The students' low science process skills are caused by learning that is still dominated by the teacher, so it is necessary to develop a learning approach that focuses students in the learning process. One approach that can be used is learning that integrates science, technology, engineering, and mathematics (STEM). This study aims to measure the improvement of students' science process skills that are integrated with the STEM approach on the reaction rate material. This research is a quantitative research with a pre-experimental design type, one group pretest-posttest with a sample of 30 students from class XI SMA Negeri 9 Pontianak, taken by random sampling technique. The data collection tool used is a subjective test of science process skills. The results showed that there was an effect of the STEM approach on the students' science process skills on the reaction rate material, with a score of 76.11, good criteria. Among the aspects of science process skills measured, including observation, classifying, calculating, predicting, inferring, and communication, the communication aspect of students experienced a significant increase from a score of 3.33 to 91.1. This study shows that the STEM approach to reaction rate learning effectively improves students' science process skills.

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.

Teachers and teaching styles are two important factors influencing students’ academic performance. In this action research study, we investigated the differential effectiveness of two teaching methods, conventional learning (CL) and peer-cooperative learning (PCL), on students’ academic performance in fractions. A sample of 120 tenth grade mathematics students from Ibadan North Local Government Area of Oyo State in Nigeria was used for the study. The students were selected from three different secondary schools and grouped into two groups: the experimental (PCL) group and the control (CL) group, each having 60 students. A sample of 5 multiple-choice objective and 5 theory test questions titled Fraction Performance Test (FPT) was used to measure their academic performance after the treatment, and the assessment test scores were recorded. Descriptive statistics of the mean were used to answer the research question, while the two-way ANOVA technique was adopted for testing the research hypothesis at an alpha of 0.05. Summarily, the F (3, 116) statistic (= 8.55, p < .001) indicates significant differences in the effectiveness of the teaching methods. The mean scores also reveal that peer-cooperative learning was more effective than the conventional teaching approach. While the former proved to be a more efficacious treatment for female students, the latter was more suitable for male students. We recommend that different approaches be attempted by teachers, and the most effective in overcoming students’ resistance to learning and improving their academic performance be adopted.

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.

Scaffolding dialogue is a concept in learning that refers to the support or assistance given to individuals during the dialogue process. The main objective of this research is to create a basic structure of dialogue to help and support students during the learning process in improving their algebraic reasoning skills. Algebraic reasoning is a process in which students generalize mathematical ideas from a certain set of examples, establish these generalizations through argumentative discourse, and express them in a formal and age-appropriate way. The study was designed using the grounded theory qualitative model method, which used three sequential steps: open coding, selective coding, and theoretical coding. The research was conducted on students of the mathematics education department at Universitas Islam Sultan Agung. Data collection methods include algebraic reasoning ability tests, questionnaires, and interviews. Data analysis in grounded theory is an iterative and non-linear process that requires researchers to constantly move back and forth between data collection and analysis. This process aims to produce a theory that is valid and can explain phenomena well based on empirical data obtained during research. The dialogue scaffolding strategy framework in improving students' algebraic reasoning abilities includes instructing, locating, identifying, modeling, advocating, exploring, reformulating, challenging, and evaluating.