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Blind students exclusively use braille materials for teaching math. Teaching tools that assist blind students' motor and hearing nerves are essential for learning. This study was to describe learning mathematics outcomes for blind students after using teaching material for Android devices based on Newman's theory. This research was a case study of blind students. Blind junior high school students from special schools for visual impairment-- extraordinary schools in Bandar Lampung, extraordinary schools in Cimahi, and Madrasah Tsanawiyah with special education in Yogyakarta-- contributed to the study's subjects. The study employed questionnaires and test questions as research instruments for both teachers and students. The results of this study demonstrate that learning mathematics outcame blind students' after using teaching material with Android apps based on Newman's theory, specifically: i) reading errors: students can understand the information in the questions; ii) comprehension errors: students do not write down things that are known and asked; and iii) transformation errors: students write down the mathematical model (formula) used; iv) skill errors: students can do calculations correctly; and v) coding errors: students do not write conclusions. The average score of the blind students' results using braille was higher than that of the Android application.

Mathematics education is looking for innovative methods to foster problem-solving skills in students. This research develops a problem-solving assessment using GeoGebra Classroom, a versatile interactive mathematics software, to revolutionize mathematics formative assessment and improve students' problem-solving skills. This study adopted the analysis, design, development, implementation, and evaluation (ADDIE) instructional design model stages. The design stage created a comprehensive assessment blueprint, incorporating GeoGebra Classroom functions to create interactive problem-solving tasks. Data analysis used both quantitative and qualitative approaches. Qualitative data consisted of feedback and suggestions from assessment experts, mathematicians, and GeoGebra specialists. Meanwhile, quantitative data included expert scores and cognitive tests that measured students' problem-solving abilities. A cognitive post-test was conducted to measure the progress of students' understanding while using the assessment product. The results of the content validity analysis, assessed using Aiken's V, ranged from 0.85 to 0.92, indicating a high level of validity for the problem-solving skills assessment in terms of content and construction. Some revisions were made to the design of the developed media to make it more interactive for students. These findings suggest that we can further use problem-solving questions integrated with GeoGebra Classroom to uncover the problem-solving skills of junior high school students.

In response to the adoption of Agile practices and processes by businesses, IT/IS educators are working to add Agile content to their courses. Teaching students about Agile involves teaching them about the history, mindset, and values of Agile, along with an introduction to the practices and processes used in an Agile product. Along with this, it is essential that students gain experience using Agile in a project setting. This paper discusses an Agile practice project where students use all aspects of Agile to address a problem and build a solution using Legos. The use of Legos, along with a project that students can easily see themselves using, the practice project allows students to focus on developing their Agile skills and mindset. The project serves as a useful transition from traditional classroom instruction about Agile to a project for a real-world client.

Although student covariation reasoning has been explored in depth to improve understanding of the correspondence between variables, research has focused on studying existing reasoning about variables in Cartesian representations. The working method had a qualitative approach, with a descriptive exploratory scope, the spontaneous representations that the participants evidenced under the level of covariational reasoning of the variables present in three contextualized situations were explored, posed to a population of third-grade middle school students. The students argued with concrete and abstract drawings the general behavior of the variables. At low levels of reasoning they used pictorial representations, at higher levels they used graphical diagrams and tables. The exploratory study shows a relationship between the type of spontaneous representations and the student's level of covariational reasoning, as well as the rigor of the description of the problem.

The contents of calculus, known for their complexity, present significant challenges for students, particularly in mastering multiple integrals and effectively visualizing related concepts. The transition to distance learning prompted by the COVID-19 pandemic has further complicated the learning process in multiple integrals. In line with this and considering the potential of computer-supported collaborative learning (CSCL), in this research we explore the impact of teaching in a CSCL environment on student achievements, focusing on students from the computer science study program. Through data analysis using ANOVA and Bonferroni post-hoc tests, it was found that students exposed to collaborative learning in GeoGebra environment demonstrated higher levels of theoretical and practical knowledge compared to peers who acquired knowledge without using GeoGebra. Additionally, this group of students achieved results comparable to those of students who attended traditional in-person teaching, showing noticeable improvements in solving complex tasks. Our findings show the effectiveness of CSCL approach in context of distance learning and highlight potential of collaborative environments enhanced with technology in facilitating student understanding and achievements in calculus education.

The Smile project is an engineering service-learning initiative carried out through collaboration between Chouaib Doukkali University in Morocco and Pusan National University in South Korea. Since 2016, this project has been conducted annually for engineering students from both universities. Participants are selected through an oral interview, ensuring representation from different majors, years, and genders. Due to the COVID-19 pandemic, the project transitioned to an online mode starting from 2020. The objective of this article is to investigate the impact of the service-learning approach on learning and its potential for enhancing engineering education. This study aims to compare the face-to-face and online implementations of the Smile project as examples of this educational approach. The analysis demonstrates a strong positive effect of engineering service-learning as a learning approach, leading to the improvement of engineering students' skills and competencies. Notably, there is minimal difference between the two implementation modes of this learning approach.

Mathematical beliefs and metacognitive knowledge play significant roles in solving mathematical problems; thus, this study aims to investigate the influence of middle school students' beliefs on their metacognitive knowledge when solving geometry problems. This study utilizes both quantitative and qualitative research methods. A linear regression test was used to determine the effect of middle school students' beliefs on their metacognitive knowledge. The results of the quantitative research analysis were followed up with a qualitative research approach to describe the metacognitive knowledge of students who have high and low confidence in solving geometric problems. This research involved 352 middle school students in the Tarakan area. Based on the results of linear regression, it is known that the beliefs of middle school students have a positive effect on their metacognitive knowledge when solving geometric problems. In addition, it was found that students with different beliefs could solve a given geometry problem, but the approach to solving it varied among subjects. Middle school students have diverse beliefs, but these variations do not affect their capacity to apply their metacognitive knowledge at every stage of solving mathematical problems.

