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Articles de revues sur le sujet « Strategies in Mathematics »

Auteur : Grafiati

Publié le 7 juin 2025

Mis à jour le 2 août 2025

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1

Rahim, Mohd Bekri. "Teaching Strategies in Mathematics." Journal of Advanced Research in Dynamical and Control Systems 12, SP8 (2020): 671–76. http://dx.doi.org/10.5373/jardcs/v12sp8/20202569.

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Marcel, Uwintije, and Faustin Mugiraneza Dr. "Influence of Teaching Strategies on Students' Competences in Mathematics in Public Secondary Schools of Rwanda." International Journal of Recent Research in Social Sciences and Humanities (IJRRSSH) 10, no. 4 (2023): 158–68. https://doi.org/10.5281/zenodo.10205682.

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<strong>Abstract:</strong> This research assessed the influence of teaching strategies towards student's competences in Rwandan public secondary schools. Specifically, the study has to find out preferred mathematics teaching strategies in selected Rutsiro public secondary schools, and to assess the relationship between mathematics' teaching strategies and student's competences in Rutsiro public secondary schools. The study intends to assist teachers to improve their teaching strategies that directly empower students' competences. The researcher used descriptive survey design for the first and

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Marcel, Uwintije, and Faustin Mugiraneza Dr. "Teaching Strategies for Students' Competences in Mathematics in Public Secondary Schools of Rwanda." International Journal of Recent Research in Social Sciences and Humanities (IJRRSSH) 11, no. 1 (2024): 101–8. https://doi.org/10.5281/zenodo.10722145.

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<strong>Abstract:</strong> This research assessed the influence of teaching strategies towards student’s competences in Rwandan public secondary schools. Specifically, the study has to examine the current status of teaching strategies and students ‘competences in mathematics from selected Rutsiro Public Secondary Schools. The study intends to assist teachers to improve their teaching strategies that directly empower students’ competences. The researcher used descriptive survey design for the first and the second research question and the correlation research design was used t

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Liu, Xiu Hong. "Study on College Mathematics Education and Teaching Strategies." Advanced Materials Research 403-408 (November 2011): 1648–51. http://dx.doi.org/10.4028/www.scientific.net/amr.403-408.1648.

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In order to improve the quality of college mathematic education, cultivating rational thinking of people, and improving the quality of nation, this paper make a comprehensive and systematic survey and analysis on college mathematic education. Results show that the team-constructer and quality of students in university have been changed, and it is not optimistic for mathematic learning of students. For the above problems, it is important and necessary to adjust the teaching content, improving teaching methods and means, promoting the cultural ideas and history of mathematics, and show humanisti

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Vazquez, M. Dorinda Mato, Rocío Chao, and Aurelio Chao. "Strategies to prevent anxiety towards mathematics." New Trends and Issues Proceedings on Humanities and Social Sciences 2, no. 1 (2017): 99–104. http://dx.doi.org/10.18844/prosoc.v2i11.1909.

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SIA, Alberto R. "Strategies in Problem Solving in Mathematics." Journal of Advanced Research in Dynamical and Control Systems 11, no. 09-SPECIAL ISSUE (2019): 48–51. http://dx.doi.org/10.5373/jardcs/v11/20192534.

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Ghatpande, Kalpana Abhay. "Innovative Teaching Strategies in Mathematics and Statistics." International Journal of Trend in Scientific Research and Development Volume-3, Issue-2 (2019): 323–26. http://dx.doi.org/10.31142/ijtsrd20331.

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宋, 晓秋. "Infiltration Strategies of Mathematical Culture in College Mathematics Teaching." Creative Education Studies 12, no. 11 (2024): 597–601. http://dx.doi.org/10.12677/ces.2024.1211843.

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Akgun, Levent. "Pre-service elementary mathematics teachers' problem solving strategies." International Journal of Academic Research 6, no. 2 (2014): 178–85. http://dx.doi.org/10.7813/2075-4124.2014/6-2/b.27.

