Justification in Mathematics (JiM)

A study of school mathematics curriculum enacted by competent teachers in Singapore secondary schools is a programmatic research project at the National Institute of Education (NIE) funded by the Ministry of Education (MOE) in Singapore through the Office of Education Research (OER) at NIE. The main goal of the project is to collect a set of data that would be used by two studies to research the enacted secondary school mathematics curriculum. The project aims to examine how competent experienced secondary school teachers implement the designated curriculum prescribed by the MOE in the 2013 revision of curriculum. It does this firstly by examining the video recordings of the classroom instruction and interactions between secondary school mathematics teachers and their students, as it is these interactions that fundamentally determine the nature of the actual mathematics learning and teaching that take place in the classroom. It also examines content through the instructional materials used—their preparation, use in classroom and as homework. The project comprises a video segment and a survey segment. Approximately 630 secondary mathematics teachers and 600 students are participating in the project. The data collection for the video segment of the project is guided by the renowned complementary accounts methodology while the survey segment adopts a self-report questionnaire approach. The findings of the project will serve several purposes. They will provide timely feedback to mathematics specialists in the MOE, inform pre-service and professional development programmes for mathematics teachers at the NIE and contribute towards articulation of “Mathematics pedagogy in Singapore secondary schools” that is evidence based.

This paper examines the actual status of general secondary schools mathematics teaching and learning in Ethiopia. The research was conducted on samples of 405 general secondary school students and their mathematics teachers in Ilu Ababor zone general secondary schools. A multi-stage random sampling method was applied to choose schools and students. The results indicated that due to students’ mathematics perception, student’s mathematics background and low family support they are not interested and motivated to learn mathematics. The scarcity of continuous teachers’ training opportunity and a shortage of educational resources affect teachers’ interest and motivation to teach mathematics and their job satisfaction. Because of large class size and low level of students’ participation, the actual learning and teaching mathematics was lecture method. Implications for improvement also suggested.

This study examined how secondary mathematics teachers understand and implement diagnostic assessments in their mathematics classes. To understand how mathematics teachers conceptualize diagnostic assessment and how they put it into practice, the study conducted in-depth interviews with 20 secondary school mathematics teachers using a phenomenography research approach and analyzed them thematically. The results showed that most mathematics teachers are unfamiliar with the concept of diagnostic assessment, misunderstand its role in the teaching and learning process, and refrain from using it because they don't know how to do so efficiently. Due to the overcrowding in classes and the widespread failure of national examinations, the few people who understood the concept admitted to not implementing it. The study recommends professional development for mathematics teachers to improve their conceptual understanding of diagnostic assessment as well as their capacity to integrate it in classrooms to improve the teaching and learning of mathematics and hence improve students' performance in the subject.

This study reviewed conceptual, theoretical and empirical literatu re on problem affecting the effective use of information and communication technology in teaching and learning of mathematics in secondary schools. Secondary source of information based on prior studies on the subject are examined in terms of methodology, research findings and recommendations. Descriptive research methodology was used to analyze the content of the theoretical, conceptual and empirical literature for this study. The study was anchored on Radical Constructivism Theory and Social Constructivism Theory. According to the study, technology is developed to solve problems associated with human need in more productive ways. If there is no problem to solve, the technology may not be developed and/or not adopted. Applying this principle to educational technology would mean that educational institution should create and adopt technologies that address educational problems, of which there are many. Majority of the findings from most of the empirical review indicates a positive relationship between teaching and learning of Mathematics and the use of information and communication technology in secondary schools. Those that indicates a negative relationship states that lack of knowledge of the teachers, low level of training and retraining of resource person, lack of relevant equipment, poor infrastructures, such as computers, network and power especially in the rural areas are some of the factors that makes the use of information and communication technology inhibit the teaching and learning of mathematics in secondary schools. It was concluded that the use of ICT in teaching and learning mathematics can make the teaching process more efficient as well as enhance the students’ capabilities in understanding basic concepts. It was recommended among others that the government, academic institutions and different stakeholders such as curriculum planners, policy makers, experts, teachers, students and parents to be serious and aware of these issues and their consequence.

When the challenges faced in the transition period from arithmetic to algebra are considered, it is important to research the differences between secondary school mathematics teachers from Generations X and Y, and their awareness levels. This study aims to compare the algebraic operation skills of mathematics teachers from Generations X and Y and their awareness levels. The content was analyzed in the study that was designed as a case study. The study participants were 118 secondary school mathematics teachers, 53 teachers from Generation X, and 65 teachers from Generation Y. The findings were evaluated under algebraic skills and algebraic awareness topics. The study results revealed that secondary school mathematics teachers from Generation Y had higher mean scores than teachers from Generation X in terms of the difference between the variable and unknown, algebraic operations, quantification, algebra and patterns, quantification, and inequality subjects in the algebra learning field. Received: 16 January 2023Accepted: 24 October 2024

