Many problems in real life are full of uncertainty. Probabilistic thinking is one way to solve this uncertainty problem. The personality abilities that are interesting to examine include how independent the students are in facing probabilistic solutions. For this reason, it is necessary to study the probabilistic thinking profile of prospective mathematics teachers in solving probabilistic problems in terms of learning the self-regulation. The research method used in this research is qualitative research. In this study, the researcher conducted an analysis of students' probabilistic thinking with the scope of the probability material related to the sample space, the probability of events, and the probability of the random variable space. The profile of the level of probabilistic thinking is influenced by cognitive factors in the form of probabilistic knowledge obtained by students and personality in the form of self-regulated learning. Student learning self-regulated influences the mental activity in decision making. By studying the profile of probabilistic thinking, students are better prepare to face uncertainty with various aspects that influence it.

Teaching mathematics in general and instructing mathematics at junior schools in particular not only create favorable conditions for students to develop essential and core competencies but also help students enhance mathematical competencies as a foundation for a good study of the subject and promote essential skills for society, in which mathematical communication skill is an important one. This study aimed to train students in mathematics communication by presenting them with topics in line with the structure's congruent triangles. An experimental sample of 40 students in grade 8 at a junior school in Vietnam, in which they were engaged in learning with activities oriented to increase mathematical communication. A research design employing a pre-test, an intervention, and a post-test was implemented to evaluate such a teaching methodology's effectiveness. For assessing how well the students had progressed in mathematical language activities, the gathered data were analyzed quantitatively and qualitatively. Empirical results showed that most students experienced a significant improvement in their mathematical communication skills associated with congruent triangles. Additionally, there were some significant implications and recommendations that were drawn from the research results.

The purpose of the study was to examine correlations between perceived teacher innovation (PTI) and self-regulated learning (SRL), where learning motivation, self-efficacy, and learning transfer help illustrate the interplay between and among influencing variables in the teacher-student relationship. This study gathered 213 valid questionnaires out of 355 participants in the Design Thinking for Data Scientists, which is one of the courses taught from a university in Taiwan. This study has analyzed the possible linkage in the Structural Equation Modeling (SEM) through the path coefficient. The ensuing data analysis study has shown that learning motivation, self-efficacy, and learning transfer not only served as the mediator effects in the PTI and SRL but also played small moderating effects. It appears that when learning motivation, self-efficacy, and learning transfer decrease, the interplay between PTI and SRL becomes stronger. It is necessary to increase the level of intrinsic motivation by the perception of greater innovation in teaching materials. By so doing, students would be more receptive and affective of course contents in the classroom and regulate themselves to achieve educational goals. The implications of teachers' perceptions of pedagogical innovation for learning motivation and learning experience are likewise discussed.

Online English comic is one of reading material that can be used by students. Students should be triggered by interesting and understandable reading material to increase their reading motivation and English proficiency. The objective of this study is to discuss the benefits of online English comics as reading materials and to discover the applications and websites that are usually used by students to read online English comics. This study applied the descriptive qualitative study supported by interviews as a data-gathering technique. The results of this study showed the benefits of online English comics as reading materials. Those are adding language knowledge such as vocabulary and grammar, enhancing reading comprehension, building critical thinking, increasing creativity, and developing reading motivation. The second finding is about the applications and websites to read English comics that students prefer to read. There are some applications and websites that are usually used by students to read English comics. The applications are Webtoon and Ciayo Comic, and also the websites include Mangakakalot.com, Mangareaderapp.com, Mangazuki.info, and Mangapanda.com.

Science, technology, engineering and mathematics (STEM) education is regarded as one of the formulas to embracing many of our imminent challenges. STEM education benefits the learners by encouraging interest in STEM disciplines. This daunting task needs everyone’s concerted efforts in creating and innovating mathematics teachers’ classroom practices Therefore, a systematic review was conducted to identify best practices for STEM education following the guidelines of the Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) by Moher et al. (2015). The reviewed articles were published from 2016 to 2020 and accessed using the Scopus and Web of Science (WoS) databases. Three themes for best practices were identified namely (a) core competencies encompassing 21st-century teaching skills; (b) instructional designs; and (c) requisite STEM execution. Results of PRISMA determined the dominant STEM practices were critical thinking, communication, collaboration, problem-solving, research-based pedagogy, problem-based learning and project-based learning, technological integration, accessibility, professional development and learning support, evidence of effectiveness, access to materials and practitioner support, and scalability. Mathematics teachers should determine the best STEM practices to employ even though there is a lack of studies on integrated STEM domains. When more students are interested in venturing and exploring into the field of STEM, the high demand for STEM related careers could be met by the younger generation.

