The current study investigated whether: (1) using an interactive presentation (IP) platform could affect the amount of usage of the practices of making orchestrating mathematical discourse- sequencing and connecting students' responses. (2) using an interactive presentation (IP) platform could affect the amount of narratives constructed by students. Fifty seventh-grade students participated in the study; those students were divided into control and experimental groups. Qualitative and quantitative analyses were performed based on voice recordings and field notes. The results revealed that the teacher using (IP) asked nearly three times more questions that connected students’ responses (i.e., questions that involved valuing students' ideas, exploring students' answers, incorporating students’ background knowledge, and encouraging student-to-student communication). We also saw that the students participated in the learning processes. The students in the experimental group presented three times as many narratives as those in the control group. We present several excerpts from the transcripts of the classroom discussions to illustrate our findings. Discussion of the implications and limitations of these results and make recommendations based on those results.

Numerical literacy refers to the knowledge and ability to use various numbers and basic mathematical symbols to solve problems, while math self-concept means the assessment of students’ skills, abilities, enjoyment, and interest in the subject. However, children with special needs and normal students in inclusive Elementary Schools are yet to sufficiently acquire learning that accommodates literacy and maths self-concept. This causes a need for the implementation of a children-friendly learning process. Therefore, this study aimed to identify the factors influencing the numeracy level and math self-concept, and also explore the obstacles in implementing children-friendly learning in order to facilitate students’ abilities. A qualitative method was applied because of in-depth data exploration regarding children with special needs, while the utilized instruments include tests, questionnaires, and interviews. Both the data collected and the analysis are qualitative, which are obtained through excavation, identification, and description. Consequently, this paper was able to (a) describe the factors influencing the numeracy level and math self-concept in inclusive elementary schools; (b) explore the barriers to implementing children-friendly learning; and (c) identify the relationship between students’ numeracy and math self-concept.

The diversity of definitions of science literacy has resulted in a diversity of measurement tools. However, adult science literacy is mainly assessed on short standardized and non-contextualized questions, thus making the study of adult science literacy more qualitative than quantitative. Here we describe the rationale, development, and validation of a questionnaire that associates the use of science in the specific science-related setting of parents of hard of hearing children with general and topic-specific science knowledge. The questionnaire went through four developmental steps: (1) gathering input from hearing rehabilitation experts and parents, (2) testing the close-ended questionnaire (n=10), (3) open-ended questionnaire (n=24), (4) online close-ended questionnaire (n=91). These all assessed general science knowledge, contextual science knowledge in the field of hearing and parents' advocacy knowledge and attitudes. These steps and the resulting assessment tool can thus inform the further development of measures of adult science literacy in context. The findings suggest that although general science knowledge enables the application of science to everyday science-related problems it only explained a small proportion of the variance in contextual science knowledge. Thus, the results strongly point to the importance of measuring adults' science literacy in a context that is relevant to the responders. The findings also underscored the disappointing outcomes of secondary science education, in that formal scientific background predicted general science knowledge but did not account for contextual science knowledge at all. This should elicit concern as to the ability of students to use science knowledge in future personally important science related contexts.

This paper reports on part of an ongoing large-scale research on the need to improve science teaching and learning through investigating the Pedagogical Content Knowledge (PCK) of biology teachers for the topic Biodiversity. Six factors have been seen to affect teacher PCK, i.e., content knowledge, knowledge of students, science teaching orientations, knowledge of assessment, knowledge of instructional strategies and knowledge of the curriculum. This research aimed to examine the teacher’s level of content knowledge (CK). A qualitative research paradigm was adopted, and a case study research design used. The case (unit of analysis) was Biology teacher CK, and the subjects were the four teacher participants purposively selected. Lesson observations, teacher interviews and learner questionnaires were used to collect data on teacher CK. A content knowledge analytical framework consisting of five constructs was designed and used to analyse the teacher CK and data triangulated with data collected from interviews and questionnaires. This research revealed that ‘A’ level Biology teachers’ CK vary from teacher to teacher depending on several factors which include teacher identity, planning, workshopping, and motivation among others. Of the four Biology teacher participants, two had adequate CK and the other two exhibited inadequate CK. Inadequate CK was attributed to lack of planning, non-exposure to workshops and lack of teacher motivation. Consequently, this research recommends supervision of teachers from school level to national level, a series of teacher workshops on the demands of the competence-based curriculum and constructive teacher identity as well as introduce factors that enhance teacher motivation. Further research on the content knowledge of Biology teachers in other learning areas is recommended.

Many research studies have been conducted on students’ or pre-service teachers’ geometric thinking, but there is a lack of studies investigating in-service teachers’ geometric thinking. This paper presents a case study of two high school teachers who attended the dynamic geometry (DG) professional development project for three years. The project focused on the effective use of dynamic geometry software to improve students’ geometry learning. The two teachers were interviewed using a task-based interview protocol about the relationship between two triangles. The interviews, including the teachers' work, were videotaped, transcribed, and analyzed based on the three levels of geometric thinking: recognition, analysis, and deduction. We found that the participating teachers manifested their geometric skills and thinking in constructing, exploring, and conjecturing in the DG environment. The study suggests that the DG environment provides an effective platform for examining teachers' geometric skills, and levels of geometric thinking and encourages inductive explorations and deductive skill development.

The purpose of this study was to evaluate synchronous and asynchronous mathematics teaching modalities at Isabela State University. The qualitative research method was used to collect information, opinions, and experiences of Isabela State University mathematics faculty in employing synchronous and asynchronous modes in teaching mathematical courses in terms of strengths, weaknesses, possibilities, and problems. The study's subjects were 15 Mathematics Instructors chosen at random from Isabela State University's nine campuses. A structured interview was created and distributed to participants using Google Form. The limitations on face-to-face encounters prompted the use of such data-gathering technique. The researcher followed up with another video call interview to validate the participants' responses. The data was transcribed and processed using thematic analysis. The findings demonstrated that the synchronous and asynchronous learning modalities both have strengths and disadvantages that influence the quality of the teaching-learning process throughout the epidemic. Given this, distant learning is thought to be more effective when both modalities are used rather to just one of the aforementioned. This is because the strengths of one of the two modalities can solve the flaws highlighted in the other. As a result, mathematics instructors may receive more in-depth training in both asynchronous and synchronous teaching approaches, as well as strategies for becoming more successful teachers during the present school closures.