This study aimed to explore how secondary school science and mathematics teachers in Qatar integrate Technological Pedagogical Content Knowledge (TPACK) into their teaching practices. The study examined the relationships between the subcomponents of TPACK using structural equation modeling (SEM), complemented by an analysis of additional categorical variables. A total of 245 science and mathematics teachers from Qatar participated in the research. The model’s findings showed that the internal components—technological knowledge, pedagogical knowledge, and content knowledge—had a significant and positive direct effect on the external factors: technological pedagogical knowledge, technological content knowledge, and pedagogical content knowledge. However, these internal components did not directly impact TPACK itself. Together, these variables accounted for 77% of the variance in TPACK. Among the findings, Technological Content Knowledge (TCK) emerged as one of the most influential variables affecting TPACK, emphasizing its importance in teachers’ TPACK integration. On the other hand, it was found that Pedagogical Content Knowledge (PCK) did not have a direct and significant effect on TPACK. Categorical variables like certificates and postgraduate education significantly impact TPACK and its subcomponents, while gender, field of study, and teaching experience do not. This finding underscores the importance of structured training and postgraduate education in enhancing TPACK skills for science and mathematics teachers. Participation in technology-based certification programs and postgraduate studies in STEM is crucial for their TPACK development in teaching STEM subjects. Future studies could explore the long-term impact of structured, technology-based training programs on enhancing STEM teachers’ TPACK development and assess how this improvement influences student learning outcomes in science and mathematics classrooms. This would provide deeper insights into the effectiveness of such programs and their potential to transform teaching practices and student achievement in STEM education.

This study explored the extent of utilization of differentiated teaching approach in achieving student engagement in learning mathematics by the secondary school mathematics teachers in SDO Urdaneta City, School Year 2024-2025. Employing an ex post facto one-shot case study research design, 112 mathematics teachers participated as respondents. Results revealed that most teachers were aged 21-30 (34.8%), predominantly female (55.4%), and married (64.3%), with 39.3% holding MA units and 33.0% having 6-10 years of teaching experience, 82.1 percent have been teaching in a barangay high school, and 66.9 percent have attended 6-20 trainings. The extent of utilization of differentiated teaching approach in achieving student engagement in learning mathematics was rated “Very Extensive,” with a grand weighted mean of 4.62. Significant differences and relationships in the extent of utilization of differentiated teaching approach in achieving student engagement in learning mathematics were observed based on civil status, teaching experience, and number of trainings attended. Recommendations include encouraging teachers to pursue advanced education, participate in relevant training, and collaborate with peers to refine differentiated strategies. Further studies were recommended to investigate other variables associated with the utilization of differentiated instruction in mathematics and these studies should be conducted under the auspices of accredited Graduate Institutions like the Urdaneta City University – Institute of Graduate and Advanced Studies (UCU – IGAS)

A survey design was adopted in this study. Three senior high schools were randomly chosen for this study. Thirty (30) mathematics tutors and 100 learners were involved in the study. The Purpose of the study is to find out the factors that affect the actual teaching and learning of mathematics in senior high schools. To achieve this, three major questions were answered: (1) What quality teachers are teaching mathematics in our senior High schools? (2) What feelings do senior High School students display regarding the teaching and learning of mathematics? (3) What issues affect the efficient utilization of available instructional resources in the teaching of mathematics at the senior high schools? Questionnaire were used to collect data for the study. The results of the study showed that inadequate teaching and learning resources and quality tutors are some of the factors affecting the effective instruction and learning in mathematics the classroom at SHS level. From the results, the following were recommended; interactive methods of teaching mathematical concepts need to be used by mathematics teachers. In addition, stakeholders need to provide adequate teaching and learning resource to the various senior high schools.

The shortage of accounting professionals is well-documented. To address this shortage, greater numbers of school students should be attracted and enrolled in undergraduate accounting programmes. Unfortunately, school students may have misperceptions of the accounting profession. These misperceptions may result in potential entrants to the profession being lost to other professions. Secondary school teachers play an influential role in students' perceptions of future careers. This survey assessed the perceptions of the secondary school career guidance counsellors and mathematics teachers' perceptions of the accounting profession in South Africa in comparison to the medical, engineering and legal professions. The findings suggest that the accounting profession is held in lower esteem than the engineering and medical professions, but in higher esteem than the legal profession. The findings confirm previous research conducted in the USA, Australasia and Japan. Marketing and recruitment programmes should educate secondary school teachers as to the true nature of the accounting profession.

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.

Background: Teacher practices when teaching mathematics are supported by their beliefs on how this subject should be approached. This has an impact on the learning of students who generally perceive mathematics as an incomprehensible mechanical activity in which a series of algorithms must be followed to obtain a solution. Therefore, the following questions arise: What are the beliefs of mathematics teachers regarding the teaching process? Which methodologies do they use in the classroom? Objective: The objective was to analyse the beliefs of elementary school teachers and secondary school mathematics teachers during the teaching process. Design: The study used a descriptive quantitative approach. Setting and participants: The sample consisted of 100 elementary school teachers and secondary school mathematics teachers from three regions in Chile. Data collection and analysis: Due to the Covid-19 health crisis, Google Drive was used to send a Likert questionnaire to each of the study participants. The information was processed and quantitatively analysed with the SPPS 25.0 statistical software. Results: Statistically significant differences were found based on specialisation, place of work, school administration, and gender of the participants. Conclusions: Teachers considered that knowing, learning, and applying mathematical knowledge was possible through rote and routine activities. In addition, teachers with 5 to 8 years of experience believed that mathematics develops problem-solving skills.