Spatial thinking has roles to facilitate learners to remember, understand, reason, and communicate objects and the connections among objects that are represented in space. This research aims to analyze the spatial thinking process of students in constructing new knowledge seen from the field-independent cognitive style learners based on Action-Process-Object-Schema (APOS) theory. APOS theory is used to explore spatial thinking processes which consist of mental structures of action, process, object, and schema. This research is qualitative research with an exploratory method. It provided the students' opportunity to solve problems alternately until the method found the most appropriate subjects for the research objectives. The subjects were 2 students of Mathematics Education in the fourth semester of Universitas Muria Kudus Indonesia. The data collection techniques were started by distributing the validated and reliable spatial thinking questions, the cognitive style question, and the interview. The applied data analysis consisted of data reduction, presentation, and conclusion. The findings showed (1) spatial thinking process of holistic-external representation typed learners were indicated by the representative thinking element, abstract-illustrative figure expression to communicate and complete the tasks correctly, (2) spatial thinking process of the holistic-internal representation typed learners were indicated by the representative means, having ideas, connecting with the previous knowledge in the forms of symbols and numbers, and finding the final results correctly although incomplete.

Several concerted movements toward mathematical modeling have been seen in the last decade, reflecting the growing global relationship between the role of mathematics in the context of modern science, technology and real life. The literature has mainly covered the theoretical basis of research questions in mathematical modeling and the use of effective research methods in the studies. Driven by the Realistic Mathematics Education (RME) theory and empirical evidence on metacognition and modeling competency, this research aimed at exploring the interrelationships between metacognition and mathematical modeling and academic year level as a moderator via the SEM approach. This study involved 538 students as participants. From this sample, 133 students (24.7%) were from the first academic year, 223 (41.4%) were from the second and 182 (33.8%) were from the third. A correlational research design was employed to answer the research question. Cluster random sampling was used to gather the sample. We employed structural equation modeling (SEM) to test the hypothesized moderation employing IBM SPSS Amos version 18. Our findings confirmed the direct correlation between metacognition and mathematical modeling was statistically significant. Academic year level as a partial moderator significantly moderates the interrelationships between the metacognitive strategies and mathematical modeling competency. The effect of metacognition on mathematical modeling competency was more pronounced in the year two group compared to the year one and three groups.

This research presents an analysis of the value given to the game as an educational resource on social networks. The purpose of this study is to analyze the discourse on Twitter of the different educational agents (teachers and other educational professionals) to know the value given to the use of this tool and how the social network is an educational form of communication and interaction. From a qualitative methodology, a descriptive-interpretative study of the information on didactic/play strategies present in social networks is approached. The analysis is performed by the Nvivo12 software through matrices and content analysis. The results show that the game is mentioned within the speech on Twitter where it is alluded to its importance, value, application, etc. From an educational perspective, working in the classroom with the use of social networks provides some significant advantages; these networks offer interactive and effective teaching and learning tools. In addition, the integration of tools and applications. It is concluded that Twitter is an educational and formative way and where the value attributed to the game as a didactic resource is significant.

Measuring accounting teachers’ professional identity is significant to do as an alternative to measure the professionalism of accounting teachers in Indonesia based on their professional identity. This research was conducted in two stages of exploratory factor analysis involving 150 accounting teachers as sample in each stage. The data were collected in collaboration with an accounting teacher organization, comprising the Accounting Subject Teacher Deliberation (MGMP) in Central Java through a questionnaire. Data analysis was divided into several steps including face validity and content validity, inter-item correlation matrix, and exploratory factor analysis. The results showed that 23 question items encompassed five components of accounting teacher professional identity; Cultural Knowledge (pedagogical cultural identity), Blending (accommodating students' purposes for school in the learning objectives), Identity Experiencing (by the experience of working life in the past, present, and individual expectations in the future in accounting work setting), Inter-Personal Skill, and Active in Professional Communities. The scale development requires continuous development tailing various new findings in the teacher professional identity and accountant professional identity.

This study aims to develop a mathematics learning application, namely Android-based mobile learning to increase students' High Order Thinking Skills (HOTs). The result of mathematics learning media is a valid and practical mobile learning application product. "Mastering Math" is the name of a mathematics e-learning application designed as a mobile or smartphone application, with specifications for the OS Android. The procedure for the development of virtual mathematical media used the development of the 4D model of Thiagarajan: (1) define; (2) design; (3) develop, and (4) disseminate. The trials conducted included five expert judgments and a small group. The research instruments used were a validation sheet, a practical assessment sheet by the teacher, a practical assessment sheet by students, and a media effectiveness test instrument. Data analysis was performed using Cochran's Q test for similarity of expert validation and qualitative analysis. The teaching materials used are junior high school teaching materials with validity and practicality in the good category to increase students' HOTs. This research implies that the learning of mathematics is more effective and efficient, students' divergent thinking develops, and their learning motivation for mathematics increases.