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Erbay, Gunes. "NAVIGATING MATHEMATICAL OBSTACLES: EIGHTH GRADE STUDENTS' JOURNEY IN OVERCOMING LEARNING CHALLENGES IN MATHEMATICS." Global Journal of Humanities and Social Sciences 03, no. 03 (2024): 01–07. http://dx.doi.org/10.55640/gjhss-social-326.

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This study delves into the challenges encountered by eighth-grade students while learning mathematics and examines the strategies they employ to overcome these hurdles. Through qualitative analysis, data were collected from interviews, observations, and surveys conducted among a sample group of eighth-grade students. The findings shed light on various impediments such as conceptual difficulties, lack of motivation, and anxiety towards mathematics. Additionally, the study highlights effective techniques utilized by students to navigate these obstacles, including peer collaboration, engaging tea

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Lipton, Robert. "Teaching mathematics using technology strategies." ACM SIGCUE Outlook 22, no. 1 (1994): 14–21. http://dx.doi.org/10.1145/182107.182104.

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Baltazar Ramos, Ana María. "DIDACTIC STRATEGIES IN TEACHING MATHEMATICS." Child in a Digital World 1, no. 1 (2023): 16. http://dx.doi.org/10.61365/forum.2023.002.

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Rose, Agliam, and Publishing Services Pinagpala. "Evolving Strategies in Mathematics Teaching." WORLD EDUCATION CONNECT Multidisciplinary e-Publication IV, no. I (2024): 2. https://doi.org/10.5281/zenodo.10478162.

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Patterson, Cody L., Amy Parrott, and Jason Belnap. "Strategies for assessing mathematical knowledge for teaching in mathematics content courses." Mathematics Enthusiast 17, no. 2-3 (2020): 807–42. http://dx.doi.org/10.54870/1551-3440.1504.

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Raza, Asad, Hameedullah Kazi, and Muhammad Ali. "Metacognitive Mathematics Tutor: Mathematics Tutoring System with Metacognitive Strategies." International Journal of Computer Applications 153, no. 4 (2016): 21–31. http://dx.doi.org/10.5120/ijca2016912000.

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Angeles, Eden, Nescie Gonzales, and Santos Teody Delos. "Motivational Teaching Strategies in Mathematics in the New Normal." Psychology and Education: A Multidisciplinary Journal 19, no. 7 (2024): 806–13. https://doi.org/10.5281/zenodo.11152966.

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<strong> </strong>This study focused on the motivational teaching strategies in Mathematics in the new normal in Jimmy Carter Middle School, Albuquerque Public Schools, during the school year 2021-2022 to improve the learners' performance. It looked into the mathematics teachers' profile, the learners' performance level during the first quarter, the significant relationship between the profile of the teachers and their performance in Mathematics, and learners’ attitudes toward studying Mathematics. The researcher found that most mathematics teachers are educationally qualified, have

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Н.К., Кайдиева, Касымбекова Н.М. та Амантурова Э. "НОВЫЕ ПОДХОДЫ И СТРАТЕГИИ ОБУЧЕНИЯ МАТЕМАТИКИ В ФОРМИРОВАНИИ КЛЮЧЕВЫХ И МАТЕМАТИЧЕСКИХ КОМПЕТЕНЦИЙ". НАУКА, НОВЫЕ ТЕХНОЛОГИИ И ИННОВАЦИИ КЫРГЫЗСТАНА, № 3 (30 березня 2023): 172–75. http://dx.doi.org/10.26104/nntik.2023.99.80.036.

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В статье рассматриваются вопросы совершенствования математического образования на основе применения новых подходов и стратегий в обучении математики. Изучение математики играет большую роль в образовании, она развивает познавательные способности человека, в том числе и логическое мышление. Применение стратегии «Объяснение и обоснование» способствует формированию ключевых и предметных компетенций. Стратегия «Объяснение и обоснование» относится проблемным методам обучения. Реализация стратегии «Объяснение и обоснование» на уроках состоит из четырех этапов. Основной функцией данной стратегии явля

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Aryal, Laxmi. "Alternative Learning Strategies for Mathematics Education." ILAM इलम 20, no. 1 (2024): 60–71. http://dx.doi.org/10.3126/ilam.v20i1.67309.

