This study investigates the impact of external variables, technological pedagogical and content knowledge (TPACK) self-efficacy, and facilitating conditions on teacher adoption of online teaching technology during the COVID-19 pandemic. It employs explanatory research to characterize the effect of external variables on the variables of the technology acceptance model. 240 high school teachers filled out Google Forms survey questionnaires for six research variables and analyzed by the SmartPLS program. The result indicates that attitude and perceived usefulness significantly and positively influence behavioral intention. Perceived usefulness and ease of use have a strong positive effect on attitude. Furthermore, perceived ease of use has a considerable effect on perceived usefulness. Perceived usefulness and ease of use are not significantly influenced by external variables. Facilitating conditions significantly positively affect behavioral intention, whereas TPACK self-efficacy negatively affects behavioral intention.

Students in mathematics classes do not understand the importance of sociomathematical norms in learning mathematics. This causes sociomathematical norms not to be teachers' focus when learning mathematics. Besides, there is no standardized instrument for assessing this norm, so developing this instrument is necessary to measure socio-mathematical norms in learning mathematics. This study aims to create and verify the psychometric validity of the sociomathematical norm scale. This research used a survey method with 505 senior high school students from Jakarta and West Java as respondents. The results showed that 25 items had convergent validity, with a loading factor value of > 0.700, meaning they could be declared valid. Concurrent validity indicates that each sociomathematical norms indicator is valid as a whole. Discriminant validity shows that the average variance extracted value on the diagonal is higher than the other values, so each item is declared valid. It was concluded that each item of the sociomathematical norms instrument has accuracy in its measurement function. The reliability test shows that each sociomathematical norms item is declared reliable. The reliability value of the sociomathematical norm item is .99, and the person's reliability is .86. Thus, the instruments developed can measure sociomathematical norms in learning mathematics.

This study aims to develop a Critical Thinking-Independent Learning (CTIL) model to improve students' critical thinking skills that meet valid, practical, and effective criteria. This type of research was Research and Development (R&D), with a one-group pre-test and post-test design without a controlled class. The CTIL model was validated by three experts in the field of science education and then tested on 156 students in three public junior high schools in Surabaya, Indonesia. The results revealed that: (a) The CTIL model was valid based on the model validity score with an average of 3.73 (very good category) and the validity score of the learning materials with an average of 3.72 (very good category); (b) The practical CTIL model based on the averaged observations of the implementation of learning using the CTIL model was 3.88 (very good category); and (c) The CTIL model was effective based on four determining factors, namely: an increase in critical thinking skills, which was statistically significant at alpha .05; the calculated mean N-gain of .72 (high category), similar mean values for all test classes in all schools participated in this study; the effect size of 3.07 (strong category); and the average student response of 84% (very good category).

Situational interest is an important factor that has a great influence on learning success in both in-school and out-of-school learning situations. Although there has been extensive research on interest in its diverse forms for decades, an evaluated measurement instrument for situational interest that covers the three theoretically defined components of interest (emotional, cognitive, value-related) is still missing. Therefore, in this study, based on person-object theory of interest, a short scale was developed that can be used in a variety of learning programs independent of content or methods. In study 1, eight suitable items were selected and their structure was examined using exploratory methods. In study 2, the results of study 1 were verified using confirmatory factor analyses. Study 3 shows an example of a practical application of the newly developed scale in two different learning settings. The findings provide evidence that the scale developed here is a practical instrument to measure situational interest taking into account all its components. On the one hand, the scale can help teachers evaluate their educational programs; on the other hand, it can be used by researchers to empirically investigate the construct of interest. Thus, the scale makes an important contribution to research and practice.

Our research aim is to describe how Preservice Teachers (PSTs) can rehearse and prepare for leading productive talks in mathematics and other subjects. Based on literature and previous research on what constitutes productive talks, we focus on questions and talk moves in this case study, where we follow three groups of PSTs during their practicum, practicing conducting productive talks in mathematics. Our research questions are: What kinds of questions do PSTs ask? What kinds of talk moves do they use? How do these questions and talk moves contribute to the PSTs breaking the IRE (Initiation–Response–Evaluation) pattern and moving towards more productive mathematics talks with complex exchanges of questions and responses? And furthermore: How can we use these findings to improve teacher education in this field? We find that leading productive talks in the mathematics classroom is a challenging task, but there is variation between our three groups in what they struggle with. In accordance with previous research, we also find that the third turn in the exchange, following up after a question and a response is a crucial point in the conversation. One recommendation for teacher education is that video filming and analysing classroom talks might help PSTs to become conscious of and improve on this point. Further research is needed both on long term effect of such practice and focus, and on other ways to improve classroom talks in mathematics and other subjects.