The performance in biology at the secondary level has not been as good as expected. This has been a matter of concern. Thus, there has been a continuous focus on exploring newer innovative learner-centered and friendly instructional strategies to enhance understanding and retention in biology. This study, therefore, determined the effects of Concept Mapping (CM) and Cooperative Mastery Learning (CML) on fostering retention in photosynthesis among secondary schools in Nyamagabe district, Rwanda. A pre-test and post-test non-equivalent control group quasi-experimental design was used. Data were obtained from 151 students taught with CM, 144 students taught with CML, and 154 students taught with Conventional Teaching Methods (CTM). The Photosynthesis Retention Test (KR-21= 0.82) was used for data collection. The data were mainly analyze d using mean and Analysis of Covariance (ANCOVA). The results showed that the CM and CML treatment groups outperformed the CTM group in retention in photosynthesis. There was a statistically significant difference in favor of the CM between the two experimental groups. The male and female students taught using CM retained equally in photosynthesis while gender difference was revealed in the mean retention scores of the students exposed to the CML, with females retained significantly higher than males. The study concluded that the CM and CML strategies were more effective than CTM. It was suggested, among other things, that teachers should be encouraged to apply CM and CML strategies when teaching biology.

This research intended to examine the effect of mindset, democratic parenting, democratic teaching, and school environment on global citizenship among 2,226 ninth-grade students and 80 social studies teachers from 80 classrooms in public schools. The research instruments included a student questionnaire to measure global citizenship, democratic parenting, fixed and growth mindset, and a teacher questionnaire to measure democratic teaching and school environment and to analyze the data based on multilevel structural equation modeling. The significant findings revealed that democratic parenting and school environment positively affected global citizenship, whereas democratic teaching had a negative effect on global citizenship. In addition, the outstanding students with a growth mindset tend to lead to a positive effect and act as a mediating role through global citizenship than those with outstanding fixed mindset clearly. All factors in the model collaboratively explained the variance of global citizenship accounted for 62.8% and 47.5% at student and classroom levels, respectively. Finally, the discussions and suggestions section suggested the recommendations according to the findings of the research.

Realistic Mathematics Education (RME) has gained popularity worldwide to teach mathematics using real-world problems. This study investigates the effectiveness of elliptic topics taught to 10th graders in a Vietnamese high school and students' attitudes toward learning. The RME model was used to guide 45 students in an experimental class, while the conventional model was applied to instruct 42 students in the control class. Data collection methods included observation, pre-test, post-test, and a student opinion survey. The experimental results confirm the test results, and the experimental class's learning outcomes were significantly higher than that of the control class's students. Besides, student participation in learning activities and attitudes toward learning were significantly higher in the RME model class than in the control class. Students will construct their mathematical knowledge based on real-life situations. The organization of teaching according to RME is not only a new method of teaching but innovation in thinking about teaching mathematics.

The study objectives were (1) developing a valid and reliable Affective Self-assessment Instrument of Chemistry for High School Student and (2) discovering the chemistry affective domain ability trend of high school students based on gender. The current development study utilized 10 non-test instrument development procedures from Mardapi. The study population was all high school students in Yogyakarta Special Region. The sample size was 405 students categorized into two stages and sampling techniques, i.e., the trial stage using cluster random sampling and the measurement stage using simple random sampling. The data analysis techniques were validity test using the Aiken index and construct validity and reliability using the second-order Confirmatory Factor Analysis model. The study findings were (1) the Affective Self-assessment Instrument of Chemistry for High School Student had 15 valid and reliable items and 15 available items to be utilized by teachers to measure students’ affective in the learning process and (2) the chemistry affective domain ability trend of male high school students was dominated by the “good” category and “very good” category for female students.

Students drop out of schools for many reasons, and it has negative effects on the individual and society. This paper reports a study using data published in 2015 from the Educational Longitudinal Study conducted by the National Center for Education Statistics to analyze the influence of parental involvement on low-achieving U.S. students’ graduation rates from high school. Findings indicate that both students and parents share the same perspective on the need for parental involvement in their academic progress. For low-achieving high school students, parental involvement in academic work is a positive factor influencing students’ graduation from high school.

