Secondary and Primary Mathematics Education

The purpose of this study was to investigate primary and secondary mathematics teachers' candidates' effect of the success in geometry education. The sample of the study consists of students first and last class preservice primary mathematics teachers which are enrolled program education at department of mathematics and students first and last class in preservice secondary mathematics teachers enrolled to Necmettin Erbakan University Ahmet Keleşoğlu Faculty of Education. As data collection tool, the 2016 Transition to Higher Education Examination questions asked in geometry was used. Data obtained were analyzed using Mann Whitney U test. Based on the findings, investigated that in first and last class of primary classroom teacher candidates and in first and last class of secondary mathematics teacher candidates were revealed in that whether there were statistically significant differences in terms of their success.

This paper examined the efficacy of collaborative teaching strategy as a way to improve students’ learning achievements using literature review approach. The concept of teaching was clarified and interaction during teaching/ learning process, with emphasis on teacher – student and teacher – teacher interactions, was explored. Lessons to be learnt from Chinese collaborative teaching strategy were presented and useful recommendations were made.

La investigación en Educación Matemática suele centrarse en compartir los resultados de la aplicación de instrumentos de obtención de información. Si bien dichos instrumentos suelen describirse en la sección de metodología, el proceso de su desarrollo no suele ser muy transparente para el lector. En esta investigación el objetivo es abordar dicha problemática y describir con todo detalle el proceso de generación de un cuestionario, basado en el modelo MTSK, para la exploración del conocimiento del profesor acerca de la parábola, entendida como cónica. Se presenta el diseño de un instrumento de carácter cualitativo que permite hacer una aproximación al conocimiento matemático del profesor acerca de la parábola, poniendo énfasis tanto en el uso de la teoría, como de la triangulación, interna y externa, como elementos clave en el diseño metodológico. El principal aporte fue determinar pautas para el diseño de cuestionarios basados en el modelo MTSK, las cuales pueden ser tomadas en cuenta al margen de los contenidos matemáticos.

Classroom, without any iota of exaggeration, is like a theatre or studio where different arts works are moulded into shapes and sizes. Learners are the art work, while the teachers are the artists and the process of moulding is the teaching and learning process, and the strategies and methods used are the materials. Therefore, classroom is a studio where learning and smooth transition from home to the larger society is promoted. No doubt too, there are a lot of pedagogical activities that can make or mar children which are carried out in the classroom irrespective of its level and this compendium chronicles the ABC of teaching the subjects in both primary and secondary schools.
Studies in the various subject areas and levels of education have established that, several factors are responsible for the poor performance of students in the various subjects and at all levels of education. But, at the base of all, is one glaring fact, the quality of teaching in each of these subjects and at the various levels of education system leaves much to be desired.
It is against this background that, many authors address, the causes, the factors and solutions to the poor performance of students in the various subjects at different levels of our education system. Most importantly, there are some chapters that address the better way to teach and the best way to make teaching more rewarding in our classroom. The import of this effort resolve is to explain how to make our learners, more successful in the various subject they offer at different levels of school system.
The expert/professionals have taken pains to research wide in order to apply the available resources at their disposal to address the major issues of how best learner can learn.
The essence of teaching is learning. If students don’t learn, invariably, teachers have not taught. No doubt, the essence of sending students to school is to learn and learn the application of putting what they have learnt into practice. Interestingly now, this product is for you, the classroom practitioners, read it, digest it and use it. Read those other subject metholodogies and strategies apart from your, because some of them contain materials that are relevant to you.
Finally, with our experience in the practice of education and teaching in particular, we are of the opinion that, teachers at all levels of our school system, should prioritise what can make students learn and learn very well.
May your enterprise thrive in this profession.