This study aims to reveal the profile of open-start problem-solving with ethnomathematics regarding student learning styles. This research is a qualitative research study on 3 out of 31 students of Junior High School of 3 Magetan taken by purposive sampling. The three students carried out four stages: understanding the problem, planning problem-solving strategies, implementing problem-solving strategies, and reviewing again. The results of the research show that students with a visual learning style solve problems by understanding problems through writing known and being asked and drawing illustrations, planning problem-solving strategies by making examples, carrying out solving strategies by working on the calculation process; students with an auditory learning style solve problems by understanding problems through writing known and being asked, planning strategies by making problems and formulating formulas used, implementing solutions by doing calculations and reviewing; students with a kinesthetic learning style solve problems by understanding issues through writing known and being asked, making examples and writing the formulas used, carrying out solving strategies by applying the calculation process and reviewing the results obtained. However, of the three styles, the results of the accepted work were not correct because they did not write down the conclusions and were not thorough enough.

The tradition of studies involving the combinatorial approach to recurring numerical sequences has accumulated a few decades of tradition, and several problems continue to attract the interest of mathematicians in several countries. This work specifically discusses the Fibonacci, Pell, and Jacobsthal sequences, focusing on Mersenne sequences. The often-used definition of board involves considering how to fill a specific regular surface--the board--with a limited quantity of regularly shaped tiles. On the other hand, an analogous problem can be generalized and exemplifies current research developments. Finally, the examples covered constitute unexpected ways of exploring visualization and other skills in mathematics teachers' learning, consequently inspiring them for their teaching context.

The aim in this study was to determine the effectiveness of STEM-based robotic coding education for primary school students in terms of their decision-making skills. Mixed method research was conducted. Pretest-posttest control group designs were used in the quantitative phase, and a case study was performed in the qualitative phase of the research. The study sample consisted of 65 third graders. Pretesting of the experimental and control group students was performed using the decision-making skills scale. STEM-based robotic coding training was given to the experimental group for 6 weeks. Afterwards, the decision-making skills scale was applied as a posttest to both the experimental and control groups. The quantitative data were analyzed with paired and independent samples t-tests. A statistically significant increase was observed in the experimental group students' decision-making skills in favor of the posttest. There was no significant difference between the pre- and posttest scores of the control group students. An interview with 15 experimental group students was conducted to collect qualitative data, and the interview results were analyzed using content analysis. The robotic coding education positively affected the students' decision-making and problem-solving skills and their willingness to share ideas.

The COVID-19 pandemic compelled higher education institutions to adopt an alternative approach to learning. For mathematics education, supporting students through blended learning has become increasingly important as it will ensure students' learning is sustained in such a situation. This practical change has illuminated how cloud technology can be employed in mathematics education to improve the instruction process. Using a cloud classroom blended learning-instructional framework for integrating educational cloud tools into mathematics teaching, this study analysed students' metacognitive ability in mathematical problem-solving. A pre-experimental research using a one group pre-test-post-test design was conducted. The sample comprised sixty undergraduate mathematics students enrolled on a Numerical Analysis course. Sample selection was carried out using a simple random sampling technique. Data were analysed using a descriptive analysis, parametric tests, and n-gain. The results revealed that, firstly, the majority of students (90%) achieved a post-test score of metacognitive ability in mathematical problem-solving -- this exceeded the 60% threshold. Secondly, students' post-test score of metacognitive ability in mathematical problem-solving (mean score of 82.14, S.D. = 8.29) increased significantly compared to the pre-test score (mean score of 73.54, S.D. = 8.38). Further, the effect size was large. Thirdly, there was an enhancement of metacognitive ability in the mathematical problem-solving of students with a mean n-gain of 0.34, which is in the moderate category. Thus, cloud classroom blended learning significantly improved metacognitive ability in mathematical problem-solving among undergraduate students. Educators can apply the results to assess mathematics learning in order to improve the quality of metacognitive ability in mathematical problem-solving.

Information technology (IT) is transforming the world. Therefore, exposing students to computing at an early age is important. And, although computing is being introduced into schools, students from a low socio-economic status background still do not have such an opportunity. Furthermore, existing computing programs may need to be adjusted in accordance to the specific characteristics of these students in order to help them to achieve the learning goals. Aiming at bringing computing education to all middle and high-school students, we performed a systematic literature review, in order to analyze the content, pedagogy, technology, as well as the main findings of instructional units that teach computing in this context. First results show that these students are able to learn computing, including concepts ranging from algorithms and programming languages to artificial intelligence. Difficulties are mainly linked to the lack of infrastructure and the lack of pre-existing knowledge in using IT as well as creating computing artifacts. Solutions include centralized teaching in assistive centers as well as a stronger emphasis on unplugged strategies. However, there seems to be a lack of more research on teaching computing to students from a low socio-economic status background, unlocking their potential as well to foster their participation in an increasing IT market.

