A Systematic Review of the Approaches Enhancing the Mathematics Achievement

Abstract

Aim. The aim of this study is to analyse the conducted studies in order to reveal the effect of the strategies, methods and techniques used in elementary school mathematics courses, to apply critical strategies based on impartiality, and to critically evaluate and synthesize them.
 Methods. In this systematic review study, Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) Statement was used in order to prepare the systematic review protocol. The studies were based on students’ achievement resulting from student-centred strategy, methods and techniques.
 Results. The results of the study show that the number of participants of the primary studies centred on the range of 31- 60 to 90 and above. Moreover, the total number of studies conducted in different countries constitutes a significant proportion of the studies included. In most of the studies (f=87), significant differences were found in favour of the experimental group.
 Conclusion. Within the framework of the inclusion criteria of the research, it can be concluded that student-centred strategy methods and techniques statistically change the students' mathematics achievement. Among these methods and techniques, Realistic Mathematics Education, Computer Assisted Teaching Method, and Collaborative Learning Method were prominent.

Teaching Mathematics for Social Justice: The Challenges and the Prospects in The Ghanaian Senior High Schools

“…Studies have confirmed cultural background as a provident tool for teaching and learning mathematics (Amoako Atta & Asiedu-Addo, 2021; Cai & Wang, 2010;Ltd, 2020;Smith-Maddox, 1998). It is instructive to note that countries that use their local language to teach mathematics usually perform better than those that use a second language to teach mathematics (Papers OECD Library;Mullis & Martin, 2017;Zou, 2019).…”

“…However, as mathematics educators, there is a need for ongoing research-based professional learning that focuses on the sociopolitical turn of mathematics education and mathematical pedagogies that are equitable and culturally responsive (Alangui, 2017;Meaney et al, 2021b;Rosa et al, 2016). Studies continue to show that equitable practices combined with high expectations, high-quality content, and strong community relationships have a positive effect on mathematics learning and achievement (Ltd, 2020) Developing positive cultural and social identities requires grounding mathematics instruction in students' languages, cultures, and communities while equipping them with the mathematical skills necessary to flourish in the dominant society (Parker et al, 2017). Reading the mathematical word, academic performance, and influencing students' (and teachers') mathematics orientation is the mathematics educational goals of Gutstein (2006) cited in (Gutstein, 2012).…”

Teaching mathematics for social justice: The challenges and the prospects in the Ghanaian senior high schools

“…Mathematics educators need research-based professional development on the sociopolitical turn of mathematics education and fair, culturally responsive mathematical pedagogies. Studies continue to show that egalitarian rules, high standards, high-quality content, and strong community linkages increase mathematics learning and achievement (Ltd, 2020). Developing appropriate cultural and social identities demands grounding mathematics instruction in students' languages, cultures, and communities while offering them mathematical tools to succeed in the dominant society (Parker et al, 2017).…”