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This study explores to identify alternative learning strategies of the mathematics achievement and enrollment in mathematics education. The COVID-19 pandemic has further highlighted the need for such strategies, with an increasing demand for innovative learning. This study also aims to investigate students' perceptions and practices of alternative learning strategies and provide valuable insights for educators and policymakers. The methodology involves a comprehensive literature review spanning from 1978 to 2021, with an attention on relevant books, articles, and research reports. The study in

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Fülöp, Eva. "Teaching problem-solving strategies in mathematics." Lumat: International Journal of Math, Science and Technology Education 3, no. 1 (2015): 37–54. http://dx.doi.org/10.31129/lumat.v3i1.1050.

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This study uses the methodology of design-based research in search of ways to teach problem-solving strategies in mathematics in an upper secondary school. Educational activities are designed and tested in a class for four weeks. The design of the activities is governed by three design principles, which are based on variation theory. This study aims to contribute to an understanding of how the teaching of problem-solving strategies and strategy thinking in mathematics can be organized in a regular classroom setting and how this affects students´ learning in mathematics. We start by discussing

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Dailin, Xiong. "Analysis on the Strategies of Improving Students' Mathematical Application Ability in Mathematics." Applied Mathematics Information 2, no. 3 (2020): 85–89. http://dx.doi.org/10.35534/ami.0203015c.

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Avcu, Seher, and Ramazan Avcu. "Pre-service elementary mathematics teachers’ use of strategies in mathematical problem solving." Procedia - Social and Behavioral Sciences 9 (2010): 1282–86. http://dx.doi.org/10.1016/j.sbspro.2010.12.321.

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Khalil, Ibrahim, Rasha Hashim, Yousef Wardat, and Nourah Alasmari. "Exploring Primary School Mathematics Teachers' Strategies for Enhancing Students' Mathematical Writing Skills." Journal of Educational and Social Research 13, no. 4 (2023): 196. http://dx.doi.org/10.36941/jesr-2023-0102.

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This study aimed to determine female mathematics teachers’ level of performance in employing the teaching practices necessary to develop mathematical writing among female primary school students. It used the descriptive survey approach and collected data through observation. The study sample comprised 48 female teachers. The study generated several interesting results, most notably that the mathematics teachers’ level of performance was average, with overall means of 1.92–3, and there were statistically significant differences at the level of ? < .05 in the level of teaching practices emplo

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Hatisaru, Vesife, Kaye Stacey, and Jon Star. "Mathematical Connections in Preservice Secondary Mathematics Teachers’ Solution Strategies to Algebra Problems." Avances de Investigación en Educación Matemática, no. 25 (April 30, 2024): 33–55. http://dx.doi.org/10.35763/aiem25.6354.

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This study investigated the mathematical connections found in the solutions provided by 22 preservice secondary mathematics teachers to a set of algebra problems. Interest in, and research on, mathematical connections has gained prominence of the past decade. Here, we use the Extended Theory of Mathematical Connections or ETMC to explore the types of connections that this framework does and does not capture in the preservice teachers’ solutions. The ETMC surfaced four types of mathematical connections across four problems: ‘different representations’, ‘procedural’, ‘part-whole’ and ‘meaning’.

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Reys, Barbara J., and Robert E. Reys. "Recruiting Mathematics Teachers: Strategies to Consider." Mathematics Teacher 97, no. 2 (2004): 92–95. http://dx.doi.org/10.5951/mt.97.2.0092.