In the study reported on here we used a qualitative case study design to examine the self-control and self-monitoring behaviour of gifted learners in problem-solving processes. We selected 3 gifted secondary learners using the purposeful sampling method. For the study, each learner completed 10 individual problem-solving sessions. A think-aloud protocol as well as observations and interviews were used in each problem-solving session. The gifted learners displayed various and intertwined self-control and self-monitoring behaviour to read, understand, and solve the problems, and to find and verify the answer. They also displayed this behaviour much more frequently in problems that required using visual drawings and/or had long texts. The gifted learners left or adapted self-control behaviour when the behaviour did not work for solving mathematical problems. They made decisions regarding self-control behaviour by means of the self-monitoring process. The participants presented insistent, quick, flexible, and fluent actions for both self-control and self-monitoring processes. Based on our findings, we propose a portrait of gifted learners' self-regulative behaviour in the mathematical problem-solving process.

Open Educational Resources (OER) and renewable assignments that create OER are closely related and promote access to knowledge, collaboration, and community engagement. Through both, PhD students can contribute to the advancement of open education while enhancing their own learning and professional development. Despite many advantages, OER and renewable assignments are widely underutilized in U.S. institutions of higher education. To enhance nationwide adoption, PhD programs may be an important context for using and creating OER because many PhD students will become faculty members in the future. This survey research collected data from April to December 2022 to explore the prevalence and perceptions of OER and renewable assignments among the 72 PhD programs in the top 100 ranked social work programs in the United States. Thirty of the 72 programs were represented in the sample. Most of the respondents (68%) reported using OER materials in at least one course, with audiovisual and textbooks the most reported type of OER used. In contrast, a few (6%) of the respondents reported their programs used renewable assignments. Lack of knowledge or awareness was the most commonly cited reason for not adopting OER or renewable assignments. Representatives from programs that had adopted OER had higher perceptions of positive student impact from OER use or creation than those from programs that had not adopted OER (Mann Whitney U = 61.0, p = 0.058). Our findings indicate a reasonably widespread adoption of OER as course materials in social work PhD programs in the United States. There is an opportunity for increased adoption of renewable assignments to both create suitable, high quality OER materials for use in social work PhD programs and to train future social work faculty in the logistics of creating and using OER.

Detailed mathematical reasoning abilities can help students to understand higher mathematical abilities, including proving, problem-solving, and critical thinking. However, based on surveys and research, students' mathematical reasoning abilities are low and require significant attention. Therefore, this study aims to gain a detailed picture of the mathematical reasoning abilities of students who got the social cognitive learning (SCL) model and students who got the problem-based learning (PBL) model by considering the students' mathematical self-efficacy (MSE). The study used a quasi-experimental Nonequivalent post-test-only group design with 70 students from class 11 SMA in one school in Bandung. The data collection used a Mathematical Reasoning Ability test and a mathematical Self-efficacy Questionnaire to classify MSE levels as low, moderate, or high. The data were analyzed using two-way ANOVA and a 3x2 factorial design. According to the study results, students taught using the SCL model had better mathematical reasoning abilities than those taught using the PBL model. Moreover, students with high MSE levels exceed low MSE levels in math abilities. The SCL model enhances students' mathematical reasoning abilities and expands the range of social cognitive theory's applicability of mathematics.

This study explores problem solving practices in a gifted and talented mathematics classroom in response to the calls for investigating problem solving as a sociocultural cultural activity rather than a cognitive activity of individuals. Therefore, we used a socio-mathematical norm perspective for our investigation. Data consists of forty-three mathematics lessons in a gifted and talented classroom. We used the two dimensions of a socio-mathematical norm (student and teacher) to analyze the observational data. The findings revealed a social norm regarding different solutions that reflect the classroom's micro-culture in terms of problem solving and students offered mathematically different (especially easy, simple, or effective ones) and sophisticated solutions which pointed out a socio-mathematical norm about mathematically different solutions. We observed an explicit talk on different solutions. However, the classroom community lacked a socio-mathematical norm regarding evaluations of mathematically different solutions based on criteria such as easy, simple, effective, or sophisticated. A lack of such a norm resulted in low-level problem-solving practice which was not expected from gifted and talented students. We offer practical implications for the dynamics of a classroom where gifted and talented students engage in problem solving activities and theoretical implications regarding the two dimensions of a norm.

Preservice teachers often need help applying classroom management theories to real-world situations due to their abstract nature. Using a case-based instruction strategy for teaching classroom management topics is a common practice to introduce preservice teachers to the contextual complexity of classrooms. This study investigates and compares the effectiveness of two case-based teaching strategies: face-to-face discussion versus a gamified online case-solving platform. Gamification is an instructional approach incorporating game design elements to enhance learners' motivation and engagement in educational environments. It is aimed at increasing students' interest and involvement in learning activities. The study showed that the gamified online case-solving platform group scored higher on the pre-test, post-test, and student perception surveys. The study examines and discusses the possible reasons for the new method's success and provides potential implications.

Facilitating Computer Science Unplugged (CS-unplugged) activities with reflective thinking activities lead students to in-depth reviews of their decisions and think of ways to solve the CS-unplugged problems. This study aims to evaluate the instruction enriched with reflective thinking activities to develop computational thinking skills. The study was carried out as a case study in a Computer Science course. The participants were 24, 5th-grade secondary school students. Students used two-column reflection notes and daily diaries to reflect their thoughts. Data were collected through Computational thinking skills evaluation form (CTEF), interviews, and observations to examine the role of reflective thinking activities during the instruction. Descriptive analysis, the thematic analysis was carried out through interviews was used to analyze data. The use of the two-column reflection notes and diaries positively contributed to the development of students' computational thinking skills. The students who engaged in reflective thinking activities outperformed in exhibiting their computational thinking skills than those who did not engage in. We hope that the findings of this study will assist in the future design and implementation of CS-unplugged activities to improve CT skills.