Most research has examined flipped learning within the context of face-to-face (F2F) instruction. However, previous research has not effectively explored the possibility of how online synchronous flipped learning influences pre-service teachers (PSTs) in teacher education programs during Coronavirus disease (COVID-19). Recognizing the gap in the literature, this paper explored three aspects of online synchronous flipped learning by understanding 1) PSTs' learner engagement, 2) self-directed learning, and 3) learner satisfaction in a Korean university. The data was collected from Korean PST's interviews, reflection notes, and course evaluations. The thematic analysis was used to analyze qualitative data sources. The study findings showed that PSTs favored a synchronous online FL because it encouraged them to engage in various collaborative activities through Zoom breakout sessions. Also, pre-class materials from online FL can positively enhance the PSTs' self-directed learning process. Based on these findings, this study provides suggestions on how to effectively implement online synchronous flipped learning in teacher education programs.

The positive effect of peer assessment and self-assessment strategies on learners' performance has been widely confirmed in experimental or quasi-experimental studies. However, whether peer and self-assessment within everyday mathematics teaching affect student learning and achievement, has rarely been studied. This study aimed to determine with what quality peer and self-assessment occur in everyday mathematics instruction and whether and which students benefit from it in terms of achievement and the learning process. Two lessons on division were video-recorded and rated to determine the quality of peer and self-assessment. Six hundred thirty-four students of fourth-grade primary school classes in German-speaking Switzerland participated in the study and completed a performance test on division. Multilevel analyses showed no general effect of the quality of peer or self-assessment on performance. However, high-quality self-assessment was beneficial for lower-performing students, who used a larger repertoire of calculation strategies, which helped them perform better. In conclusion, peer and self-assessment in real-life settings only have a small effect on the student performance in this Swiss study.

Research on instructional quality has been of great interest for several decades, leading to an immense and diverse body of literature. However, due to different definitions and operationalisations, the picture of what characteristics are important for instructional quality is not entirely clear. Therefore, in this paper, a scoping review was performed to provide an overview of existing evidence of both generic and subject-didactic characteristics with regard to student performance. More precisely, this paper aims to (a) identify both generic and subject-didactic characteristics affecting student performance in mathematics in secondary school, (b) cluster these characteristics into categories to show areas for quality teaching, and (c) analyse and assess the effects of these characteristics on student performance to rate the scientific evidence in the context of the articles considered. The results reveal that teaching characteristics, and not just the instruments for recording the quality of teaching as described in previous research, can be placed on a continuum ranging from generic to subject-didactic. Moreover, on account of the inconsistent definition of subject-didactic characteristics, the category of ‘subject-didactic specifics’ needs further development to establish it as a separate category in empirical research. Finally, this study represents a further step toward understanding the effects of teaching characteristics on student performance by providing an overview of teaching characteristics and their effects and evidence.

In this research, the influence of the Coronavirus disease (COVID-19) pandemic on 9th grade students’ mathematics achievement is analyzed through quantitative and qualitative methods. A posttest only with control group design was used to compare the mathematics marks of 9th grade students from the previous school year (before the pandemic, control group) and the current school year (during the pandemic, experimental group). Seventy-three students from a public high school in Spain attending class on alternate days participated in the study. Three focus group sessions were held with students, and five semi-structured interviews were conducted—two with teachers and three with students’ families. Results show statistically significant differences in students’ mathematics achievement, with students enrolled in 9th grade the previous (pre-pandemic) year outscoring their peers currently enrolled in 9th grade (during the pandemic) by 22.17%. An overall negative effect size of Hedge’s g = -1.11 was reported. Although significant statistical differences between groups were reported for both male and female students, the effect was 42.31% larger for male students (Hedge’s g = -1.11) than for females (Hedge’s g = -0.78). The qualitative information supported the quantitative results. Changes in educational settings, students’ lack of motivation, monotony, and students’ level of responsibility were qualitatively reported as factors that may explain this phenomenon. The main conclusion of this study is that the COVID-19 pandemic may be significantly and negatively affecting 9th grade students’ mathematics achievement.

This study presents an inquiry-based teaching approach using a rich methodology involving STEM (science-technology-engineering and mathematics) projects, developed using a cooperative way to work between schools and research centres. We describe the teaching pattern scenario with students, teachers, and scientists. We also illustrate the learning process, conducted through two inquiry-based problems in Biochemistry, the mutagenesis process and the transgenesis effects caused by inoculation of bacteria. The teaching sequence, as well as the scientific knowledge and students’ competencies involved, are shown. We then analyse the students' and teachers' perceptions in this scenario regarding the development of students' STEM learning through their inquiry skills promoted and concerning predictors to vocational careers involved (students’ identities as potential scientists, scientific attitudes, social implications towards science or students´ agency). Finally, we add some conclusions and contributions to teaching STEM education, related to factors of the design teaching scenario that bring connections with the interests and motivations of students, such as the relevance of the projects to evoke understanding of processes or causal relationships of content or the teacher's professionalisation supported by a proper allocation between scientists and teachers.