The overall aim of this study is to examine the association between Swedish students’ attitudes towards mathematics, mathematics achievement as measured by the Trends in Mathematics and Science Study (TIMSS), socioeconomic status (SES), and educational background variables. A further aim is to investigate whether students’ attitudes towards mathematics have a mediating role between their mathematics achievement and their background. Several indicators of students’ SES and background, taken from both the TIMSS 2015 database and from Swedish official registers, were used. The overall results show that there were differences in attitudes towards mathematics in relation to the different SES and educational background measures. There are also associations between students’ SES and both TIMSS mathematics achievement and their attitudes towards mathematics. The students’ attitudes towards mathematics only had a small mediation role between the students’ backgrounds and TIMSS mathematics achievement. Finally, although the mediation models had a better fit when including other information, the mediation effect was lower. Practical implications of the obtained results are discussed.

This paper aims to examine the trends around research in science teaching following the outbreak of the COVID-19 pandemic. This event had a significant impact on education institutions, as it led to the shift to online learning that challenged educators in terms of planning, implementing, and dealing with issues such as the deteriorating mental and physical health of students. This is reflected in the trends of researchers. Contemporary trends around science teaching seem to focus on new teaching practices, modes, areas of investigation, and the impact of modern technology. However, there is limited bibliometric research examining the impact of COVID-19 on science teaching. Hence, 12,840 documents published from 2020 onwards were collected and analyzed from the Scopus platform. The analysis depicted a general interest of researchers around this topic. Findings regarding the focus and area of study, country, and the yearly rate of publication are aligned with those that focus on the individual impact of the COVID-19 pandemic on teaching and science education. This can give insights to the general trends regarding the future of science teaching.

This paper derives from a large research project focusing on mathematics and science assessment of student learning in three high-need, rural, and urban secondary schools in Manitoba, Canada. The study employed qualitative methods of semi-structured interviews and classroom video recordings of teaching practice experiences of 12 mathematics and science teachers, with the purpose that explore how authentic assessment forms assist effective teaching to monitor and motivate student learning achievement and growth. The results indicate that about 67% (eight out of the twelve of the participants) of the research participants practice the traditional mode of standard assessment that consists of multiple forms of questioning. The participants' rationale relates to speedy evaluations of student work, preparing feedback reports to parents and students, and objectivity of the assessment process. The other 33% (four out of twelve of the participants) of participants practice authentic assessment that concentrates on: (1) Allowing students to apply what they have learned rather than testing their ability to memorize and regurgitate concepts, (2) Allowing students to personalize their knowledge and values, (3) Encouraging group project-based learning and with the use of rubric for evaluating and monitoring, (4) Promoting deep learning to become life-long learners, (5) Recognizing, acknowledging, and validating diversity in student learning styles, interests, and aspirations, and further, authentic assessment is an excellent opportunity to apply communicative technologies such as podcasts and webinars in learning and undertaking investigations in mathematics and science learning. Furthermore, some participants asserted that authentic assessments are time-consuming, labor-intensive, and resource-demanding, aside from the limited resources and lack of training, which are some of the challenges of implementing authentic assessment. Other participants stated that all teachers must be familiar with using all assessment tools. The paper concludes that the principal plays a critical instructional leadership role in a school-wide implementation of authentic assessment.

Science, magic, and education have always been linked, from science-based magic shows to teachers presenting demonstrations as magic tricks to capture their students’ interest and provide a mnemonic reference for the topics under discussion. Magic as an art form is also often used to convey information or act as an analogy for invisible phenomena. This study examined how the use of a magic effect designed as an analogy for active and passive transport in cells affected student scores and perception of the activity when compared to a standard story analogy in a high school integrated science course. To determine this, students participated in either a magic-based analogy activity (MBAA) or a concrete story-based analogy activity (SBAA), and then data was collected and analysed using a pre-test/post-test for the content and a Likert-scale anonymous survey for the student perception of the activity. The MBAA was shown to be similar to the SBAA in helping students learn but had the added benefit of increasing students’ reported engagement with the activity. This study shows how bringing magic into the science classroom can have a positive impact on student engagement and provides teachers with another option to support student learning.