In November 2022, ChatGPT, an Artificial Intelligence (AI) large language model (LLM) capable of generating human-like responses, was launched. ChatGPT has a variety of promising applications in education, such as using it as thought-partner in generating curricular resources. However, scholars also recognize that the use of ChatGPT raises concerns, such as outputs that are inaccurate, nonsensical, or vague. We, two mathematics teacher educators, engaged in a collaborative self-study using qualitative descriptive approaches to investigate the procedures, concepts, and cognitive demand of ChatGPT-generated mathematical tasks focused on fraction multiplication using the area model approach. We found that the ChatGPT-generated tasks were mostly procedural and not cognitively demanding. Moreover, despite ten variations of input prompts, ChatGPT did not produce any tasks that used the area model approach for fraction multiplication. Rather, it generated tasks focused on procedural approaches. Alarmingly, some tasks were conceptually and/or procedurally inaccurate and vague. We suggest that educators cannot fully rely on ChatGPT to generate cognitively demanding fraction multiplication tasks using the area model. We offer recommendations for educators' strategic use of ChatGPT to generate cognitively demanding mathematical tasks.

Word problem solving is an approach that can increase knowledge, improve performance and develop learners' critical thinking skills that can assist them in solving mathematical and real-life problems. This study examined the effectiveness of using a word problem solving approach to improve Grade 3 learners' performance when learning addition and subtraction. The study employed this hypothesis to test the difference between the experimental and control groups and between the pre-test and post-test with learners in diverse classrooms solving addition and subtraction word problems. A pre-test-intervention-post-test research design was used to collect the data. Baseline lesson observations and unstructured interviews were conducted to understand the effectiveness of the problem solving approach in teaching number concepts, problems, addition and subtraction. The results of the study revealed a significant difference between the experimental and comparison groups when solving addition and subtraction word problems. Furthermore, there was a significant difference between the pre-test and the post-test in the experimental group. It was concluded that word problems could be taught by following steps for problem solving and equipping learners with essential reading skills to help them comprehend what they are reading. The interviews showed that teachers do not have enough time for learners who experience learning challenges and reading in particular in pursuit of covering the curriculum. Learners in the foundation phase must be taught money problems and problem-solving skills to acquire knowledge to be used in higher grades and real-life situations.

Teaching is a process for which its plan should contain reflection onto previous experience. With that in mind, teaching situations should be continuously researched and improved in accordance with the research results. Led by this thought and the fact that students are uncritically using visualization to solve mathematical problems, we defined the aim of this research--determine the attitude of students about the visualization of mathematical content (VMC). The subject of this research are the attitudes of students towards VMC. By analyzing our research subject, we have discovered the research problem--students use visual aid to solve problems uncritically. Based on this problem, we have set the aim of our research. Our aim was to determine the students' attitudes (and their opinions) about VMC. Based on the aim of our research, we have set four research tasks. Based on these research tasks, we have established the main (leading) research question--What is the attitude of high school students towards the application of VMC? We divided the main research question into five questions: Do high school students consider that they understand the term 'VMC'? Who considers they use more methods of solving mathematical problems using visual aid--high school male students or female students? Students of which grades consider that they use solving problems using visual aid more? What is the attitude of high school students about the relationship between the substantiality of the picture (the amount of data it encompasses) and the difficulty of solving the problem? What is the attitude of students about the use of software to solve mathematical problems? The research has been conducted with 1,240 high school students from Sarajevo, Bosnia & Herzegovina. For the purposes of this article, we employed a survey, questionnaire-based research. The research was created as part of a larger study conducted in the context of preparing a doctoral dissertation related to VMC. It is one fundamental research. An essential aspect of this research involves students' attitudes toward VMC. After obtaining all necessary approvals from relevant institutions and parents, students proceeded to testing and surveying in their school classrooms, under the supervision of designated individuals who facilitated the conduct of the research. The distribution of the data was not normal, so we used the Pearson Chi-square, likelihood ratio Chi-square, and linear-by-linear association test to examine the association between student attitudes and categorical variables (gender and grade). In addition, we used frequencies and percentages. It has been concluded that the students are mostly positive towards applying visualization in their process of solving mathematical problems and these should be used in the direction of improving the students' success, their confidence and their level of contentment in their mathematics class, as well as in other life situations that encompass mathematical content. In future research, it could be examined why students expressed such attitudes about the presented situations. Additionally, it would be significant to explore why students do not consider themselves successful in applying VMC, despite claiming to understand the term. The analysis could extend to the content presented in textbooks or instructional materials students use--how visualized the content is or whether students are required to visualize it themselves. It would also be worthwhile to investigate the extent to which teachers encourage students to visualize specific tasks or do so on their behalf. Given the fluctuation in results (we observe affirmative answers--partially or completely) observed across grades--initial decrease, subsequent increase, followed by another decrease--it might be explored whether this is related to the curriculum taught in each grade (such as content, volume, number of class hours, etc.). Regarding images leading to incorrect conclusions, it would be interesting to investigate the types of images students have in mind, how frequently they encounter such situations, where they use these images, who creates them, and similar aspects. These are just some questions for future research.

This study analyzes educators' conceptions of STEM education at the beginning of an online graduate course for in-service teachers. It offers a qualitative thematic analysis of educators' initial conception of STEM education and their roles as STEM educators through the use of concept maps and reflection statements. Conceptions of STEM varied greatly across the sample and fell into seven categories: (a) utilitarian, (b) acquisition of disciplinary knowledge, (c) activities and resources, (d) meaningful problem-solving experiences, (e) advocacy for systemic change, (f) buzzwords, and (g) educator's role in STEM teaching and learning. This study reveals the complexity of educators' ideas of STEM and educator roles within STEM education. Using concept maps as formative assessments can better position teacher educators to provide structured reflection space for educators while aligning coursework and resources to better meet educators' varied needs.