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The federal No Child Left Behind Act (Public Law 107-110, HR 1, 2001) calls for all teachers in schools receiving federal funds to be “highly qualified.” That is, they must hold a bachelor's degree, demonstrate competence in the subject matter that they teach, and have full state teacher certification—their certification requirements cannot be waived nor can they have an “emergency, provisional, or temporary” certificate. These requirements are mandatory by the 2005–2006 school year. However, a serious shortage of mathematics teachers continues to exist in middle and secondary schools. For exa

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José, Sillagana, Morocho-Lara Daniel, Bustos Gamboa Yennifer, and Dayana Pinto Génesis. "Gamification in Mathematics." Latin-American Journal of Computing 10, no. 1 (2023): 102–13. https://doi.org/10.5281/zenodo.7504038.

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The application of gamification in education is scarce; therefore, the purpose of this study is to consider the contribution of Gamification in the learning of Mathematics in eighth grade students of General Basic Education. The methodology used has a quali-quantitative approach, of exploratory experimental type, based on the survey technique with the questionnaire instrument, instrument validated with Cronbach's alpha with a result of 0.846, on a Likert scale of 5 points, applied to a sample of 30 students with a pretest and a posttest. Thus, it was determined the non-use of gamification

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Nandang Mustafa, Ade. "MATHEMATICS ANXIETY CAUSES, CONSEQUENCES, AND COPING STRATEGIES." International Journal of Advanced Research 12, no. 11 (2024): 1268–76. https://doi.org/10.21474/ijar01/19941.

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Mathematics anxiety is a common phenomenon that affects a significant portion of students and adults, hindering their ability to perform well in mathematical tasks and limiting their potential in related fields. This article explores the causes of mathematics anxiety, the various consequences it has on learners academic and personal lives, and the coping strategies that have been shown to mitigate its impact. Through a literature review, we aim to provide a comprehensive understanding of how mathematics anxiety develops, its effects on performance, and practical approaches for educators and st

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Dong, Ji Xue, and Hong Zhang. "Mathematical Modeling and Cultivation of Student Mathematics." Advanced Materials Research 219-220 (March 2011): 1652–55. http://dx.doi.org/10.4028/www.scientific.net/amr.219-220.1652.

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The article analyzes undergraduate Mathematical Modeling Competition’s characteristics and the theory foundation thoroughly,and points out the significance of this competition both in improving colledge students’innovation ability and in higher mathematical education reform. It concentrately summarizes and expatiates the prominent problems in present undergraduate Mathematical Modeling education from four aspects:students’ ability,teachers’quality,teaching facilities and the management and organization of the school,on basis of this,the article puts forward teaching strategies for undergraduat

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Rubenstein, Rheta N. "Focused Strategies for Middle-Grades Mathematics Vocabulary Development." Mathematics Teaching in the Middle School 13, no. 4 (2007): 200–207. http://dx.doi.org/10.5951/mtms.13.4.0200.

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Principles and Standards for School Mathematics reminds us that communication is central to a broad range of goals in mathematics education (NCTM 2000). These goals include students' being able to (1) organize and consolidate mathematical thinking; (2) communicate coherently with teachers, peers, and others; (3) analyze and evaluate others' strategies; and (4) use language to express mathematics precisely. One part of communication is acquiring mathematical language and using it fluently. This article addresses learning vocabulary as one dimension of mathematics communication.

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Febriani, Nur Indah, and Elfrianto Elfrianto. "Strategies for Overcoming Difficulties in Learning Mathematics." EDUCTUM: Journal Research 2, no. 4 (2023): 11–15. http://dx.doi.org/10.56495/ejr.v2i4.463.

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Mathematics is a basic science that can be used to solve problems in many other fields of science. However, the fact is that there are still many mathematics learning activities in the field that cause a higher level of learning difficulty than other subjects. Students' inability to complete assignments given by the teacher can also be interpreted as learning difficulties. Students also believe that mathematics is a difficult subject to learn. In accordance with the causal factors, a learning problem solving strategy is an approach chosen and used by an educator to deliver lesson material with

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Thiessen, Victor, and Jörg Blasius. "Mathematics achievement and mathematics learning strategies: Cognitive competencies and construct differentiation." International Journal of Educational Research 47, no. 6 (2008): 362–71. http://dx.doi.org/10.1016/j.ijer.2008.12.002.

