Enablers and obstacles in teaching and learning of mathematics: A systematic review in LUMAT journal

This paper presents results of a systematic review of papers published at the LUMAT journal on the current issues positively and negatively affecting teaching and learning in mathematics, in concurrence with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. The analysis also offers insight into the most studied topics in mathematics education research, including key demographic and methodological characteristics such as year of publication, participants, education level, research methodologies, and research focus. Data was gathered from the studies published in the LUMAT: International Journal on Math, Science and Technology Education, starting from its first volume in 2013. So far, 225 articles were published in this journal, with 133 studies written in English and 51 studies related to mathematics. Although earlier studies support the notion that mathematics education is mostly traditional, this review suggests current research has thorough and positive outcomes, such that mathematics educators are likely to implement non-traditional approaches, encouraging student engagement, peer collaboration, and mathematical discourse. Certainly, in such learning environments, students tend to feel more motivated and less anxious about learning mathematics. They may also be more active and responsible in their learning, collaborate with peers, and get into mathematical discussions. Yet, there are also a number of difficulties and obstacles highlighted both in teaching and learning of mathematics. The findings might inspire several instructional implications for mathematics educators, curriculum developers, and researchers. Recommendations are given to add into what the existing literature claims and offer greater empirical evidence to support the verdicts

STEM learning during the COVID-19 pandemic in Qatar: Secondary school students’ and teachers’ perspectives

This study examines how students and teachers perceive science, mathematics, engineering and technology (STEM) learning during the COVID-19 pandemic. Data was collected through student and teacher surveys, conducted in 22 public and 17 private secondary schools at Qatar. Participants included 1,505 students and 545 teachers in grades 11 and 12. Results showed students’ and teachers’ demographic factors, including gender, school type, grade level, and majors, emerged as salient predictors of perceptions of the pandemic as disruptive to students’ STEM learning. Specifically, both students and teachers perceived keeping up with coursework, being physically isolated from classmates, and keeping a regular schedule at home to be key barriers. Results further revealed that neither students nor teachers viewed communicating with staff and teachers, losing contact with teachers, or accessing and using technology as barriers. Moreover, school type and gender were important predictors of how students and teachers perceived STEM learning during the pandemic.This research is supported by the Qatar University Office of Research Support, under the grant number QUCG-SESRI20/21-1 for the project entitled “Barriers to Student Participation STEM Education in Qatar”

A systematic review of STEM education research in the GCC countries: trends, gaps and barriers

Abundant research conducted in many countries has underlined the critical role of Science, Technology, Engineering, and Mathematics (STEM) in developing human capital in fields important to a nation’s global competiveness and prosperity. In the Gulf Cooperation Council (GCC) States, recent long-term policy plans emphasize the ever-increasing need of transition to a knowledge-based economy and preparing highly qualified nationals with credentials in STEM fields to meet the current and future needs of the labor market. Yet, despite multiple educational reforms and substantial resources, national and international indicators of student performance still demonstrate insignificant improvement in GCC students’ achievement in STEM subjects. Demonstrably, the GCC youth still lack interest in STEM careers and represent low enrollment rates in STEM fields. This paper presents the results of a systematic review conducted on STEM education research in GCC countries. The review seeks to contribute to the body of the existing STEM literature, explore the factors influencing student participation in STEM, and identify the gaps in STEM education research in those countries

Educational motivation and students' achievement goal orientations

This paper aims to enhance teachers' understandings of the nature and importance of students' achievement goal orientations in elementary mathematics education. In particular, the study includes a theoretical background about what achievement goal orientation is, and the nature of students' goal orientations. Next, a literature review is provided about the major models identified in goal theory. Then, a discussion is made about why achievement goal orientations are important in mathematics education, supported with the research findings in the literature. Finally, a conclusion is made to summarize the main arguments discussed in the previous parts, with specific suggestions to mathematics teachers

İlköğretim 7. sınıf öğrencilerinin güdüsel inanışları, öz-düzenleme stratejileri matematik başarılarına ilişkin bir yapısal model.

This study was conducted in an attempt to integrate a number of cognitive, motivational and behavioral factors in elementary mathematics education, and to develop a theoretical model that explains the direct and indirect relationships among these concepts and their underlying dimensions. In particular, it was intended to examine the interrelationships among students’ achievement goal orientations, perception of classroom goal structure, self-efficacy, use of self-regulatory strategies, and academic achievement in mathematics. Participants were 1019 seventh grade students, enrolled in public elementary schools, located in four different urban and rural districts in Ankara. A self-report questionnaire and a mathematics achievement test were administered to the participants during their regular class periods. A pilot study was carried out with 250 seventh grade students, for conducting exploratory factor analysis. Structural equation modeling technique was used for data analysis. First, confirmatory factor analyses were conducted for each factor in the questionnaire. Then, a structural equation model was developed for the whole sample. Results revealed that students’ perceptions of classroom goal structure were directly linked to their adoption of achievement goal orientations. Among these goal orientations, only mastery goal orientation was associated with students’ use of learning strategies, which, in turn, related to their mathematics achievement. Among the learning strategies, only elaboration was significantly related to students’ mathematics achievement. Besides, self-efficacy was both directly and indirectly related to students’ adoption of achievement goals, use of learning strategies, and mathematics achievement.Ph.D. - Doctoral Progra