Research has shown the importance of helping students, especially those with mild-to-moderate learning disabilities, to offload information during problem-solving. When students can get their thoughts onto paper, number line strategies can help them develop a firm foundation in mathematical problem-solving while understanding the relationships between mathematical operations. These strategies are helpful for the development of addition, subtraction, multiplication, division, and later, fractional mathematics. In this article, we describe the progression of number lines as a supportive strategy for elementary students and those with developmental delays in mathematics to improve mathematical understanding. This strategy is based on students being able to show their work and think about what they have written on paper or how they have used manipulatives.

This article details a 'puzzling' teaching and learning method to engage undergraduate nursing (BSN) and exercise sciences (BSES) students in physiology or medicine Nobel Prize-winning discoveries, while reviewing course material through the "Puzzling Physiology and Nobel Laureates" (PPNL) game. The qualitative evaluations of 117 undergraduate BSN and BSES students revealed that 95% and 96%, respectively, agreed the game provided an opportunity to utilize critical thinking and problem-solving skillsets. Moreover, 96% of the 117 anonymous student respondents voted on increasing the number of PPNL game sessions per semester, and 94% agreeing the gamified learning strategy should be offered in subsequent classes as well. Interestingly, nearly 90% agreed that the learning experience was 'fun', and that it increased awareness of physiology and/or medicine discoveries. The style of the "Puzzling Physiology and Nobel Laureates" game lends to its reproducibility in a wide array of physiology courses for both majors and nonmajors.

The purpose of this study was to implement the Content and Language Integrated Learning (CLIL) approach employing online games for English as a Foreign Language (EFL) teaching and learning. The participants were 53 EFL Ecuadorian university students, 17 males and 36 females, who were enrolled in an English Major and a TEFL Master program. Their proficiency level corresponded to B2 according to the Common European Framework of Reference. The study followed a mixed-method approach, which involved the administration of a diagnostic survey, an online perceptions questionnaire, an interview, and an observation checklist. Games designed in Quizizz, Kahoot, Genially, and Socrative were implemented for 8 weeks so that the participants could access them to practice the content of each lesson. The findings revealed that the CLIL approach through games improves language learning and communication. Moreover, they foster students' confidence, knowledge retention, and comprehension of the subject matter, enhancing reasoning, problem-solving, critical thinking, and cultural awareness.

Religion has been associated with human values and competencies needed to shape young people into responsible citizens able to make a positive difference in the lives of others. However, this correlation remains dependent on the context. As the correlation has not yet been investigated in Mauritius, which is a multicultural and multi-ethnic country, this study aims to bridge this knowledge gap using a purely positivist epistemological approach. It will analyze the Mauritius-specific data derived from a public data set which was part of the "Mapping the Terrain" project to examine the correlation between religion and a broad set of human values and competencies, namely forgiveness, individualistic orientation, collectivistic orientation, self-efficacy, problem-solving, meaning-making, sense of belongingness, religiosity/spirituality, hope, life satisfaction, gratitude, emotion, regulation, empathy, and self-regulation. The descriptive analysis and the Structural Equation Model (SEM), developed using the SPSS and AMOS software, revealed that (i) independent of ethnic group, educational stakeholders in Mauritius have a high affinity to most of the human values and competences, and (ii) as compared with others, the Muslim community has a slightly lower affinity to forgiveness, life satisfaction, individualistic orientation, self-efficacy, and problem solving. These data, which represent important baseline information needed to inform policymakers and other educational stakeholders, were used to derive a set of recommendations that will further the development of the key human values and competencies needed to promote harmony in a multicultural and multi-ethnic country.

The paper describes the results of a study whose main aim was to find the interrelationship between pupils' school grades in Czech language (native), mathematics, and physics and pupils' cognitive predispositions to problem-solving in science and mathematics diagnosed by the Lawson Classroom Test of Scientific Reasoning and the Culture of Problem Solving test. A total of 180 pupils from the Czech Republic aged 14-15 took part in this study. The results show that pupils with better grades in the monitored subjects achieve better results in both tests. It also turns out that there are generally statistically insignificant differences between the results of pupils assessed by grades 1 or 2 and between those assessed by grades 3 or 4. Pupils' performance in the two tests might help to strengthen the objectivization of grading at school. They might also help identify the indicators important for developing problem-solving skills. The research specifically points to the need to develop algebraic thinking, the conception of infinity, spatial imagination, geometric imagination in the plane, proportional reasoning, and the ability to control variables.

Multiple representations are widely recognized for their significant role in concept learning. This study aimed to investigate the multiple representation translation skills of high school students at different grade levels about the concept of one-dimensional motion. 239 9th, 10th, and 11th-grade students participated in the study using a developmental research model. The data collection tool consisted of questions that required translating figures, tables, graphs, verbal explanations, and algebraic representations into other representation types in a multiple-representation translation test focusing on one-dimensional motion. Data analysis involved evaluating the translation among representations for each category and analyzing the multiple representation translation skills across different grade levels using one-way analysis of variance (ANOVA). The results revealed that students successfully translated from figure, table, and graphical representations to other forms while encountering challenges in translation from verbal and algebraic representations. Furthermore, the ANOVA results indicated a significant difference between the 9th and 11th grades, favoring the 11th grade.

