Artificial intelligence in mathematics education: A systematic literature review

Hidayat, Riyan; Mohamed, Mohamed Zulhilmi bin; Suhaizi, Nurain Nabilah binti; Sabri, Norhafiza binti Mat; Mahmud, Muhamad Khairul Hakim bin; Baharuddin, Siti Nurshafikah binti

doi:10.29333/iejme/12132

Cited by 44 publications

(19 citation statements)

References 40 publications

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“…PRISMA guidelines help to improve the quality of reporting in synthesizing articles that have been published through systematic literature review. The past studies that applied PRISMA include Rahmanet al (2021); Pahmi et al (2022) as well as (bin Mohamed et al, 2022).…”

Section: Research Methodology Systematic Review Protocol -Prismamentioning

confidence: 99%

Trends and Factors Affecting Self-Efficacy among Teachers: A Systematic Literature Review

Shukri¹,

Matore²

2023

IJARBSS

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The study of the teacher's self-efficacy trend as the foundation in the development of thoughts, feelings, and self-behavior is seldom discussed. The factors affecting self-efficacy are also detrimental to efforts to identify and make changes to the teaching and learning process. Thus, a Systematic Literature Review (SLR) is conducted to investigate the trend of self-efficacy research based on the type of schools, research approach, sampling techniques, and national context. The most dominant factors in influencing the self-efficacy of teachers' teaching and learning practices were also studied. Scopus, ERIC, and Google Scholar databases were used in the article process. This study uses the PRISMA Model in implementing the screening of article selection which involves four phases. The four phases are Identification, Screening, Eligibility, and Included. 31 relatable articles were chosen that were published between 2017 till 2022. The findings show that the quantitative approach, secondary school context, simple random sampling technique, and Malaysia exhibited the highest trend. Meanwhile, demographic factors and technological skills factors are most dominant in affecting the self-efficacy of a teacher. The implication of this research is able to provide the necessary push for future studies to identify techniques and interventions that are successful in strengthening the self-efficacy of teachers in line with the education transformation.

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Section: Research Methodology Systematic Review Protocol -Prismamentioning

confidence: 99%

Trends and Factors Affecting Self-Efficacy among Teachers: A Systematic Literature Review

Shukri¹,

Matore²

2023

IJARBSS

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“…This study followed the Preferred Reporting Items for Systematic Reviews and Meta‐Analyses (PRISMA) guidelines as they ensure methodological rigour and comprehensive coverage of relevant literature (Mohamed et al, 2022; Sun et al, 2021). This study conducted an extensive literature search using multiple prominent academic databases, including Elsevier, SAGE Journals, SpringerLink, Wiley Online Library, and Web of Science.…”

Section: Methodsmentioning

confidence: 99%

“…Reviews and Meta-Analyses (PRISMA) guidelines as they ensure methodological rigour and comprehensive coverage of relevant literature (Mohamed et al, 2022;Sun et al, 2021). This study conducted an exten-…”

Section: Literature Search and Screeningmentioning

confidence: 99%

Programming and 21st century skill development in K‐12 schools: A multidimensional meta‐analysis

2023

Computer Assisted Learning

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Background StudyAs interest in programming education continues to grow, more educators are incorporating programming into K‐12 classrooms. There is evidence that programming can help develop essential skills for future societal advancement, known as 21st century skills. However, there has been limited research into which sub‐skills of 21st century skills are fostered through programming and the effect sizes thereof.ObjectiveThis study presented a meta‐analysis to comprehensively understand the influence of programming instruction in K‐12 classrooms on the development of students' 21st century skills in different dimensions of sub‐skills. And further analysed the impact of key elements of programming instruction design on its effectiveness.MethodsA comprehensive meta‐analysis was conducted, covering 74 empirical studies published between 2000 and 2023, involving 136 effect sizes, and moderation analyzes on variables of instructional design.ResultsThis study indicated that implementing programming instruction in K‐12 schools can help develop students' multiple dimensions of 21st century skills, such as critical thinking, creativity, communication, collaboration, problem‐solving and decision, learning to learn, ICT literacy, and personal and social responsibility. Overall, programming demonstrates a moderate but significant effect on improving 21st century skills (Hedges's g = 0.621, p = 0.000 < 0.01). Furthermore, several best practices were identified to enhance students' 21st century skills, including initiating programming education from kindergarten, limiting the duration of programming interventions to 6 months, adopting interdisciplinary approaches to programming education, utilizing visual programming tools, and selecting appropriate assessment methods.ConclusionBased on these findings, this study recommended the thoughtful design of programming education to maximize its advantages in various dimensions of 21st century skills.

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“…The teacher believes that the modules that have been prepared can be taught using a group discussion model. This is by the opinion [32]- [34] that the developed module must be equipped with the learning model used.…”

Section: Analysis Of the Needs Of Mathematics Teachers And Studentsmentioning

confidence: 99%

Development of a mathematics module on circle material based on the small group discussion model

Lumbantoruan,

Ditasona

2024

EduLearn

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This research aims to produce a mathematics module on circle material based on the small group discussion model to improve learning outcomes. The fact is that there are 48% of students who get low mathematics learning outcomes. Another fact is that at the high school level, 62% of students in circle material scored below the minimum completeness criteria. Urgent development research was carried out to produce circular module products. The method in this research is research and development (RD). The subjects and objects of the research were high schools and there were 32 students. Data collection techniques, material expert instruments, teachers, and student data were also obtained from the results of student pre-tests and post-tests. The data was analyzed by adding up all the assessment scores on the instruments adding up the test results and averaging the individual and classical scores. The results, and assessment of all module components by material experts, mathematics teachers, small group trials, and large group trials were 88.29%, 90.45%, 93.50%, and 92.10% in the very good category. The average score of students' post-test results is 87.50. Conclusion, this circle module can improve student learning outcomes significantly.

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Artificial intelligence in mathematics education: A systematic literature review

Cited by 44 publications

References 40 publications

Trends and Factors Affecting Self-Efficacy among Teachers: A Systematic Literature Review

Trends and Factors Affecting Self-Efficacy among Teachers: A Systematic Literature Review

Programming and 21st century skill development in K‐12 schools: A multidimensional meta‐analysis

Development of a mathematics module on circle material based on the small group discussion model

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