Understanding and handling diversity, as well as inclusion, are critical in ensuring effective teaching and learning, especially in the mathematics classroom, where students have varied abilities. Despite the growing research in inclusive education, little is known about how mathematics teachers in the Ghanaian context understand the theory of multiple intelligences (MIs), leaving a gap in how this theory can be applied in the classroom to improve practice and inclusion. In this study, the authors explored Ghanaian mathematics teachers’ conceptions of the theory of MIs using a basic qualitative method design. 12 senior high school mathematics teachers in one municipality of Ghana were engaged through questionnaires and semi-structured interviews, including field notes, to provide information on their conceptions of the theory of MIs. Thematic analysis revealed that mathematics teachers conceived the theory of MIs as a theory of different styles for learning, multiple teaching strategies, and a theory for catering to diverse student needs. The findings highlight the need for professional development and teacher training curriculum development to enhance teachers' understanding of the theory of MIs to improve their practice and handling of inclusiveness and diversity in the classroom.

This study delved into the factors affecting secondary school students’ interest to learn Mathematics. The aim was to gather insights that can inform strategies aimed at enhancing students' engagement, enthusiasm, and achievement in Mathematics education. Literature information was downloaded using databases such as Google Scholar, ERIC, Search 4 Life, Scopus, Web of Science, and Academia. Of the 129 studies obtained, 117 articles were retained after removing duplicates and studies that did not meet the themes of the study. Further filtering of studies by removing primary and higher learning school-related studies allowed the retention of 25 relevant pieces of research published between 2000 and 2024. The results from the systematic reviews analysis showed that instructional strategy, instructional materials, the importance of Mathematics, a future career in Mathematics, students’ attitudes towards Mathematics, students’ enjoyment of Mathematics lessons, teachers and parental support, and students’ perception towards Mathematics, are amongst the key factors affecting positively secondary school students’ interest to learn Mathematics.  

The article investigates the impact of assessment data analysis on promoting deeper learning in Canadian high schools, specifically focusing on teachers’ flexibility in data-driven evaluation. The research contributes to the discourse on assessment practices by emphasizing the importance of authentic assessments, competency-based learning, and grading methodologies. Selected high school teachers drawn into this further study formed a fraction of the initial set of participants. Classroom practices of assessments concentrate on: (a) Freedom to facilitate deeper learning in instructing, assessing, and sustaining interest. The others are: (b) Teacher’s emphasis on competency-based (standard-based) learning to make learning appealing to students in educational spaces, and (c) Testing, collecting test score data, analyzing, and reporting students grades to present parents and school districts/boards with accurate progressive data reflective of diversity in learning. In this qualitative focus group case-study discussion, participants indicated time expended in performing critical analysis of data to grade students is burdensome, but the joy of such practice far outweighs the inherent difficulties, knowing that student success is founded on flexibility, freedom in decision-making, and being reflective as educators.

Global concern surrounds students' mathematics learning, development, and achievement. Scholarly discussions have explored various factors influencing students' mathematics performance. However, more information is needed to understand the impact of mathematics teaching styles on student outcomes in developing contexts like Nepal. This study examines the moderators of mathematics teaching styles and their influence on students' performance. To achieve this, the Teachers' Teaching Style Questionnaire (TTSQ) collected quantitative data from 469 grade nine students across 14 high schools in Kathmandu, Lalitpur, and Bhaktapur districts of Nepal. Confirmatory factor analysis, path analysis, and moderation analysis were performed to examine the effects of teaching styles on student achievement in mathematics. Key findings indicate that teaching styles, such as consideration and openness, are not significant predictors of student achievement, but rigid teaching styles can predict student achievement in mathematics. However, impact of the rigid teaching style was negative on student achievement. School type influenced the relationship between performance and considerate teaching, favoring private schools. School location influenced the relationship between considerate teaching and student performance in mathematics, favoring rural schools. Likewise, urban schools had a negative effect on the relationship between teacher openness and student performance, but rural schools had a positive effect on their relationship. Furthermore, low and high-ability students moderated the relationship between considerate teaching and student achievement, with the negative effect of low ability on considerate teaching and student performance and the positive influence of high ability on considerate teaching and student achievement. Student ability influenced the relationship between teacher openness and student performance, with a negative moderations of low and moderate ability students. The study concludes by emphasizing the importance of teacher training in teaching styles for high schools in Nepal and similar contexts.

