This is a preliminary paper about a large research project on social mathematics. It proposes points mathematics, a variant of social mathematics, as a viable context for teaching mathematics to adults. Points mathematics, focuses on observing, representing and investigating patterns, regularities and quantitative relationships stemming from convertible points, that businesses offer to their customers/clients for the purpose of encouraging loyalty and for boosting up sales in competitive markets. Using ten illustrative examples, the paper asserts that points mathematics provides practical, realistic context for teaching fundamental mathematics concepts and skills to adult students. These include, but not limited to, the four operations of mathematics (addition, division, subtraction and multiplication), variable, linear equation, graph, rates, percent, ratio, patterns and proportion. The paper is grounded in the theory of realistic mathematics education (RME), that posits that the teaching and learning of mathematics should be contextually-based; entails explaining and solving contextual problems; and establishing high-level interactive relationship between learning and teaching. The paper concludes with three recommendations to guide mathematics teachers of adults who want to implement points mathematics as part of their mathematics curriculum. However, the paper is the first phase of a large research project that explores social mathematics and how it could be integrated in mathematics curricular contents for adult students.

Algebraic reasoning involves representation, generalization, formalization of patterns and order in all aspects of mathematics. Hence, the focus of algebraic reasoning is on patterns, functions, and the ability to analyze situations with the help of symbols. The purpose of this study was to develop a test instrument to measure students' algebraic reasoning abilities based on cognitive systems in Marzano's taxonomy. The cognitive system in Marzano's taxonomy consists of four levels, including retrieval, comprehension, analysis, and knowledge utilization. According to the stage of cognitive development, students are at the level of knowledge utilization. At this level, students can make decisions, solve problems, generates and test hypotheses, as well as carry out investigations that are in line with indicators of algebraic reasoning abilities. The stages in developing the test instrument were based on three phases: preliminary investigation phase, prototyping phase, and assessment phase. The study obtains a set of valid and reliable algebraic reasoning test instruments for students based on the cognitive system in Marzano's taxonomy. Through the development of an algebraic reasoning test instrument based on Marzano's taxonomy, students can build' thinking habits so that active learning exercises occurs.

The study on mathematical performance was significant enough to be studied further to measure students' self-efficacy. Although studies on student self-efficacy in math performance from a gender perspective were abundant, studies on this relationship from the perspectives of ethnic culture and gender were scarce. Therefore, the objective of this study was to examine the self-efficacy of Bugis Junior High School students in solving math problems based on gender. The researchers used an algebra problem in the context of the Bugis ethnic culture. For this data set, two of 25 students at a public junior high school in Bone, South Sulawesi, Indonesia, were interviewed based on ethnicity and gender. Qualitatively, the triangulation technique was employed for data analysis. The study results revealed that male students outperformed girls in terms of self-efficacy, namely magnitude, strength, and generality, in math performance. Furthermore, female students had lower self-efficacy in terms of confidence, supportive experience in completing math tasks, and confidence in their ability to complete math tasks in similar or different contexts, compared to male students, who had higher self-efficacy. This result provided new knowledge by exploring the characteristics of students' self-efficacy by integrating ethnicity and gender.

Learning in STEM subjects is to a high degree based upon understanding logic, especially in subjects like mathematics. It has always been challenging to preserve the benefits of on-campus teaching and learning while digitalizing the teaching of mathematics. In this article an approach to design for a suitable online pre-calculus course is discussed, that aims to address the challenges. The main focus will be on student active learning in synchronous online environments, technical teaching methods in lectures, and pre-planning of the course. The final exam in the course was held as a closed-book proctored exam on-campus with pen and paper, providing data on comparisons of the final exam scores with the exam from the previous year, in which the entire course was held on-campus. The results indicate a positive effect from the presented design. Also, student surveys indicated high student satisfaction.

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 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.

This study tested hypotheses of a hypothetical model determining the influence of teacher clarity and real-world applications while teaching group theory concepts on students’ achievement in modern algebra. The data collected from 139 undergraduate students were analyzed by regression analysis using Stata14’s structural equation model building and estimation. The path regression analysis of the model using SEM model building and estimation confirmed the research hypotheses. First, the utilization of real-world application problems while teaching group theory concepts has a significant influence on students’ achievement in modern algebra. Second, the clear presentation of group theory concepts by the teacher has a significant influence on students’ achievement in modern algebra. Finally, both teachers’ clear presentation of group theory concepts and utilization of its real-world applications have a significant influence on students’ achievement in modern algebra.