This study aims to analyze the effects of working memory capacity and learning styles of prospective mathematics teachers on their ability to solve higher-order thinking problems. In the present study, learning style was considered students' tendency to learn visually or verbally. In addition, the types of higher-order thinking skills (HOTS) problems are complex and non-complex. Multiple regression tests were used to analyze the effects of learning style and working memory capacity. An ANOVA test was also conducted to analyze the ability of each group to solve each HOTS problem. In addition, one hundred twenty-six prospective mathematics teachers voluntarily participated in this study. The study found that learning styles only affected visual problems while working memory capacity (WMC) only affected the ability to solve complex problem-solving skills. Furthermore, WMC affected the ability to solve complex HOTS problems, not non-complex ones. The ability of visual students to solve HOTS problems will greatly increase when the problems are presented in visual form. On the other hand, the obstacle for visual students in solving verbal problems was to present the problem appropriately in visual form. The obstacle for students with low WMC in solving complex HOTS problems was to find a solution that met all the requirements set in the problem.

It is known that the COVID-19 pandemic led to learning losses among students both domestically and internationally. Therefore, situational and casual factors were examined to discover and understand them so that learning loss could be reduced or recovered from. This research aimed to: (a) study learning loss situation; and (b) develop and examine the causal model of learning loss among lower secondary school students affected by the pandemic. The sample included 650 Grade 7-9 students selected by multi-stage random sampling. The data was collected using a self-developing questionnaire as a research instrument. The data was analyzed using descriptive statistics, independent samples t-test, ANOVA, and structural equation modeling (SEM) through the LISREL program. The findings were: (a) Lower secondary school students had an average academic achievement learning loss at the moderate level with the highest mean of learning loss in mathematics (M=3.012, SD=1.074), and an average learning characteristics learning loss at the medium level (M=2.824, SD=0.842). Several situational factors had a different effect depending on the school size with a statistical significance of .05.; and (b) the causal model showed the learning loss of grade 7-9 students was consistent with the empirical data (χ2=46.885, df=34, p= .069, GFI=0.991, AGFI=0.964, CFI=0.999, RMSEA=0.024, SRMR=0.014).

This research aimed to explore the influence of a robotic program using the robot kit "RoboBuilder RQ+110" on students' attitudes toward effective communication. The study used a quantitative research design and involved 475 grade 4 (10 years old) students from Malaysia's Selangor and Malacca states. A quasi-experimental research (pre-test & post-test) approach with control and experimental groups was adopted, and the data were analyzed with inferential statistical test and repeated measures analysis of variance (ANOVA) using SPSS 25 software at 0.05 significance level. Questionnaires were administered to collect data from the experimental and control groups. The results showed statistically significant changes (α ≤ .05) in attitudes toward effective communication for the experimental group that received a robotics program compared with the control group. The study results suggest that innovative technological tools or programs such as robotics programs are recommended as innovative science, technology, engineering, and mathematics (STEM) program rooted in constructivism to improve students' attitudes toward effective communication.

In this article, we present the results of empirical research using a combination of quantitative and qualitative methodology, in which we examined the achievements and difficulties of sixth-grade Slovenian primary school students in decimal numbers at the conceptual and procedural knowledge level. The achievements of the students (N = 100) showed that they statistically significantly (z = -7,53, p < .001) better mastered procedural knowledge (M = 0.60, SD = 0.22) than conceptual knowledge (M = 0.37, SD = 0.17) of decimal numbers. Difficulties are related to both procedural and conceptual knowledge, but significantly more students have difficulties at the level of conceptual knowledge. At the level of procedural knowledge, or in the execution of arithmetic operations with decimal numbers, we observed difficulties in transforming text notation into numerical expressions, difficulties in placing the decimal point in multiplication and division, and insufficient automation of mathematical operations with decimal numbers. At the level of conceptual knowledge of decimal numbers, the results indicate difficulties for students in understanding the place values of decimal numbers, in estimating the sum, product and quotient of decimals with reflection and in mathematical justification. In relation to difficulties in justification, we observed an insufficient understanding of the size relationship between decimal numbers and difficulties in expressing them in mathematical language. The results indicate that to overcome such difficulties in the learning and teaching of mathematics, more balance between procedural and conceptual knowledge is needed.