The objective of this research is to study the understanding and practices of Mathematics teachers on the application of 21st century learning in high schools in Miri, Sarawak. By using a quantitative approach, a questionnaire instrument was constructed and adapted from previous studies that focused on Mathematics teachers in Miri secondary schools as a sample of this study. The research outcome showed that Mathematics teachers have a high level of knowledge in 21st century learning. The application of 21st century learning for cognitive aspect, affective and psychomotor is at a moderate-high level. The statistical analysis one-way ANOVA shows that teachers' understanding of 21st century learning based on teacher's age was found to be insignificant at the value of F (df = 3, 90) = 1.060, p> 0.05 while for teachers' understanding of 21st century learning based on teachers' experience in teaching Mathematics was also not significant at F (df = 4, 89) = 1.931, p> 0.05. In conclusion, Mathematics teachers in Miri secondary schools have a high level of knowledge of 21st century learning. The practices of 21st century learning by teachers in teaching Mathematics for cognitive, affective and psychomotor aspects are at a moderately high level. Although there are differences in the mean between the teachers’ age and experience in teaching Mathematics on teachers’ understanding towards 21st century learning, these differences cannot be used to generalize this entire study population as there is no significant difference between the two variables, on teachers' understanding towards 21st century learning. The results of this study are expected to help the relevant parties to ensure that teachers are better prepared to deliver 21st Century teaching in the classroom.

Feedback is widely acknowledged as a critical determinant of student learning and academic achievement; however, traditional feedback practices often position students as passive recipients, limiting their engagement and uptake of feedback. Responding to this limitation, the present study investigates the impact of teachers’ agentic feedback on students’ academic performance, with particular emphasis on the mediating roles of students’ engagement and teachers’ feedback literacy. Employing a convergent mixed-methods research design, the study was conducted among secondary school mathematics teachers and students in the province of Punjab, Pakistan. Quantitative data were collected from 240 mathematics teachers and 452 secondary-level students using standardized Likert-scale questionnaires, while qualitative data were obtained through semi-structured interviews with 36 participants. Multistage sampling techniques were employed to ensure representativeness across districts, schools, teachers, and students. Quantitative data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM), while qualitative data were examined using thematic analysis. The findings reveal that teachers’ agentic feedback exerts a significant positive effect on students’ engagement and teachers’ feedback literacy. Furthermore, both students’ engagement and teachers’ feedback literacy significantly mediate the relationship between agentic feedback and students’ academic performance in mathematics. Students’ engagement emerged as the stronger mediator, indicating its central role in translating feedback into improved learning outcomes. Qualitative findings corroborate the quantitative results, highlighting the importance of dialogic feedback, student agency, and professional competence in feedback practices, while also identifying contextual constraints such as large class sizes and examination pressure. The study concludes that fostering agentic feedback practices and enhancing teachers’ feedback literacy can substantially improve student engagement and academic performance, particularly in mathematics education within developing educational contexts.

Integrating digital game-based learning (DGBL) into mathematics teaching has gained significant attention for its potential to improve learning outcomes. However, adopting DGBL in mathematics remains challenging, particularly in resource-constrained contexts such as South Africa. Consequently, this study used the Technology Acceptance Model (TAM) to investigate mathematics teachers’ adoption of DGBL in their classrooms. We interviewed twenty-four primary and secondary school mathematics teachers in the Northern Cape province about their use of DGBL. Inductive thematic analysis was employed to analyze the data. The findings revealed that external variables such as language barriers, teachers’ technophobia, parental influence, and students’ limited reading skills negatively influenced teachers’ perceived usefulness of digital games. We also found that the teachers’ attitudes toward DGBL, which were influenced by their positive perception of it, influenced their intention to use digital games for mathematics purposes. The study recommends targeted policy interventions, including the development of multilingual digital tools and comprehensive professional development programs, to enhance the adoption of DGBL among South African mathematics teachers.

Learning mathematics in the secondary school – that is, learning the content of the secondary school mathematics curriculum – has, until recently, been rarely offered to learners with Down syndrome. This chapter aims to change that, showing how mathematics might be made accessible to learners with Down syndrome, and why this is important to do. Teachers who have done this have described this as some of the best teaching they have done! In this chapter Is it possible? Even if it is, should we do this? Examples of adjustments to secondary mathematics topics Using the tools of mathematics (e.g. calculators, spreadsheets, graphing software) to access the curriculum Problem-solving, reasoning and justifying – the processes of mathematics Assessing learning