Developing Students’ Worksheet Based Missouri Mathematics Project With the integration of Students Local Wisdom in Teaching Mathematics and Physics

This study was conducted to develop students’ worksheet based Missouri Mathematic Project (MMP) in teaching and learning mathematics and physics. These materials were also integrated with students’ local wisdom. To realize the construction, this research used the Analysis, Design, Development, Implementation and Development (ADDIE) as a research model. The students’ worksheet were reviewed and validated by two different experts in the aspects of media and materials used. The results indicated that 92.22% of the media was considered very valid. The materials employed in the worksheet were regarded 89.66 % to be very valid and as much as 91.52% was considered appropriate. Meanwhile, the data from questionnaires showed that the percentage evaluation as much as 77.24 % were taken from mathematics worksheet and 76.95 % was of physics. These results indicated that the students’ worksheets used to teach mathematics and physics can be applied as teaching and learning materials in the area of social arithmetic and in the unit and measurements.

Teacher’s Use of Instructional Materials in Teaching and Learning Mathematics in Rwandan Primary Schools

Teaching and learning mathematics is easier, more interesting, more enjoyable, and more closely connected to real life applications with the use of instructional materials like textbooks, manipulatives, technology tools, and (physical or digital) models. This study investigated the impact of instructional aids on classroom interaction through semi-structured interviews and classroom observations of 15 mathematics teachers from five primary schools in Rulindo district, in Rwanda’s Northern Province. Interviews were analyzed thematically, and classroom observations were analyzed descriptively. The analysis indicates a lack of instructional materials for teaching mathematics overall. Most teachers use course books, but report that there are not enough books available. Use of ICT is limited due to the lack of power supply in some schools. Teachers in this study either did not use available instructional materials at all, or, if they were used, they were not used appropriately. Teachers also did not allow students to actively use the materials; thus, students were not given the opportunity to enhance their active learning and participate in constructing their knowledge of the mathematics content.

Primary School Teachers’ Conceptions about the Use of Robotics in Mathematics

Learning about the conceptions used by primary school teachers towards the use of robotics in class is essential as the first step towards its application in the classroom. Therefore, with the purpose of describing the understanding applied when teaching and learning mathematics use educational robots, research was conducted by means of mixed methods using a descriptive design by survey. Such research consisted of closed questions (Likert-type scale from 1 to 5) and open questions, given to 83 primary school teachers who currently teach students in the first years of school (First to Fourth grade) in two Chilean districts. The results showed that in general, there is a positive predisposition towards the addition of robots in the learning and teaching of mathematic processes during the first years of school, even though teachers claim there is a struggle to incorporate robots in their lessons due to the high number of students and the reduced space in their classrooms.

The Language of “Rate of Change” in Mathematics

Language is an essential aspect of teaching and learning mathematics. It is necessary for communication, the transmission of concepts and ideas, and the formation of meaning of mathematical concepts. In mathematics, besides symbols, which are usually common among different languages, words and expressions are used, which may invoke different concept images to students in various languages. Some words are used in mathematics and in everyday language with different meanings, while others are used only in mathematics or in mathematics and other disciplines in similar but non-identical ways. In Mathematical Analysis, the used vocabulary is gradually enhanced, and the concepts are defined in a more formal way. In the current study, the language used regarding mathematics of change is examined, focusing on “rate of change”, and its relation to misconceptions among students.

Multiplication with and in Nature

This article features a third-grade multiplication exploration that integrates materials from nature and outside spaces. Teaching and learning mathematics with and in nature foster connections—mathematical, interpersonal, and with the natural world.

Algebraic Skills and Academic Achievement in Mathematics of Grade 7 Students in a Philippine Chinese School

Mathematics achievement is an essential part of a student's academic achievement. However, teaching and learning mathematics is a significant concern in education, especially in distance learning. This paper described the algebraic skill level and academic achievement in mathematics of Grade 7 students of a Chinese high school. Also, it determined the difference in their level of algebraic skills according to learning modality. It determined whether a significant relationship exists between algebraic skills and academic achievement. Using the researcher-made questionnaire and students' secondary data (average grade from the first quarter to the fourth quarter in Mathematics), mean, standard deviation, Kruskal-Wallis, and Spearman's rho were used. Results reveal that the level of algebraic skills were average while academic achievement levels were approaching proficient. No significant difference was found in their algebraic skills level according to learning modality. However, the significant low relationship was found between the students’ level of algebraic skills and academic achievement.