Understanding graphs in the dynamics of market (DM) is a challenge to learners; its teaching demands a specific kind of teacher’s knowledge. This study aims to examine the topic-specific pedagogical content knowledge (TSPCK) of experienced economics teachers in teaching graphs in DM to enhance learners’ understanding of the topic. It reports using a qualitative approach underpinned by the TSPCK framework for teaching specific topics developed by Mavhunga. Data were collected through classroom observations and analyzed thematically using a case study of two economics teachers. The study revealed that adopting a step-by-step approach and the use of worked graphical examples promote an understanding of graphs in DM. It also established that active learning is preferable to the predominant chalk-and-talk (lecture) method of teaching graphs in DM. The study proposed a Dynamics of Market Graphical Framework (DMG-Framework) to enable teachers, particularly pre-service teachers in lesson delivery, to enhance learners’ understanding of graphs in DM. The result of this study will broaden the international view in the teaching of graphs in DM.

<p style="text-align:justify">This study aimed to assess the geometric knowledge of student teachers from a university in the Eastern Cape province of South Africa. The study used a sample of 225 first-year student teachers who completed school mathematics baseline assessments on a computer- aided mathematics instruction (CAMI) software. The study adopted a descriptive cross-sectional research design, using quantitative data to measure student teachers&rsquo; geometry achievement level, and qualitative data to explain the challenges encountered. The results show that student teachers exhibited a low level of understanding of school-level geometry. The low achievement levels were linked to various factors, such as insufficient grasp of geometry concepts in their secondary school education, difficulty in remembering what was done years ago, low self-confidence, and lack of Information and Communications Technology (ICT) skills along with the limited time for the baseline tests. These results suggest that appropriate measures should be taken to ensure that student teachers acquire the necessary subject-matter knowledge to teach effectively in their future classrooms.</p>

<p style="text-align:justify">The primary objective of this study was to determine how students and teachers in primary schools view the classroom climate and its dimensions: (a) peer relationships and (b) student-teacher relationships. Additionally, the study aimed to explore the role of students&#39; age (11-12 years old - 7th grade students vs. 14-15 years old - 9th grade primary school students) and gender on their perceptions of the school climate. Classroom climate was measured with the &quot;Classroom Climate Questionnaire&quot;, which was completed by a total of 1,531 students (792; 51.6% female) and 348 teachers (296; 84.6% female). The findings of the study indicated that both students and teachers generally perceived the classroom climate as being relatively neutral to positive. However, teachers tended to report more positive classroom relationships compared to students. Furthermore, the study found no significant gender-based differences in how students perceived the classroom climate, peer relationships, and student-teacher interactions. However, differences were identified based on the age or grade level of the students. The results were discussed in the context of the students&rsquo; psychological development characteristics and the aspects of socio-emotional learning within school environments, also considering educational policies for achieving greater school quality.</p>

This research attempts to map the trend of research related to differentiated instruction (DI). The research was conducted in May 2023 by researching research articles in the Scopus database. The search data from Scopus used title, abstract, and keyword searches. Research articles were analyzed descriptively based on year of publication, journal name, affiliation, country, and researcher name. The article database from Scopus was analyzed through VOSviewer and RStudio software so that a bibliometric map could be depicted in research related to DI. Based on the Scopus analysis results, it showed that publications of articles related to DI had increased from 2011 to 2021, although it decreased in 2016. The journal with the largest contributor to the publication of research articles related to DI was the Teaching and Teacher Education Journal. Vrije Universitiet Brusel was the university with the most published articles on DI. The country that contributed the most to the research articles related to DI was the United States. Struyven was the most productive scholar related to DI. Through network visualization, it was revealed that the evolution map of research related to DI was divided into five clusters.

Mathematics test items in International Large-Scale Assessments (ILSAs) such as the Programme of International Student Assessment (PISA) and the Trends in International Mathematics and Science Study (TIMSS) are nested in contexts defined in their assessment framework (e.g., the Personal, Occupational, Societal, and Scientific contexts in PISA). This study followed the item-writing activities of four tertiary mathematics instructors in the Philippines as they constructed context-based mathematics items. They were tasked to write four items each, following a set of specifications for PISA content and context categories. The data consisted of transcripts from the focus-group discussion which was conducted days after the task. The transcripts were then analyzed using thematic analysis. The results of this study showed that the phenomenon of item-writing in the context of writing PISA-like mathematics items had two themes: the phases of item-writing and the dimensions of item-writing. Findings showed that the respondents struggled to find realistic contexts and that they engaged in a problem-solving task likened to solving a puzzle as they attempted to satisfy the content, context, and process categories in the table of specifications (TOS). This study contributes to filling in the research gap on item-writing activities, particularly those of mathematics teachers in the Philippines- a country whose recent mathematical performance in the PISA 2018, TIMSS 2019, and PISA 2022 was nothing short of dismal.