Developing a Structural Model on the Relationship among Motivational Beliefs, Self-Regulated Learning Strategies, and Achievement in Mathematics

This study examines the interrelationships among students' motivational beliefs (i.e. achievement goal orientations, perception of classroom goal structure, and self-efficacy), use of self-regulated learning strategies (i.e. elaboration, organization, and metacognitive self-regulation strategies), and achievement in mathematics, by proposing and testing a structural model. Participants were 1,019 seventh grade students, enrolled in public elementary schools in Ankara, Turkey. Self-report questionnaires and a mathematics test were administered to participants during their regular class periods. Results revealed that students' perception of classroom goal structure was significantly related to their adoption of achievement goals. Among achievement goals, only mastery goal orientation was significantly related to use of self-regulated learning strategies and mathematics achievement. Among self-regulated learning strategies, only elaboration was significantly related to mathematics achievement. In addition, self-efficacy was associated with achievement goals, use of self-regulated learning strategies, and mathematics achievement. These results supported many of the hypothesized relationships, and offered additional clarification for the literature. Possible explanations are discussed regarding both the expected and unexpected outcomes

Research on Higher Education during the COVID-19 in the Gulf Cooperation Council: An Overview of Publications in the Journal Sustainability

This study analyzes the research associated with higher education during the COVID-19 pandemic in the Gulf Cooperation Council (GCC) region, offering an overview of papers published in Sustainability by utilizing the Preferred Reporting Items for Systematic Reviews and Meta-analysis (PRISMA). The analysis comprised a total of 17 papers, illuminating a number of common features, thematic foci, and prevailing issues as well as recommendations for rethinking higher education delivery in the future. Briefly, the analysis of common features revealed that most of the papers were published in 2021, researchers were mostly affiliated with higher education institutions in Saudi Arabia, data were mostly collected from undergraduate students, and papers were mostly quantitative. Regarding thematic focus, papers were generally related to teaching, learning, and assessment. As for prevailing issues, results highlighted a lack of practical studies in higher education research in the GCC region and a need for extending the conducted research to further context including other countries and populations. Finally, the key recommendations included improvement in the use of information technology and distance learning tools, as well as the design of policies and regulations to ensure more relevant academic intervention and guidelines for utilizing the tools and technologies

Research on Higher Education during the COVID-19 in the Gulf Cooperation Council: An Overview of Publications in the Journal <i>Sustainability</i>

This study analyzes the research associated with higher education during the COVID-19 pandemic in the Gulf Cooperation Council (GCC) region, offering an overview of papers published in Sustainability by utilizing the Preferred Reporting Items for Systematic Reviews and Meta-analysis (PRISMA). The analysis comprised a total of 17 papers, illuminating a number of common features, thematic foci, and prevailing issues as well as recommendations for rethinking higher education delivery in the future. Briefly, the analysis of common features revealed that most of the papers were published in 2021, researchers were mostly affiliated with higher education institutions in Saudi Arabia, data were mostly collected from undergraduate students, and papers were mostly quantitative. Regarding thematic focus, papers were generally related to teaching, learning, and assessment. As for prevailing issues, results highlighted a lack of practical studies in higher education research in the GCC region and a need for extending the conducted research to further context including other countries and populations. Finally, the key recommendations included improvement in the use of information technology and distance learning tools, as well as the design of policies and regulations to ensure more relevant academic intervention and guidelines for utilizing the tools and technologies

A critical review of research on STEM education in Qatar

In the light of the mounting national promotion, encouragement, and support of the skillsets that are critical to the knowledge economy in Qatar, the present article offers a critical review of the current body of literature that examines science, technology, engineering, and mathematics (STEM) in this Arabian Gulf state. Over the past few decades, there has been a proliferation of writing on STEM in different countries, especially those in the West, and research conducted in this area has significantly advanced our knowledge and understanding of the scope, complexity, and importance of this field. However, work done on STEM in the Gulf Cooperation Council (GCC) region and the Arab world more broadly has been received little reflection and critique. This article sets out to critically review STEM-related literature in Qatar, using salient electronic bibliographic databases and specific selection criteria to conduct the search for relevant publications on the topic, including journal articles and conference papers. This review discusses gaps in theory and flaws in methodology