UNLOCKING THE POTENTIAL: ADVANCING MATHEMATICS EDUCATION AT THE SECONDARY LEVEL THROUGH QUALITATIVE TRANSFORMATION

Sunita Narain

doi:10.55955/240001

Authors

Ms. Sunita Narain Jesus and Mary College, University of Delhi

DOI:

https://doi.org/10.55955/240001

Keywords:

Mathematics Education, Secondary Level, Qualitative Transformation, Pedagogical Approaches, Curriculum Reform

Abstract

The objective of the paper is to examine the present condition of secondary level mathematics education and suggest methods for achieving a qualitative transformation. The education of mathematics is of paramount importance in fostering the development of critical thinking, problem-solving abilities, and logical reasoning in students. Notwithstanding, the current pedagogical approaches and educational programs frequently fall short in terms of effectively captivating students and fostering a profound comprehension of mathematical principles. The present research employs qualitative feedback obtained from both students and educators. The results indicate that there is a requirement for a modification in the curriculum, improvement in teachers' professional development, and the implementation of innovative pedagogical methods to augment the standard of mathematics education. The study highlights the significance of cultivating a favourable educational setting, encouraging the participatory involvement of students, and integrating practical mathematical applications. The findings of this research can offer valuable insights for policymakers, curriculum designers, and educators who are striving to enhance the quality of mathematics instruction in the secondary education system.

References

Black, P., & Wiliam, D. (2018). Classroom assessment and pedagogy. Assessment in Education: Principles, Policy & Practice, 25(6), 551-575.

Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute.

Desimone, L. M. (2009). Improving impact studies of teachers' professional development: Toward better conceptualizations and measures. Educational Researcher, 38(3), 181-199.

Drijvers, P., Doorman, M., Boon, P., Reed, H., & Gravemeijer, K. (2016). The teacher and the tool: Instrumental orchestrations in the technology-rich mathematics classroom. Educational Studies in Mathematics, 91(1), 1-22.

D. (2016). Focusing on mathematical knowledge: The impact of content-intensive teacher professional development (NCEE 2016-4010). National Center for Education Evaluation and Regional Assistance (NCEE).

Hattie, J. (2019). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.

Jonassen, D. H. (2017). Learning to solve problems: A handbook for designing problem-solving learning environments. Routledge.

Keengwe, J., & Onchwari, G. (2019). Integrating technology into the mathematics classroom. IGI Global.

Li, X., & Ma, X. (2019). Effects of innovative teaching approaches on students' mathematics achievement: A meta-analysis. Educational Research Review, 27, 198-209.

Mokros, J. R., & Russell, S. J. (2019). Designing alternative forms of assessment in mathematics education. Handbook of Research on Assessment Practices and Pedagogical Models for Immigrant Students, 135-152.

Pape, S. J., & Krosnick, J. A. (2018). The potential of educational technology for mathematics instruction in low- and middle-income countries: A systematic review and meta-analysis. Journal of Educational Psychology, 110(7), 1009-1044.

Reis, S. M., Westberg, K. L., Kulikowich, J. M., Caillard, F., & Hébert, T. P. (2018). Why not let high ability students start school in January? Implementation of a differentiated kindergarten curriculum. Journal for the Education of the Gifted, 41(2), 97-125.

Schoenfeld, A. H. (2017). Problem solving in the United States and Japan. Routledge.

Smith, J. (2018). Improving student motivation in mathematics. Journal of Mathematics Education, 7(2), 112-126.

Stiggins, R. (2014). Assessment, student confidence, and school success. Phi Delta Kappan, 95(2), 38-44.

Tomlinson, C. A., & Moon, T. R. (2013). Assessment and student success in a differentiated classroom. ASCD.