Research consistently highlights the importance of promoting creativity in curricula worldwide and within school settings. However, teachers often fail to recognize mathematical creativity (mainly described and evaluated through fluency, flexibility, originality, and elaboration) and are usually ill-prepared to enhance it in their students. Few studies have incorporated educational programs focused on mathematical creativity, showing positive results in enriching participants' knowledge and perception of creativity. Nevertheless, participants' teaching practices were not observed, leading to uncertainty about whether these participants could integrate opportunities for students’ development of mathematical creativity in their lessons. In this qualitative study, we attempt to bridge this gap by observing teachers' practices before and after an intervention focused on mathematical creativity. Seven in-service primary school Greek teachers participated in the study. Their teaching practices were examined through classroom observation, using an observation protocol, before and after their voluntary participation in an educational program aimed at enriching their knowledge of mathematical creativity and their ability to cultivate it in the classroom. Observational data were coded and analyzed using thematic analysis. Results showed that prior to the intervention, participants sparsely employed creativity-fostering approaches in their teaching. However, after the intervention, they significantly increased the time spent on creativity-provoking tasks, utilizing various creativity-promoting approaches and primarily focusing on developing fluency, flexibility, and generating new knowledge. Nevertheless, they did not significantly develop their skills in originality and elaboration, indicating the need for further support in cultivating these aspects of creativity. Future implications for professional teacher training and mathematics textbook writing are discussed.

This study explores how mentor teachers in specialized teaching areas, particularly chemistry, interact in an Online Professional Development (OPD) program. The Mentor Teacher Professional Development (MeT-PD) program was designed to improve mentoring practices by creating opportunities for collaborative learning through various online activities, such as Individual Response (IR), Interactive Individual Response (IIR), Small Group Discussions (SGD), and Large Group Discussions (LGD). Using a qualitative case study approach, the research analyzed data collected from Zoom recordings and Nearpod activity logs. The findings indicate that while LGDs were useful for interactions between facilitators and learners, they were not as effective in fostering interaction among learners themselves, mainly due to the cognitive demands and how these discussions were structured. On the other hand, SGDs seemed to foster stronger participant interaction, probably because the smaller group settings led to more valuable exchanges. These findings highlight the need of thoughtful planning of OPD activities, with particular focus on group size management and selection of suitable discussion formats to improve both interaction and learning outcomes.

This study investigates the assessment practices of senior high school mathematics teachers in Ghana, examining both the dominant classroom methods and teachers’ self-rated assessment skills, as well as the extent to which teacher background characteristics are associated with these practices. Drawing on a national survey of 516 teachers, the results show a strong reliance on traditional paper-and-pencil tests, with high self-reported confidence in administering such assessments. Formative and data-driven practices, including the use of standardized test data and diagnostic assessment, remain infrequently implemented and are associated with lower self-assessed competence. Multiple regression analysis revealed that participation in assessment-focused professional development was the only significant predictor of both broader assessment practice and higher perceived assessment skill, while years of teaching experience, gender, WAEC examining roles, and academic qualifications were not significantly associated. These findings underscore the importance of targeted professional development in strengthening assessment literacy and highlight persistent gaps between policy intentions and classroom realities. The study recommends sustained, context-relevant training to promote more effective and varied assessment practices in mathematics education.

Introduction: This study explores the effectiveness of differentiated assessment as a strategy to support diverse learners in multi-level K–12 classrooms in Manitoba, Canada. Literature Review: Articles published from 2005 onward were sourced from ProQuest, ERIC, Google Scholar, ResearchGate, and Taylor & Francis databases. Methodology: A qualitative document review was employed by analyzing peer-reviewed articles. The review investigates how differentiated assessment practices, such as varied formats, flexible timing, assistive technologies, and constructive feedback, enable educators to identify students’ strengths, interests, and learning needs. Insights inform the adaptation of instructional plans to accommodate diverse learning styles and promote academic equity. Findings and conclusions reveal that while differentiated assessment fosters inclusivity and meaningful evaluation, implementation is hindered by challenges, including limited resources, insufficient teacher training, time constraints, and resistance to change. The findings contribute to ongoing discourse on equitable assessment practices and offer practical implications for enhancing student success in diverse educational settings. Recommendations: The study recommends targeted professional development, increased teacher autonomy, and collaborative efforts among educators and administrators to address these barriers.

Data from over 1,500 middle-grade mathematics students were used to investigate their mathematical affect and identity. Early secondary students were asked if they considered themselves mathematicians and a prompt was employed to substantiate their mathematical identity. Separating by gender and grade affiliation (6, 7, and 8), Chi-square and Z-score analyses were used to compare subgroups. Data show that the gap in male and female mathematics identity and affect is shrinking. Though progress has occurred in encouraging young women to consider themselves mathematicians, work remains. Consistent with previous research concerning the sustained and relatively permanent nature of mathematical affect/identity at grade six, in this study it appeared to become stable near grade 7 (approximately age 13). Perhaps not ironically, grade seven appears to be the age at which adolescents enter a period of successful abstract reasoning, and the age (13) aligns with the beginning of pre-algebra for many grades seven students.