This study explores how pre-service mathematics teachers' spatial visualisation skills evolved during a Cognitive Load Theory (CLT) based education. The study used the qualitative theory-testing case study method, which guided the identification of participants, the design of technology-supported education, and the data collection and analysis process. The four participants meeting specific criteria were selected as the study sample. A CLT-based education equipped with technology was provided to help participants overcome difficulties in spatial visualisation problems, improve their existing schemas, and build higher-order schemas. Various teaching approaches (e.g., worked examples) were applied to optimise participants' learning in CLT-based education. The study data (e.g., transcripts of interviews) were analysed using the pattern-matching technique, in which the observed patterns were compared with the derived hypotheses from the theoretic models regarding the problem-solving process and novice-expert schemas. The study achieved remarkable results: In CLT-based education, where teaching approaches have an important role, the improvement in their spatial visualisation skills happened as the participants overcame their challenges in problem-solving steps throughout their cyclic problem-solving processes and gained more knowledge and skills. The participants' acquisition of expertise in spatial visualisation skills went through various developmental stages. They strengthened their initial spatial problem-solving schemas by completing the deficiencies in their prior knowledge. They gained practicality in same category tasks and constructed higher-order problem-solving schemas when dealing with high-category tasks by activating their assimilation and adaptation processes.

The objectives of this research were (1) to assess the suitability and feasibility of participatory approaches for the prevention and solution of drug problems of schools under Sisaket Provincial Administrative Organizations and (2) to create a consensus proposing a leadership development model that influences driving effectiveness, management and performance on drug prevention of schools under the local government organization. The informants were the study administrators and teachers who were responsible for prevention and correction drug problem of school, each group of 5 people, and the total of 10 people, obtained by purposive selection. The research instrument was a semi-structured interview. The interviews were conducted during January to March 2023. The research results showed that (1) Participatory approaches for the prevention and solution of drug problems of schools under the local administrative organizations in Sisaket Province of every created item had a suitability assessment at a level higher than the specified criteria and the possibility of implementing the guidelines; and (2) leadership development model that influences management and results of drug prevention operations in schools under the local government organization can be summarized in 5 issues: (1) raising awareness and education (2) developing communication skills (3) building trusted teams (4) being a good role model, and (5) self-reflection and assessment.

The lecture technique still dominates in biology education, and there are not enough hands-on, interactive, creative, and problem-solving learning activities to encourage students to apply their problem-solving skills. The purpose of this study is to examine how the problem-based learning (PBL) model and students' metacognition skills affect their ability to solve environmental pollution issues. A total of 60 X MIPA students from SMA Muhammadiyah 16 Jakarta comprised the total sample of the research, collected using the quasi-experimental approach. For the study, two groups were utilized: the experimental group (X MIPA 1) and the control group (X MIPA 2). A 2 x 2 factorial design with a pretest-posttest control group was employed for the investigation. The instruments used in the study were classified as tests or non-tests. The test instrument is an essay designed to collect data on problem-solving ability and metacognition ability, while the non-test instruments are student worksheets that refer to the PBL stage, and the observation sheet is designed for instructors and students. Data analysis using ANCOVA with a significance level of 0.000 < [alpha] = 0.05 indicates that H0 was rejected. The interaction between the PBL learning model and students' metacognition skills also has an impact on their capacity to address environmental pollution-related issues.

Redox reaction is a core chemical concept. However, its abstract nature makes it very difficult for students. Students' conceptual structure reflects their mastery of concepts, which helps teachers implement targeted educational strategies. This study aimed to explore the conceptual structures of redox reaction held by students (grades 10 to 12) by employing MDS and HCA. A total of 606 students participated, with 195 students in 10th grade, 202 in 11th grade, and 209 in 12th grade. The results indicated that three-dimensional solutions were appropriate for the conceptual structures of 10th and 12th graders, while 11th graders demonstrated two-dimensional solutions. All students grouped the 15 concepts related to redox reaction into two large clusters: metrology and the redox reaction process. Moreover, both 10th and 12th graders further subdivided the 15 concepts into four subclusters: metrology, oxidation process, reduction process, and chemical reaction. Students' conceptual structures were rational across all three grades. The conceptual structures of 10th and 12th graders were more refined than those of 11th graders, and there was no significant difference between the conceptual structures of 10th and 12th graders. 11th graders learned about electrochemistry and tended to confuse concepts related to redox reaction with those related to electrochemistry.

The aims of this study were to synthesize and evaluate the learning model in gamification environment together with cartoon animation media to promote students' creative problem-solving skills. This study was divided into three phases, (i) synthesized and evaluated the appropriateness of learning model (ii) developed cartoon animation and (iii) assessed creative problem-solving skills. The results show that the learning model consisted of three main components: teaching component, gamification environment, and activities to promote creative problem-solving. The overall suitability assessment of the developed learning model was averaged at 4.69 (SD = 0.46) out of 5, being at the most appropriate level and the scores of the students' post-learn creative problem-solving skills assessment were significantly higher than the criteria at the level 0.05. These results lead to a conclusion that the learning model in gamification environment together with cartoon animation media can significantly promote students' creative problem-solving skills and can be applied to develop desired learners' achievements and skills.

This work is the result of a master's investigation in Brazil, which discusses the teaching of the parabola in the initial training of mathematics teachers. Our theoretical framework addresses the relationship between intuition and the dialectics of the theory of didactic situations, which supports the analysis of the results of this study Its objective was to identify and register categories of intuitive reasoning manifested by the subjects when solving a didactic situation involving the parabola with GeoGebra software contribution. The methodology adopted was didactic engineering, experimented with eight students in initial training at a Brazilian public university, among 6th and 9th undergraduate semesters. The posterior analysis and validation allowed us to verify the need to discuss the parabola, articulating its geometric, algebraic, and analytical views, as well as to reinforce the importance of its teaching with the use of technology.