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Proulx, Jérôme. "Mental mathematics under the lens: Strategies, oral mathematics, enactments of meanings." Journal of Mathematical Behavior 56 (December 2019): 100725. http://dx.doi.org/10.1016/j.jmathb.2019.100725.

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Callahan, Leroy, Robert F. Nicely, Helen R. Fiber, and Janet C. Bobango. "Research Report: The Cognitive Content of Elementary School Mathematics Textbooks." Arithmetic Teacher 34, no. 2 (1986): 60–61. http://dx.doi.org/10.5951/at.34.2.0060.

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Students' acquisition of higher-order thinking skills has long been a goal of mathematics educators. The National Council of Teachers of Mathematic (1980). in recommending that “problem solving be the focus of school mathematics in the 1980s.” noted that students must learn to “formulate key questions, analyze and conceptualize problems, define the problem and the goal, discover patterns and similarities, seek out appropriate data, experiment, transfer skills and strategies to new situations, and draw on background knowledge to apply mathematics” [emphasis added]. It is imperative that the reo

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Bani Ahmad, Amer Ali Ahmad, and Ibrahim Ahmed Hussein El-Shara. "Mathematics Teachers' Practices in Teaching Mathematical Problem Solving: A Qualitative Study." Jordanian Educational Journal 10, no. 3 (2025): 342–65. https://doi.org/10.46515/jaes.v10i3.1621.

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The study aimed to investigate the practices of mathematics teachers in teaching mathematical problem solving. The study followed a qualitative methodolgy, involving deliberately selected 10 mathematics teachers. Three data collection tools were used: document analysis, observations, and interviews. The study results indicated that in the planning phase, all participants adhered to daily planning, with a preference for female teachers. In the implementation phase, direct teaching strategies were predominantly used, with effective communication with students. Few teachers employed problem-solvi

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Onoshakpokaiye, Odiri. "Early Childhood Mathematics: an Insight into Strategies for Developing Young Children Mathematical Skills." Mathematics Education Journal 7, no. 1 (2023): 16–30. http://dx.doi.org/10.22219/mej.v7i1.24534.

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The purpose of this work is to examine early childhood math and some strategies on how early childhood math can be enhanced. Math is an important subject in the school curriculum that cannot be overlooked. The young child's math abilities or skills need to be developed for future life. Some methods on how to improve young children's abilities were reviewed. It was a qualitative study. From the review, it was revealed that developing young child math abilities is vital for them to progress in future math. Also, the reviews indicated that math assists young children in building up their math abi

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Buscano, Josel. "Motivated Strategies for Learning Mathematics and Academic Success among Secondary Students, Kajonkietsuksa School, Phuket, Thailand." Psychology and Education: A Multidisciplinary Journal 33, no. 7 (2025): 785–97. https://doi.org/10.70838/pemj.330707.

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The importance of Mathematics motivation and learning strategies cannot be overstated in the student's learning experience and success. This research aimed to investigate the students' learning motivation and their ability to use learning strategies when learning the mathematics discipline, using the Motivated Strategies for Learning Questionnaire (MSLQ) as the primary tool for data collection. The study was conducted on 30 private secondary students under the English Programme of a school in Phuket province, Thailand, specifically Mattayom 1 (grade 7) who took Mathematics Extended as classifi

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Guro, Junairah D., and Gerlinda G. Corpuz. "Gamification Learning Strategies on Learners’ Performance in Mathematics." European Modern Studies Journal 9, no. 2 (2025): 1–26. https://doi.org/10.59573/emsj.9(2).2025.1.

