverts the traditional classroom paradigm by providing content outside of class, often through online materials, and devoting in-class time to active learning and discussion. This study aims to investigate the impact of the SCFCM on the conceptual understanding of photocatalysis, a crucial process in environmental science and chemistry, particularly in relation to sustainability and sustainable development. Photocatalysis, being a self-sustained process, holds potential for addressing global challenges such as renewable energy and pollution reduction, both of which are central to achieving sustainable development goals. A quasi-experimental pre-test–post-test design was employed at a public sector university, involving forty-three (43) students in each of the flipped- and non-flipped-classroom groups. Assessment tools, including pre- and post-tests and an interest survey, were used to gauge students’ conceptual understanding of photocatalysis and their degree of learning interest. The same chemistry teacher, one who had eight years of teaching experience, taught both groups. The analysis of covariance (ANCOVA) results comparing students’ performance showed a significant difference in the performance of students in the experimental group compared to the control group. The multivariate analysis of variance (MANOVA) results, however, revealed substantial differences in attention, relevance, confidence, and satisfaction between the experimental and control groups. The findings highlight that the SCFCM improved students’ understanding of complex photocatalysis concepts and demonstrated its relevance to sustainable development, offering valuable insights into the potential of this teaching approach for Science, Technology, Engineering, Mathematics (STEM) education, especially in addressing sustainability challenges. Full article

Meaningful discourse in the mathematics classroom involves creating a learning community that empowers students to articulate their reasoning and make sense of the contributions of their peers while advancing the learning of mathematics for the entire class. This study assessed the degree to which secondary mathematics (Grades 7–12) teacher candidates incorporated discourse into their lessons and the factors influencing their decisions. An explanatory mixed methods design was used, in which data were collected sequentially. Lesson videos were analyzed, followed by interviews of teacher candidates with high-discourse lessons. This study found that participants showed significant growth in their use of effective teaching practices from the beginning of the semester to the end of the semester, including mathematics discourse. The interviews revealed four contributing factors: intentional effort, learning experiences, professional relationships, and pedagogical knowledge. Understanding the experiences of teacher candidates during their own learning of mathematics, their mathematical identities, and beliefs about mathematics could help generate knowledge regarding the implementation of mathematics discourse and other reform-based practices in teacher instruction. Full article