The goal of the study is to analyse the relation between students' digital learning and transversal skills, as well as between students' digital learning and virtues. In the correlative study, 73 teachers of Class 12 of general education institutions participated, filling out a questionnaire in the Google Docs environment. As a result of the theoretical analysis, the criteria for digital learning have been identified - access to digital technologies, cooperation, teachers' digital competence and availability of activities in compliance with cognitive engagement levels. The findings of the correlation analysis show that the availability of activities in compliance with cognitive engagement levels is the most important in the development of transversal skills, while in the inculcation of virtues - cooperation. The access to digital technologies has a statistically significant correlation with both transversal skills and virtues. The teachers' digital competence promotes digital literacy and such virtues as responsibility and wisdom. The recommendations developed as part of the study include compilation and promotion of the positive experiences of digital learning at the state and local government level; continuous monitoring and feedback analysis of purposeful digital learning and educational quality at school and classroom level; the application of digital learning resources based on the offer of activities in compliance with the students' cognitive engagement levels at the personal level.

This study aims to analyze and to describe, in terms of information processing theory, the thinking processes of junior high school students as they solved problems involving direct and inverse proportions. This study design is qualitative and exploratory-descriptive in nature. 26 students in the seventh grade of SMP Negeri 1 Kota Ternate were assigned direct and inverse proportion assignments. Eventually, based on the students' thinking potential and verbal and written communication skills, 3 students who could describe the thinking process based on information processing theory components were selected. The instruments for data collection consisted of questions on direct and inverse proportions, supported by interview procedures. Based on the analysis and discussion of research results, three categories of student thinking processes can be identified: (1) multiple thinking categories in solving direct proportion problems, which occur in the perception component when S1 students write or express problem solving plans using multiple strategies to process accepted information; (2) the multiplication thinking category in solving inverse proportion problems, which occurs in the perception component; and (3) the generalization thinking category in solving inverse proportion problems, which occurs in the perception component.

This paper describes and compares primary school students' perceptions of science learning skills in a teacher-centered approach (TCA) and in inquiry-based science fieldwork (IBSF). This comparison was prompted by primary school students' perceptions of science learning skills, which has recently gained momentum, and the Namibian primary schools' recent curriculum shift from TCA to IBSF. The study utilized quantitative cross-sectional data (n = 237) collected from two primary schools in the Oshana region of Namibia. The data were gathered via an online survey and were analyzed using descriptive statistics. The Mann-Whitney U test was used to compare the TCA and IBSF groups. The results revealed that the students had positive to fairly positive perceptions of science learning skills in IBSF and very negative to negative perceptions of science learning skills in TCA, with the difference between the two perceptions being statistically significant. This may indicate that Namibian primary school students find it hard to develop science learning skills under TCA. Therefore, the current study provided evidence for the need to focus more on supporting students' science learning skills, particularly problem-solving, communication and teamwork skills. This implies that the IBSF teaching approach, which allows students to become aware of the importance of science learning skills, must be adopted in Namibian primary schools. The paper also discusses the benefits of IBSF of science learning skills in students.

Integrating local culture in physics lessons may encourage the development of creative thinking and problem-solving skills. This research aims at examining the effectiveness of the implementation of the creative physics problem solving model based on the local culture of Yaaqowiyu (Cripics-Qu) to improve student's creative thinking and problem-solving skills. This research employed a quasi experimental non-equivalent control group design. The experimental class was given treatment using the Cripics-Qu model, while the control class utilized the conventional learning model. The research samples were 120 students of grade X. The sampling technique employed was a cluster sampling technique. The data were collected using tests instrument. The instrument validity was determined based on the Aiken index while instrument reliability was measured based on Cronbach's alpha coefficient. The data were analyzed by using manova and quantitative descriptive. The results of this research indicate that there is a significant difference on the average value of the creative thinking and problem-solving skills between the experimental class and the control class (sig = 0.00 ? [alpha]). The conclusion of this research shows that the use of the Cripics-Qu model in physics learning is very effective in improving students' creative thinking and problem-solving skills.

The study aimed to analyze the content validation of the STEM-integrated on thermal and transport concept inventory instrument used to measure the problem-solving abilities of high school students. The instrument questions developed amounted to nine description questions. This type of study is development research. The steps in this research are define, design, development, and dissemination. However, in this study, it was limited to the design stage (expert validation). Furthermore, the instrument was assessed qualitatively and quantitatively by a validator consisting of three experts and five users. Assessment aspects include material, language, and construction. The qualitative data collected was analyzed qualitatively, and the quantitative data were analyzed using the Content Validity Ratio (CVR). The results showed that nine items had a CVR value exceeding 0.75, which meant that all items had valid criteria for content validity. The CVR value obtained is between 0.88 and 0.96, which means that the instrument has high criterion validity.

This study aimed to examine the application of a realist hands-on learning approach and its contributions to optimizing the solid geometry conceptual understanding and problem-solving skills of students. It employed a non-equivalent pre-/post-test quasi-experimental research design. The results showed that there was a statistically significant mean difference between the intervention group and the comparison group, with an effect size of d=0.825 for the students' solid geometry conceptual understanding and d=0.930 for the students' problem-solving skills. Furthermore, a strong correlation was observed between students' conceptual understanding and problem-solving skills in solid geometry, with an r[superscript 2] of 0.6413. These indicate that the use of a realist hands-on approach positively contributes to optimizing learners' conceptual understanding and problem-solving skills. It also provides contextually relevant learning opportunities; therefore, it is recommended that teachers and concerned bodies employ a realist hands-on approach to make solid geometry learning concrete and practical.