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Gamification as a learning strategy integrates game elements like points, badges, and leaderboards into educational activities to enhance student motivation, engagement, and academic performance. This study investigated the effects of gamification on the Mathematics performance and attitudes of Grade 5 learners at Mulondo Central Elementary School during the School Year 2023-2024. Specifically, it examined the Mathematics performance of the two groups during the pretest and post-test, analyzed learners' attitudes toward Mathematics, identified significant differences in Mathematics performance

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Kalpana, Abhay Ghatpande. "Innovative Teaching Strategies in Mathematics and Statistics." International Journal of Trend in Scientific Research and Development 3, no. 2 (2019): 323–26. https://doi.org/10.31142/ijtsrd20331.

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During II world war the Military Officials used the system of planning the war material for the future days, that was actually system of Mathematical Modeling. The idea of Statistical Methods. The impact of this has started to change course content and structure, in both introductory and advanced courses for statisticians as scientists and academicians . So for future directions in the teaching and learning of statistics must take into account new innovative pedagogical instructions, educational technologies and the abundance of Web resources that are now available. With the Statistics, Mathem

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Kaldo, Indrek, and Kandela Õun. "GENDER DIFFERENCES FAVOURING FEMALES IN LEARNING STRATEGIES IN MATHEMATICS." Problems of Education in the 21st Century 78, no. 4 (2020): 595–611. http://dx.doi.org/10.33225/pec/20.78.595.

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Most universities teach mathematics in the first year and the complexity of the subject demands also different levels of mathematics. Although students understand the reason why they need to learn mathematics, there are more than half of students struggling during the math classes. It is also interesting to compare male and female students` study habits and differences. The aim of this research is to report first-year Estonian university students’ views on mathematics by gender. The quantitative data were collected from 440 university students of different disciplines. The participants complet

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Dhakal, Bed Prasad. "Student's Empowerment in Mathematics Classroom: Perception, Strategies, and States." Curriculum Development Journal 30, no. 44 (2022): 1–10. http://dx.doi.org/10.3126/cdj.v30i44.54970.

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Whatever the existing teaching-learning practices of mathematics education in our classroom, it is a time to escalate its effectiveness through sincere exploration of students’ empowerment. Empowering our students in mathematics classroom is a psychological, strategic and contingent to both mathematics’ teachers and students. This article argues that exploration of understanding of students’ empowerment, empowering strategies, and state of empowered mind are not fully studied yet. To capture the belief, understanding, perception, and practices of students’ empowerment in mathematics teaching a

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Mrs.C. Mattuvarkuzhali, Mrs C. Mattuvarkuzhali. "Remedial Teaching in Mathematics through Multisensory Strategies." IOSR Journal of Mathematics 1, no. 5 (2012): 1–4. http://dx.doi.org/10.9790/5728-0150104.

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Rosyada, Munaya Nikma, and Heri Retnawati. "Challenges of Mathematics Learning with Heuristic Strategies." Al-Jabar : Jurnal Pendidikan Matematika 12, no. 1 (2021): 161–73. http://dx.doi.org/10.24042/ajpm.v12i1.8730.

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Problem solving is an essential aspect of students' mathematical activities. This ability could practice by using heuristic strategies in learning. Besides, these are assured to be able to promote metacognitive skills. In the implementation, teachers faced several challenges. This research aims to describe the challenges of teachers in implementing learning with heuristic strategies. This research is a descriptive qualitative. Participants of this research were 12 junior high school mathematics teachers from 12 high schools in the Special Region of Yogyakarta and Central Java. Data collection

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Tee, Kiew Nee, Kwan Eu Leong, and Suzieleez Syrene Abdul Rahim. "Self-Regulation Test-Taking Strategies for Mathematics." MUST: Journal of Mathematics Education, Science and Technology 3, no. 2 (2018): 105. http://dx.doi.org/10.30651/must.v3i2.1788.

