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This study aimed at exploring causal relationships between two affective factors, self-confidence and positive emotion, and two metacognitive factors, selfreflection and insight components on high school students' mathematics achievement that assessed by formative and summative assessments. The study applied partial least squares based structural equation modeling (PLS-SEM) approach to test the path relationships for 86 eleventh-grade students. Results revealed that formative performance was the strongest predictor of summative performance followed by self-confidence. Positive emotion revealed as having a positive indirect effect on summative performance through insight component. Considering for formative performance, self-confidence revealed as the strongest predictor followed by insight component. Self-confidence accounted as the only affective factor that directed to self-reflection components, need for and engagement in self-reflection. On the contrary, positive emotion accounted as the only affective factor that related to insight. Need for self-reflection was related to engagement in self-reflection, which in turn, related to insight. Need for selfreflection also mediated the relationship between self-confidence and engagement in self-reflection. Understand different mental processes within mathematics studies are important for future intervention exercises, especially for high school students.

The purpose of this study is to investigate the impact of graphing calculator on students' problem solving success in solving linear equation problems and their attitude toward problem solving in mathematics. A quasi-experimental non-equivalent control and treatment group using the pretest post-test design was employed in this study to test the hypotheses. The sample of the study involved two Form Four classes from one public secondary school in Sarawak, Malaysia. Students in the experimental group received problem solving based instruction using graphing calculator while the control group students underwent the traditional chalk and talk method without the graphing technology. Two instruments were used in this study, namely the Linear Equation Problem Solving Test and the Mathematical Problem Solving Questionnaire. Findings of this study show existence of a significant difference in the mean scores between the two groups; students who used graphing calculator performed better in problem solving tasks compared to students without access to graphing calculator. Furthermore, a questionnaire was used to obtain students' attitude toward problem solving in mathematics. Results from the survey revealed that students who use graphing calculator have a better attitude toward problem solving in mathematics. This study is pertinent as it investigates a different approach in teaching linear equation through problem solving while integrating the latest graphing calculator technology in the lessons.

In recent years, mathematical thinking and reasoning have been widely discussed to promote students' abilities to apply mathematical knowledge and ideas in their daily living. However, few studies have investigated the role of self-regulation in relation to reasoning. This study examined the effects of self-regulation processes on student mathematical reasoning and academic achievement. Using a quantitative research design and the PLS-SEM technique, data were collected from 248 private school students in Malaysia. The PLS-SEM results showed that behavioral regulations, including processes of self-observation, self-judgment, and self-reaction, are decisive factors in influencing student academic achievement and student mathematical reasoning ability. The dimensions of motivational regulation, including processes of self-efficacy, task value, and mastery goal orientation, are dominant factors influencing student reasoning ability, followed by cognition regulation, which includes use of elaboration strategy and critical thinking skills. The study also found that cognition regulation is a significant mediator of the relationship between motivational regulation and reasoning ability. Behavioral and cognition regulation processes, as well as students' reasoning ability, are the mediators of motivational regulation on academic achievement. The results of this study suggest that teachers should foster the adoption of self-regulation processes in mathematics learning.

The use of technology in the pedagogical process is growing at a phenomenal rate due to the vast availability of gadgets. As a result, educationists see the urgent need for integrating technology in students' mathematical activities. Therefore, the purpose of this quasi experimental study was to investigate students' understanding in learning circles using GeoGebra. Fifty-three Year 9 (Form 3) students from two intact classes participated in this study with one class assigned as the experimental group and the other as the control. Findings of this study showed a significant difference existed in the mean scores between these two groups. The result indicated that students in the experimental group outperformed those in the control group. In addition, a survey instrument was used to elicit students' perception on the use of GeoGebra. Analysis of the questionnaire responses indicated a positive overall perception of using GeoGebra in learning about circles.

What are the important attributes of good mathematics teaching? The answer depends on whom you are asking. Teachers, researchers, policymakers, administrators, and parents usually provide their own view on what they consider the important attributes of good mathematics teaching. The purpose of this study was to determine what beginning teachers report as being the most important attributes at the secondary level. This research explored whether there was a relationship between the demographics of the participants and the attributes of good teaching. A quantitative analysis was used to gather information from the research participants regarding their beliefs and classroom practices of good mathematics teaching. The three most important attributes in good teaching were classroom management, motivation, and strong in content knowledge. One interesting finding was the discovery of four groups of beginning teachers, and how they were associated with specific attributes of good mathematics teaching according to their demographics.

This study explored the factors that influenced the understanding of good mathematics teaching. A mixed methodology was used investigate the beliefs of beginning secondary teachers on good mathematics teaching. The two research instruments used in this study were the survey questionnaire and an interview. Beginning teachers selected Immediate Classroom Situation, Mathematical Beliefs, Pedagogical Content Knowledge, and Colleagues as the top four factors from the survey analysis that influenced their understanding of good mathematics teaching. The study's results have implications on investigating specific mathematical content knowledge that is important for classroom instruction at the secondary level. Furthermore, this study can be used as a reference for teacher education programs to improve the effectiveness of the pedagogical courses in mathematics education.