This study investigated the noticing of teachers who teach mathematics at different grade levels in the context of lesson study. The study specifically focused on teachers' noticing during the planning phase of the lesson. For this, the lesson planning phase of a group of four teachers consisting of kindergarten and primary school 1st grade teachers (vertical teacher team) was investigated. Teachers' planning process for the 1st grade level mathematics lesson was the focus in the context of lesson study. We examined categories and subcategories that emerged in the planning phase of the lesson study and noticing levels dealt with those categories. We examined which categories and subcategories emerged in planning and at which noticing levels they dealt with those categories. The results of the study provide comprehensive data on categories and noticing levels of teachers teaching mathematics at different grade levels in the collaborative planning process of a lesson study focusing on improving problem-solving. The results of the study showed that the teachers' noticing was clustered under three categories: curriculum, teaching methods, and conceptual understanding. In terms of noticing levels, the study's results revealed that noticing is performed at the attending to level in all categories. Although less frequently than the attending to level, teachers noticed making sense of level in all the other categories except the curriculum category. Besides, noticing that the deciding to respond level did not occur at any level might be due to the cultural challenges of adaptation of lesson study and the amount of support, we researchers provided teachers as facilitators.

The aim of this study is to investigate teachers' experiences with the utilization of scaffolding techniques, such as translation, modeling, feedback, group work, activating prior knowledge, pre-teaching vocabulary, and visual aids, in elementary school classrooms. The primary objectives are to gain insights into the techniques employed by teachers, the challenges they encountered, and their problem-solving strategies. The study involved nine elementary school teachers instructing in a regular English program located in Petchabun Province, Thailand. Data was gathered through semi-structured one-on-one interviews and non-participant classroom observations. The findings of the study revealed that teachers employed various scaffolding techniques during their lessons, with the choice of techniques often guided by their experience and personal judgment. Notably, teachers encountered challenges related to students' motivation, concentration, proficiency levels, and self-confidence, which influenced their use of scaffolding strategies.

This study represents the inaugural attempt at assessing the authenticity of the tasks encompassed in the IELTS Speaking Module. The evaluation is conducted from the vantage points of applied linguistics and general education, and serves to enhance comprehension of authenticity and authentic assessment. In order to achieve this objective, an analysis was conducted on the Speaking Module tasks using Bachman and Palmer's model of test usefulness from the discipline of applied linguistics, as well as Herrington and Herrington's inventory of the fundamental attributes of genuine assessment from the realm of general education. The results of both task analyses revealed low indices of authenticity of the tasks. The high degree of convergence of the results from the analyses could open new horizons for experts in applied linguistics to exchange ideas about authentic language assessment with those in general education. Furthermore, such characteristics as problem-solving skills, higher-order thinking skills, integrated assessment, and multiple indicators of learning, are not included in Bachman and Palmer's framework.

Learning statistics can be challenging for many students, due to their inability to engage in statistical reasoning and application of techniques. This challenge becomes compounded in online learning contexts where students are spatially and temporally separated from the teacher. This paper describes and explains a case of theory-driven interventions designed to enhance the learning experiences of students enrolled in two similar business statistics units, one for undergraduate and the other for postgraduate programs. The paper based its claims primarily on the analysis of data from a student evaluation of teaching survey. This study affirmed the importance of a pedagogy-first approach. It argued that the interventions, which were effective in enhancing the student learning experience, were underpinned by a robust pedagogical analysis of the teaching and learning issues using both constructive alignment and transactional distance theory lenses.

Students' difficulties in differentiating the direct proportion and inverse proportion problems cause interference. Proactive interference is the error that occurs when old information (concept of direct proportion) interferes with new information (concept of inverse proportion). In solving the problem of inverse proportion, students often use the concept of direct proportion. The student's mental structure regarding the concept of proportion as a result of previous learning is referred to as met-before. Therefore, this study aims to describe the met-before of students who experience proactive interference. This research is a case study involving 32 8th-grade students in Malang, Indonesia. These subjects were students who experienced proactive interference with specific fluency of communication and willingness. Data was collected through proportion problems and interviews. Students' work was analyzed based on the description of the met-before. The results showed that students who experienced proactive interference with the non-flexible type had suppressed problematic, while students with the flexible type have focus supportive met-before in solving direct proportion problems. Both students with non-flexible type and flexible type have focus problematic met-before when solving inverse proportion problems. This is because met-before about cross multiplication strategy interferes with students' problem-solving.

Students are required to have the ability to implement mathematics in solving everyday life problems. A good solving process will produce an excellent solving ability. The existing problem-solving stages cannot be used in solving problems with the Higher Order Thinking Skills (HOTS) category. The aims of this research are 1) to know students' problem-solving process in solving HOTS category questions; 2) to design the stages of problem-solving that can be used to solve HOTS category questions. Twenty-four students who took the differential calculus course in mathematics education at one of Indonesia's private universities made up the study group. The solving process is divided into high, medium, and low. The descriptive and qualitative research method describes the Polya stages' problem-solving approach. Researchers used four sets of problem-solving by making nine indicators. Based on the analysis results, it can be concluded that several indicators of the problem-solving stages have not been appropriately implemented, including I4, I8, and I9. In addition, the steps at the Polya problem-solving stage of devising a plan and looking back must be improved. Based on the findings above, research recommendations design the stages of problem-solving consisting of 6 steps. Future research will develop steps of problem-solving with the characteristics of the HOTS category questions.