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The integration of mobile technology is not a new thing nowadays. It became increasingly applied after the COVID-19 pandemic hit the world. Teachers need to use mobile technology devices widely to improve teaching effectiveness. This study aimed to explore the elements of teachers' acceptance of mobile technology as a learning alternative. The respondents consisted of 422 teachers in 24 secondary schools around Kedah, Malaysia. The results showed that teachers are impressed to integrate mobile technology based on three dimensions: effort expectancy, hedonic motivation, and habit. This situation reflects teachers' willingness to translate their pedagogical abilities through the medium of technology. It has also recognized that internal motivation and teachers' natural habits are the driving force behind integrating mobile technology as a teaching aid to digital technology. Thus, mobile technology is a trend of daily use and can be utilized as the most advanced pedagogical material to go through learning in the 21st century.

In the body of knowledge in mathematics education research, fractions are one of the researchers' concerns. The reason is because fractions are very difficult for students to understand. This study explores elementary school students' knowledge and obstacles in dealing with the multiplication of fractions. This study employs descriptive quantitative and qualitative approaches. Data were collected using the fractional knowledge test administered to 56 fifth-grade students and cognitive semi-structured interviews with six students depending on their test scores. The results of this study show that students' knowledge of fractions is restricted, with challenges interpreting context-based problems and the usage of "of" terms. Another finding shows that students' procedural knowledge is more dominant than conceptual knowledge. To develop students' knowledge of fractions, the portion of context-based learning must be an emphasis. The importance of developing research-based textbooks based on a suitable learning trajectory is highlighted.

Learning emphasizing fractions as a part-whole concept causes several limitations in developing fraction knowledge and inhibits proportional reasoning. We use fractions as quotients as the first context introduced in our learning trajectory. We report the teaching experiment results using the improved learning trajectory on thirty 4th grade students in Jakarta's public schools. The findings of this study indicate that the fractions as quotients used as the first stage in the learning trajectory can lay a solid foundation for the concept of partitioning in a variety of strategies and the concept of fractional parts. Besides, the developed learning trajectory has provided opportunities for students to learn about fractional mental operations, which are interrelated and serve as the basis for the development of proportional reasoning.

Teachers' beliefs towards educational research has become one significant factor in explaining the gap between research and practice. The present study aimed at reviewing the scale to measure teachers' beliefs about the causes and problems related to research-based practices, describing beliefs that teachers appear to hold, and examining its relation to their demographic characteristics. The study involved 466 in-service teachers in Jakarta Province. The study employed the 24-item scale developed by Broekkamp and van Hout-Wolters (2007). The study indicated that 20 out of 24 items of the scale were valid and reliable to measure the teachers' beliefs. The scale consisted of two factors, namely, causes pertaining to research and causes pertaining to the use of research. The study also showed that most of participants tend to hold negative beliefs, especially pertaining to the use of research. There was significant difference in beliefs related to teaching experience.

This study was conducted to identify whether the epistemological teacher-beliefs contributes towards the educational research practice in the classroom. This study involved 500 secondary schools teachers in the East Peninsular Malaysia whereby a mixed-method approach using a standard questionnaire and interview was used. In this study, a questionnaire on Teachers' Perception towards Epistemology (Knowledge) was adapted from Hofer & Pintrich (2002), and to measure Teachers' Perception towards Educational Research, researchers have adapted the questionnaires from Broekkamp & Van Hout-Wolters (2007). The findings from Pearson Correlations showed that there is a weak positive relationship but significant (r=0.26, p = 0.00), whereas multiple regression analysis showed that epistemological teacher-beliefs (ß=0.26, p<0.05) is a predictor for educational research. Furthermore, interview findings showed that the element of epistemological teacher-beliefs understanding and the support of school administrators is a contributing factor to the success of educational research in schools. It was recommended among others that the school leaders should continue to strengthen educational research practices among teachers as an effort to improve teaching quality and the effectiveness of the schools.

The purpose of this study was to develop and validate a scale of teacher beliefs related to mathematics, namely, beliefs about the nature of mathematics, mathematics teaching, and assessment in mathematics learning. A scale development study was used to achieve it. The draft scale consisted of 54 items in which 16 items related to beliefs about the nature of mathematics, 23 items related to beliefs about the teaching of mathematics, and 15 items related to beliefs about assessment in mathematics learning. At the first phase, 252 primary school teachers participated and exploratory factor analysis (EFA) was performed to evaluate the structure of the scale factor. There were two factors at each scale resulted from the analysis. At the second phase, 350 primary school teachers participated and confirmatory factor analysis (CFA) was performed to confirm the factors resulted from the EFA. The result of CFA indicated that the established model had sufficient fit indices. In addition, each factor had an adequate internal consistency coefficient, which was in the range of 0.715-0.787. Thus, this scale could be a satisfactory tool to assess teachers' mathematics-related beliefs. Subsequent studies could combine these three scales into an integrated scale, to simplify statistical analysis.

