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Enablers and Obstacles in Teaching and Learning of Mathematics: A Systematic Review in LUMAT Journal
Kayan Fadlelmula, Fatma – LUMAT: International Journal on Math, Science and Technology Education, 2022
This paper presents results of a systematic review of papers published at the LUMAT journal on the current issues positively and negatively affecting teaching and learning in mathematics, in concurrence with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. The analysis also offers insight into the most…
Descriptors: Barriers, Teaching Methods, Learning Processes, Learner Engagement
Gero Stoffels – LUMAT: International Journal on Math, Science and Technology Education, 2024
This paper addresses the desideratum identified by Törner (2018), that researchers' beliefs are rarely addressed in the research literature dealing with beliefs. For this purpose, firstly a suitable theoretical framework is outlined that links the concept of belief with the research perspectives of researchers. Secondly, examples are given of how…
Descriptors: Mathematics Education, Beliefs, Educational Researchers, Teaching Methods
Henriksson, Ann-Catherine – LUMAT: International Journal on Math, Science and Technology Education, 2023
All human decision-making is based on different expectations and assumptions about the future. Futures literacy, consisting of knowledge, emotions, and skills, is an essential competency for the 21st century. Educational steering documents, as the Finnish national curriculum, state that the teachers shall scaffold the students in problem solving,…
Descriptors: Foreign Countries, Elementary School Students, Student Attitudes, Sustainability
Oikkonen, Juha; Hannula, Jani – LUMAT: International Journal on Math, Science and Technology Education, 2022
A rigorous and axiomatic-deductive approach is emphasized in teaching mathematics at university-level. Therefore, the secondary-tertiary transition includes a major change in mathematical thinking. One viewpoint to examine such elements of mathematical thinking is David Tall's framework of the three worlds of mathematics. Tall's framework…
Descriptors: Higher Education, Teaching Methods, Mathematics Instruction, Secondary Education
Kaitera, Susanna; Harmoinen, Sari – LUMAT: International Journal on Math, Science and Technology Education, 2022
Developing students' skills in solving mathematical problems and supporting creative mathematical thinking have been important topics of Finnish National Core Curricula 2004 and 2014. To foster these skills, students should be provided with rich, meaningful problem-solving tasks already in primary school. Teachers have a crucial role in equipping…
Descriptors: Mathematics Instruction, Mathematics Skills, Problem Solving, Elementary School Students
Eriksson, Inger; Tabachnikova, Natalia – LUMAT: International Journal on Math, Science and Technology Education, 2022
The overarching aim of this article is to exemplify and analyse how some algebraic aspects of equations can be theoretically explored and reflected upon by young students in collaboration with their teacher. The article is based upon an empirical example from a case study in a grade 1 in a primary school. The chosen lesson is framed by the…
Descriptors: Algebra, Mathematics Instruction, Thinking Skills, Teaching Methods
Understanding "Proportion" and Mathematical Identity: A Study of Japanese Elementary School Teachers
Kambara, Kazuyuki – LUMAT: International Journal on Math, Science and Technology Education, 2022
Studies have found that problems exist with respect to elementary school teachers' understanding of proportions and their knowledge of the appropriate methods for teaching the concept. This study aims to help aspiring elementary school teachers form a healthy mathematical identity and deepen their understanding of mathematics. This quantitative…
Descriptors: Elementary School Teachers, Professional Identity, Mathematical Concepts, Mathematics Instruction
Nyirahabimana, Pascasie; Minani, Evariste; Nduwingoma, Mathias; Kemeza, Imelda – LUMAT: International Journal on Math, Science and Technology Education, 2022
A subject of physics includes various complex and sophisticated concepts that pose a challenge for both instructors to teach and students to grasp the clarity in the subject. Many researchers have discussed this challenge toward adopting an appropriate approach to teach physics in the institution. Therefore, the study reviews the research articles…
Descriptors: Multimedia Instruction, Teaching Methods, Physics, Science Instruction
Öztürk, Tugba; Güven, Bülent – LUMAT: International Journal on Math, Science and Technology Education, 2022
Proof is foundational to mathematics, and constructing proofs and establishing their validity are both important mathematical studies. Determining the validity of a proof is a part of the process of proof evaluation. Proof evaluation contributes to students' ability to construct and revise their own proofs. The purpose of this study was to…
Descriptors: Preservice Teachers, Mathematics Teachers, Validity, Mathematical Logic
Ladachart, Luecha; Khamlarsai, Sirinapa; Phothong, Wilawan – LUMAT: International Journal on Math, Science and Technology Education, 2022
Attention is increasingly being paid to integrated science, technology, engineering, and mathematics (STEM) education as a way to increase the workforce for STEM-related careers as well as to promote STEM literacy among citizens. This means that all students, including those who are educationally disadvantaged, are expected to not only acquire…
Descriptors: Grade 9, Low Income Students, Disadvantaged Youth, STEM Education
Adejimi, Saheed; Nzabalirwa, Wenceslas; Shivoga, William – LUMAT: International Journal on Math, Science and Technology Education, 2021
Education is changing rapidly. Schools are gradually shifting away from the traditional mode of instruction and toward a more active model of learning, in which students are collaborating on projects in small groups and then sharing their work with the class. Africa cannot afford to be left behind in this change. Though collaborative teaching and…
Descriptors: Secondary School Students, Biology, Verbal Ability, Cooperative Learning
Macale, Aprhodite; Lacsamana, Marivic; Quimbo, Maria Ana; Centeno, Edmund – LUMAT: International Journal on Math, Science and Technology Education, 2021
This study examines the implementation of flipped classroom with peer instruction teaching strategy to Grade 7 public high school students in Laguna, Philippines. To analyze the effect of flipped classroom with peer instruction on Chemistry achievement, a two-group quasi-experimental pretest-posttest research design was used. In addition, student…
Descriptors: Chemistry, Science Instruction, Peer Teaching, Grade 7
Quainoo, Benedicta Abeka; Otami, Charles Deodat; Owusu, Kofi Acheaw – LUMAT: International Journal on Math, Science and Technology Education, 2021
Molecular genetics, a key concept in biology, is found to be very difficult for students at the senior high school level. A situation largely blamed on teachers' instructional approaches. Since the Relating, Experiencing, Applying, Cooperating and Transferring (REACT) strategy is reported to be an effective pedagogical approach for improving…
Descriptors: Teaching Methods, High School Students, Academic Achievement, Genetics
Mukagihana, Josiane; Nsanganwimana, Florien; Aurah, Catherine M. – LUMAT: International Journal on Math, Science and Technology Education, 2021
Linking motivation and learning is central to understanding students' motivation toward learning and learning itself as complex cognitive phenomena. Some studies focused on students' motivation toward learning biology in general; however, the shortage of studies on the effect of animation-based instruction and small-group laboratory activities as…
Descriptors: Instructional Effectiveness, Teaching Methods, Preservice Teachers, Biology
Pörn, Ray; Hemmi, Kirsti; Kallio-Kujala, Paula – LUMAT: International Journal on Math, Science and Technology Education, 2021
There is limited research on teaching and learning of programming in primary school and even less about aspects concerning teaching programming from teachers' viewpoint. In this study, we explore how Finnish 1-6 primary school teachers (N=91), teaching at schools with Swedish as the language of instruction, relate to programming and teaching of…
Descriptors: Foreign Countries, Computer Science Education, Programming, Elementary School Teachers
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