Out-of-field teaching in science is a phenomenon in many secondary schools across the world. While the reasons for out-of-field teaching are complex, its incidence is heightened in low socio-economic communities and in regional and remote school locations. Research on out-of-field science teaching in secondary schools has tended to focus on teacher competence, particularly in relation to pedagogical content knowledge. However, while teachers’ beliefs and teaching practices within their specialist subject are shown to be related, it is unclear how teachers’ beliefs and practices alter when teaching across subject boundaries. Using a boundary-crossing lens, where teachers engage in passing back and forth between different contexts, this study explored the relationship between teachers’ beliefs about their in-field and out-of-field discipline (science) and the connections to their teaching practice. Interview data, including a video-stimulated interview of a lesson in a teacher’s specialist field and then a subsequent out-of-field lesson, were analysed using the framework of a belief that investigated the relationships between in-field and out-of-field beliefs and practices. Findings indicate that those who teach science out-of-field revert to traditional ways of teaching, despite being more open and adventurous in their in-field discipline areas. However, there were significant instances of boundary crossing with their pedagogy to support their teaching – both in-field and out-of-field. These findings support the development of structured mechanisms and strategies to assist teachers to cross boundaries to establish new and unique interdisciplinary practices.

Preservice elementary teachers have had a variety of experiences in their math classes which influence their willingness to engage in math as well as their confidence in doing so. This study examined the responses of two sets of preservice elementary teachers, in 2017 and in 2022, to questions about their "best" and "worst" experiences in math classes. Previous research has seldom asked preservice elementary teachers to examine what they do as students to create a better math experience and research is only now beginning on how COVID-19 may have affected student behavior. Inductive analysis revealed that the emotional intelligence of teachers greatly affected preservice elementary teachers' willingness to meaningfully engage in math. For example, a recurring theme in the data was a strong sense of not wanting to appear dumb, which prevented the students from asking questions or seeking help when needed. This study demonstrates that the classroom environment plays a significant role in preservice elementary teachers' success in math, confidence and comfort level with the subject, and, undoubtedly, how they will eventually teach math to their future students.

3D printer technology and 3D design are used in many fields and are gaining various uses day by day. It is seen that the quality of education and training has increased with the effective use of 3D technology in the education and training environment. This study aims to investigate the attitudes of Pre-Service Teachers about the use of 3D printer activities made with Tinkercad in science education. 43 science pre-service teachers participated in the study, which lasted 8 weeks. A mixed research method was used in this study. The problem-solving scale and the attitude scale towards the use of 3D printers in science education were applied to the pre-service teachers. To collect the research data, the attitude scale was applied as a pre-test and post-test. For Paired samples, a t-test was applied and analyses were performed. In qualitative studies, semi-structured student interview questions were applied. According to the findings of the study, there was a significant increase in students' positive attitudes towards the use of 3D printers in science education. Tinkercad and 3D printer trainings have been given and applications have been made within the scope of these trainings. There have been 6 activities related to 3D printers. Thanks to 3D printers, students have the opportunity to present creative ideas and things they imagine to life by making designs in their minds. It seems that abstract concepts related to the sciences are embodied with a 3D printer and turned into tangible objects. Examining a physical object makes it easier for students to identify mistakes they have made in designs. It is seen that they do creative and solution-oriented work against the problems they encounter. Thus, it is predicted that learning will be more permanent and effective.

Bring your own device (BYOD) policy implementation in schools worldwide has allowed students to learn subjects, including mathematics, using personal mobile devices (PMDs). PMD use has enhanced students’ mathematics enjoyment by bridging the gap between theoretical mathematics concepts and their practical applications, which makes mathematics more meaningful and leads to improved results. Nonetheless, students in Namibian basic education are not authorised to learn with PMDs in school. While students’ PMD use in school remains a topic of debate, there remains a need to investigate its impact on students’ mathematics learning and teachers’ perceptions of BYOD in mathematics classrooms. This study evaluated the perceptions and intentions of 209 Namibian mathematics teachers from the Omusati and Khomas regions regarding students’ mathematics learning using PMDs in schools. Data were collected through an online survey. A structural equation model revealed teachers’ positive intentions towards students’ use of PMDs through BYOD in learning mathematics in school. Perceived usefulness (PU), perceived ease of use (PEoU), and price value (PV) factors directly affected the teachers’ behavioural intentions (BI) towards students learning mathematics through BYOD. PEoU significantly affected teachers’ PU, and PV significantly affected teachers’ PEoU and PU. PU significantly mediated the relationship between PEoU and teachers’ intentions. PV significantly indirectly affected teachers’ intentions through PU. PEoU non-significantly mediated the PV and intention relationship. Practical implications are discussed, and recommendations are offered for the Namibian Ministry of Education, Arts and Culture and teacher training institutions.