Self-regulated learning interventions influence students’ learning outcomes in online and blended environments. A review of the literature about self-regulated learning strategies reveals both significant and non-significant effects on learning outcomes in online and blended environments. The aim of this study was to calculate the common effect size of empirical studies conducted between 2017 and 2022 that investigated the effect of self-regulated learning strategies on learning outcomes in online and blended environments, and to determine whether the common effect size shows a significant difference in terms of course type, self-regulated learning strategy type, school level, and learning context. A meta-analytical review method was employed to combine the outcome of independent empirical studies. The studies included in this review were collected from Scopus, IEEE Explore, and ERIC databases. A total of 15 studies were included in this study. Cohen’s d coefficient was calculated for the effect size in this study. As the heterogeneity among the effect sizes of the studies was high (Q > χ², p < .05), the common effect size was calculated following the random effects model. As a result of the meta-analysis, it was decided that self-regulated learning strategies had a “moderate” effect (Q= 0.65) on learning outcomes in online and blended environments. Moreover, the calculated common effect size showed no significant difference according to the type of self-regulated learning strategy, course type, school level, and learning context. [ABSTRACT FROM AUTHOR]

The gap between theory and practice has become a critical issue in the effort of improving the learning of mathematics. Beliefs may have been one of the contributing factors to the widening of the gap between theory and practice. Therefore, examining the relationship between beliefs and practices in mathematics is crucial to gain an overview of the preparation of potential teacher candidates and the development of teacher education in the future. This study aims to examine the relationship between beliefs held by pre-service elementary school teachers and the instructional practices in mathematics class. This study employs the case study that focuses on one of the pre-service elementary school teachers who is undertaking practical field experience in the 2015/2016 academic year. The findings of this study indicate that the instructional practices do not necessarily reflect the beliefs that are held. On the other hand, beliefs about the nature of mathematics influence more dominant than the other beliefs against instructional practices.

Numbers are fundamental mathematical concepts that underlie various other mathematical principles. This research investigates the relationship between number sense and the numeracy abilities of fifth-grade elementary school students. A cross-sectional survey method was used, with 205 respondents voluntarily participating. The results showed a reciprocal relationship between number sense and numeracy in elementary school students. Emphasising number sense can enhance flexibility in numeracy solutions. Number sense can be developed through assigning math tasks related to the students' environment or associating it with other learning processes. The study emphasises the importance of number sense in the primary school mathematics curriculum. [ABSTRACT FROM AUTHOR]

Aim. This study is an ethnomathematical study that aims to describe and interpret the philosophical value and geometrical patterns of the famous architecture and ornament of the Indonesian traditional Mosque. Methods. This report subsequently used an ethnographic method, with data being obtained through observation, documentation, and Focus Group Discussion (FGD). Furthermore, the study subjects were a cultural practitioner and a group of educators, containing five primary school teachers in Central Java, Indonesia. Interviews, observation, and documentation were conducted during the research. The data was analysed qualitatively. Results. First, from the data analysis, it was found that there are several philosophical values contained in the architecture and ornaments of a Javanese traditional mosque such as the relationship that must always exist between humans and God and fellow human beings, Islam, iman (faith), Ihsan (kindness), openness, honesty, obedience, and humility. The second indicates the relationship between the Javanese architecture and ornament of the Indonesian traditional Mosque and the geometrical patterns (the cuboid, and cylinder), symmetrical patterns, and geometry transformation (rotation) used as the source of learning and starting point to the mathematical learning process. Conclusions. These results were specifically useful to primary school teachers when teaching geometry. Through culture as a context or starting point, the new mathematical learning resource was also used for geometric learning. In addition, the philosophical significance of these artifacts fostered an interest in the indigenous culture and good character values. [ABSTRACT FROM AUTHOR]

The Handbook of Statistical Methods for Randomized Controlled Trials, edited by KyungMann Kim, Frank Bretz, Ying Kuen K. Cheung, and Lisa V. Hampson, provides a comprehensive guide to statistical concepts and techniques relevant to the design, monitoring, and analysis of clinical trials. The book covers topics such as experimental designs, sample sizes, interim analyses, and statistical issues like multiple testing and subgroup analysis. It also discusses specific topics like safety outcome analysis, non-inferiority trials, and the use of historical data. While the book is a valuable resource, it may not provide in-depth detail on every topic and may require additional sources for a deeper understanding. It is best suited for readers with a basic understanding of statistics and clinical trials. [Extracted from the article]