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The present study aims at exploring various self-regulation test-taking strategies used by the grade 11 students for their mathematics tests which is observed from three aspects, they are before, during, and after test-taking. The data were collected from 86 students in a private school which located in Malaysia. The goal-setting and planning, help-seeking, seeking information, rehearsal, memorization, reviewing, peer pressure, adult influence, self-consequences, self-motivated, and environment setting were the strategies that is used for test preparation. Outline formulas, recall and identify

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Kerrigan, John. "Active Learning Strategies for the Mathematics Classroom." College Teaching 66, no. 1 (2018): 35–36. http://dx.doi.org/10.1080/87567555.2017.1399335.

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Malika, BENDERBAL. "Modern strategies and trends in teaching mathematics." INTERNATIONAL JOURNAL OF EARLY CHILDHOOD SPECIAL EDUCATION 16, no. 3 (2024): 27–33. http://dx.doi.org/10.48047/intjecse/v16i3.3.

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The current era is witnessing many rapid changes and successive developments in various fields; this development has been reflected in the teaching and learning process, curricula and teaching methods in general, including the field of teaching and learning sports in particular. Where traditional methods of teaching are no longer suitable to face changes and meet needs and requirements.

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Clark, H. Clifford, and Marvin N. Nelson. "Improving Mathematics Evaluation through Cooperative Learning Strategies." Middle School Journal 24, no. 3 (1993): 15–18. http://dx.doi.org/10.1080/00940771.1993.11495889.

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Rosenthal, Jeffrey S. "Active learning strategies in advanced mathematics classes." Studies in Higher Education 20, no. 2 (1995): 223–28. http://dx.doi.org/10.1080/03075079512331381723.

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Dhakal, Bed Prasad. "Students Empowerment in Mathematics Classroom: Perception, Strategies, and States." Innovative Research Journal 1, no. 1 (2022): 141–50. http://dx.doi.org/10.3126/irj.v1i1.51823.

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Whatever the existing teaching-learning practices of mathematics education in our classroom, it is time to escalate its effectiveness through sincere exploration of students’ empowerment. Empowering our students in the mathematics classroom is psychological, strategic, and contingent on both mathematics teachers and students. This article argues that the exploration of understanding students’ empowerment, empowering strategies, and state of empowered mind are not fully studied yet. Capturing the belief, understanding, perception, and practices of students’ empowerment in mathematics teaching a

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Talasi, Tatolo, and Anilkumar Krishnanair. "Reconceptualising Mathematical Problem – Solving Strategies: A Case of Pre – Service Mathematics Teachers Solving Non–Routine Problems on Financial Mathematics." Journal of Educational Studies 2024, si1 (2024): 149–66. http://dx.doi.org/10.59915/jes.2024.si1.10.

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Agbata, B. C., W. Obeng-Denteh, S. Abraham, et al. "Advancing mathematics education in Africa: Challenges, strategies, and prospects." Science World Journal 19, no. 3 (2024): 808–18. http://dx.doi.org/10.4314/swj.v19i3.28.

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This study deals with an investigation into the multifaceted landscape of mathematics education in Africa, exploring its historical development, current challenges, and promising prospects. By examining the nature of mathematics and its significance in society, the study identifies key challenges hindering effective mathematics education across the continent. These challenges include inadequate resources, limited access to quality education, cultural barriers, and insufficient teacher training. Through an extensive review of the literature and analysis of existing initiatives, the study presen

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Bulut, Neslihan, and Gözdegül Karamık. "Preservice mathematics teachers’ ways of using problem solving strategies while solving mathematical word problems." International Journal of Human Sciences 12, no. 2 (2015): 1180. http://dx.doi.org/10.14687/ijhs.v12i2.3420.

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<p>The aim of this study is to investigate the variety of problem solving strategies used by preservice mathematics teachers while solving different mathematical word problems which require representation standards and to identify which strategy is functional for pre-service teachers to apply with middle-school students.</p><p>The study was a case study and conducted during the 2009 spring semester. For this study, 150 senior class pre-service teachers of elementary mathematics education were chosen from a public university in Turkey by convenient sampling. Data were collecte

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