Each student has a different amount of time to fully understand information, students with high academic ability (UA) need less time than students with low academic ability (LA). Teachers should apply learning models that can facilitate their study time according to their individual needs. The aim of this research is to assess which learning model is most optimal in reducing the gap in understanding mathematical concepts between UA and LA students. Apart from that, this research also evaluates the effectiveness of implementing the flipped class (FC) model in increasing students' understanding of mathematical concepts, compared to the problem-based learning (PBL) model and conventional learning models. The research method used was the N-Gain Test and ANCOVA. The research results show that the FC model is the most optimal in reducing the gap in understanding mathematical concepts between LA and UA students. In addition, both FC and PBL models have proven effective in increasing students' understanding of mathematical concepts when compared to conventional models. Future research could consider combining the FC model with PBL or other learning models to see whether combining these models can improve students' understanding of mathematical concepts more significantly.

Learning to teach mathematics has become crucial since its application in real life cannot go unmentioned. The desire of mathematics education researchers to make mathematics concepts easier for pre-service teachers to easily understand has attracted attention. This has become indispensable since after college, pre-service teachers are deployed from K-12 to assist learners in understanding mathematics concepts. The study aimed to ascertain how improvement in the learning of mathematics concepts using the Problem-based learning (PBL) approach could be understood and/or explained among pre-service teachers. This was viewed in two folds: how improvement in learning outcomes using the PBL approach could be explained; and how pre-service teachers’ disposition about the PBL could be explained/understood. Exploratory case study design involving qualitative and quantitative data was concurrently gathered and used. This involved the use of data collection instruments such as focus group discussion, pre-post-test scores, PBL observation protocol, and PBL disposition questionnaire. The study showed that the PBL method improved the learning of mathematics concepts among pre-service teachers. Pre-service teachers also showed a positive disposition (interest, belief, and attitude) toward the PBL intervention. The authors advocated for the conduct of a longitudinal study to understand the direction of change over time.

This study delved into the factors affecting secondary school students’ interest to learn Mathematics. The aim was to gather insights that can inform strategies aimed at enhancing students' engagement, enthusiasm, and achievement in Mathematics education. Literature information was downloaded using databases such as Google Scholar, ERIC, Search 4 Life, Scopus, Web of Science, and Academia. Of the 129 studies obtained, 117 articles were retained after removing duplicates and studies that did not meet the themes of the study. Further filtering of studies by removing primary and higher learning school-related studies allowed the retention of 25 relevant pieces of research published between 2000 and 2024. The results from the systematic reviews analysis showed that instructional strategy, instructional materials, the importance of Mathematics, a future career in Mathematics, students’ attitudes towards Mathematics, students’ enjoyment of Mathematics lessons, teachers and parental support, and students’ perception towards Mathematics, are amongst the key factors affecting positively secondary school students’ interest to learn Mathematics.  

Global concern surrounds students' mathematics learning, development, and achievement. Scholarly discussions have explored various factors influencing students' mathematics performance. However, more information is needed to understand the impact of mathematics teaching styles on student outcomes in developing contexts like Nepal. This study examines the moderators of mathematics teaching styles and their influence on students' performance. To achieve this, the Teachers' Teaching Style Questionnaire (TTSQ) collected quantitative data from 469 grade nine students across 14 high schools in Kathmandu, Lalitpur, and Bhaktapur districts of Nepal. Confirmatory factor analysis, path analysis, and moderation analysis were performed to examine the effects of teaching styles on student achievement in mathematics. Key findings indicate that teaching styles, such as consideration and openness, are not significant predictors of student achievement, but rigid teaching styles can predict student achievement in mathematics. However, impact of the rigid teaching style was negative on student achievement. School type influenced the relationship between performance and considerate teaching, favoring private schools. School location influenced the relationship between considerate teaching and student performance in mathematics, favoring rural schools. Likewise, urban schools had a negative effect on the relationship between teacher openness and student performance, but rural schools had a positive effect on their relationship. Furthermore, low and high-ability students moderated the relationship between considerate teaching and student achievement, with the negative effect of low ability on considerate teaching and student performance and the positive influence of high ability on considerate teaching and student achievement. Student ability influenced the relationship between teacher openness and student performance, with a negative moderations of low and moderate ability students. The study concludes by emphasizing the importance of teacher training in teaching styles for high schools in Nepal and similar contexts.