Apart from changing learning and teaching habits, the COVID-19 pandemic has also affected the way parents involve themselves in learning from home. This study explores the challenges parents face when participating in online learning during the COVID-19 pandemic and what ways can be done to encourage students to learn mathematics online. We use multiple case studies to achieve research objectives. This study involved eight mothers of children in elementary school. Six of them are housewives, and the rest are government employees. Semi-structured interviews were used to gather data. Aside from technical constraints such as the availability of internet networks and infrastructure, the findings of this study show that technological literacy and parental involvement in cognitive, emotional, social, and pedagogical aspects are still lacking. We discussed four key findings, including issues with network availability and technological literacy, issues with parents' routine work and how to accompany their children, parents' beliefs about mathematics, and parental involvement in cognitive, affective, social, and pedagogical aspects. Finally, the parents' learning community must be accommodated, developed, and assisted for their involvement to be more effective. [ABSTRACT FROM AUTHOR]

In learning mathematics online, parental involvement and student engagement are very crucial for student learning development. Therefore, the purpose of this study was to examine the relationship between parental involvement and student engagement in online mathematics learning. The participants of this study were 251 students in fourth and fifth grade from five elementary schools in Bantul, Yogyakarta, Indonesia. This study employed a cross-sectional survey to achieve the research objectives. The research instruments used in this study were two sets of questionnaires: on parental involvement and student engagement adapted from previous research. This study's findings indicated a significant relationship between parental involvement and student engagement in the online mathematics learning. The need to maximize the role of parents in learning mathematics online is the key to success in bringing students to be actively involved cognitively, socially, and emotionally. [ABSTRACT FROM AUTHOR]

Mathematical concepts will be embedded if they can be imagined and appear in everyday life. Therefore, this study aims to develop Local Instructional Theory in context-based matrices' learning. Design research is adopted to achieve these objectives. The design research has three stages, namely, preliminary experiment, teaching experiment, and retrospective analysis. The study was conducted at a high school in Tangerang Selatan, Province of Banten, Indonesia. A preliminary teaching experiment was carried out in XI MIPA 1, and a teaching experiment was carried out in XI MIPA 2. The data was collected employing tests, observation, interviews, worksheets, and documentation in the form of video recordings, photos, and student journals. The results indicated that students were able to construct their concept of matrices through the context of favorites or hobbies (traveling and sport) as a starting point in compiling and defining matrices and continued with the matrices' multiplication concept (matrix scalar multiplication as repeated addition; terms and products of two matrices). [ABSTRACT FROM AUTHOR]

The urgent need to transfer the impact of educational research into practice is widely reflected in national agendas around the world. However, the gap between research and practice persists in other parts of the world as well as in Malaysia. This study sought to explore the factors that drive educational research in Malaysia. We employed a qualitative case study design to investigate the practices of 14 educational researchers using face to face in-depth interviews and content analysis of their research documents. The findings revealed three major drivers- researching for key performance indicators (KPI's), researching for citation and H-index, and researching for personal development as a researcher, which shaped the research agenda of educational researchers. Higher education policy-related implications are discussed to have educational researchers effectively target their research for teachers' consumption for improved teaching standards. [ABSTRACT FROM AUTHOR]

This study was conducted to identify whether the epistemological teacher-beliefs contributes towards the educational research practice in the classroom. This study involved 500 secondary schools teachers in the East Peninsular Malaysia whereby a mixed-method approach using a standard questionnaire and interview was used. In this study, a questionnaire on Teachers’ Perception towards Epistemology (Knowledge) was adapted from Hofer & Pintrich (2002), and to measure Teachers’ Perception towards Educational Research, researchers have adapted the questionnaires from Broekkamp & Van Hout-Wolters (2007). The findings from Pearson Correlations showed that there is a weak positive relationship but significant (r=.26, p = .00), whereas multiple regression analysis showed that epistemological teacher-beliefs (β=.26, p<.05) is a predictor for educational research. Furthermore, interview findings showed that the element of epistemological teacher-beliefs understanding and the support of school administrators is a contributing factor to the success of educational research in schools. It was recommended among others that the school leaders should continue to strengthen educational research practices among teachers as an effort to improve teaching quality and the effectiveness of the schools. [ABSTRACT FROM AUTHOR]

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Mathematics-related beliefs play an important role in giving a teacher directions for taking decisions and for their behavior in a mathematics class. Therefore, the purposes of this research are to reveal the profile of teachers' mathematics-related beliefs, the consistency among belief dimensions, teachers' practical profile in a mathematics class, and the consistency between beliefs and teachers' practices in a mathematics class. This research used surveys with a cross-sectional design to collect data from 325 elementary school teachers in Jakarta. Teachers' beliefs instruments and teachers' practices in mathematics class were used to collect data. The findings of this research indicate that teachers tend to be constructivism-oriented but are not accompanied with suitable practices in mathematics class. Moreover, complex relationships also occur in both belief dimensions and in their relationships with the practices in a mathematics class. [ABSTRACT FROM AUTHOR]