The book, Bring Back our Languages, came to being as a result of perceived alarming mis-use of English language among students and parents and the reckless abandonment of indigenous languages in Nigerian schools and homes.  The latest law by Lagos State government, to make every Wednesday a vernacular day in her schools is a welcome development as it will promote a deliberate use of Yoruba language and the implementation of the long-awaited provision of use of the indigenous languages in the National Policy on education, Section 1(8) item G which is reproduced here: “Every child shall be taught in the mother tongue or language of the immediate community for the first four years of basic education in addition, it is expected that every child shall learn one Nigerian language. (NPE, 2013)

The authors are of the opinion, that for the proposals in this text to be achieved, Government must do what it is mandated in the same policy document “Section 2 No 16 item J – Ensure development of orthography of more Nigerian languages; and produce textbooks. Supplementary readers and other instructional materials in Nigeria languages. (NPE, 2013)

The highlightsinthe text includes- major indigenous languages, minority, non-majority Nigeria dialects, history of English language, errors usually commonly used by elites cited, selected Poems, Rhymes, Folktales, etc were actually picked from some texts which were (referenced appropriately) and from personal experience of the authors.
Hope the facts, figures and dates quoted in the text will be useful for those who are willing to learn their mother tongue. It is a wake-up call to those who are highly indigenous and desirous to learn their mother tongues.

The present study examined the significance of the Mathematics Laboratory for Mathematics teaching in Schools, Colleges & Teacher Training Institutes in India. Researchers present the overview of Math-Lab for effective mathematics teaching and discuss the important roles of the mathematics laboratory for mathematics learning. The mathematics laboratory classroom solves this problem by combining these environments. Laptop computers address the needs of software and networking but there are fewer pro levels that help maintain a more balanced classroom environment. In the teaching and learning of mathematics, the mathematics laboratory, with the support and companionship of both the student-teachers, can play a significant role and can have a significant impact on the progress of the students in mathematics. The main objective of the present study is to find out the major factors of Mathematics Laboratory in Mathematics-Education. This study discusses the concepts of mathematics in the classroom, the mathematics laboratory and its importance, and how to use the mathematics laboratory for trained teachers, from beginning to elementary level mathematics education. The methodology of the study is a mixed type involving an interpretative approach where qualitative data were collected and study secondary sources, like books, articles, journals, thesis, university news, expert opinion, and websites, etc. Finally, meaningful suggestions are offered.

Preamble /Protocol:
I wish to express my sincere appreciation to my colleagues here at Adeniran Ogunsanya College of Education, Oto- Ijanikin who thought it wise to invite me to give the Keynote Paper at this First School of Early Childhood and Primary Education (SECPED) conference. I count it a privilege to be so honoured.  In addition I want to appreciate the Provost, HODs, all members of staff, the LOC, experts in Early Childhood and Primary Education from various institutions, school heads, proprietors and proprietresses, education officers, students and you all for coming to attend the opening session. Without your attendance here there will be no conference.
I am thrilled that AOCOED has been engaging in so many activities, capacity building, research and workshops with the Lagos State Government and other stakeholders in the education space to project the status of Early Childhood Education (ECE) and Primary Education, especially the recent one held between 11 -15 November, 2019 on Effective Teaching and Classroom Management for Lagos State Early Childhood Care, Development and Education Teachers. Indeed if the foundation be poor, what can the righteous do, on this note, I want to recognize your laudable efforts and challenge you not to relent in being at the cutting edge of policy development, practice and training within the ECE space.

The Journal of Nursery and Primary Education Instructors in Nigeria is established purposely to cater for findings of research emanating from  researchers ,scholars ,policymakers and the reports on teachings in early childhood education and primary Education. It ultimately aims to:
1) provide classroom- based research that focuses on pre-primary and primary education in Nigeria and beyond
2) encourage practitioners and academics on projects that will facilitate quality teaching and learning in Nigeria schools
3) promote fora for exchange of novel and trends for teachers ,caregivers and other stakeholders in nursery , primary and other allied related courses
The Association emphasizes presentations and articles with strong bias on childhood education, Pedagogy, Curriculum Development, ICT related issues, Continuous professional development etc

MANUSCRIPTS SUBMISSION
Any interested scholar and researcher should please note the following:
i. Articles should not be more than 12 double -spaced of A4 paper all inclusive (Abstract of not more than 250 words)
ii. Submit 3 copies of the article
iii. Findings and book reviews of relevant and current publications in nursery , primary and other related matters are welcome,
iv. Publication fee will be determined according to the production crew and will be based on current market survey after the peer review.
v. Kindly direct your article(s) or further ENQUIRIES to the head of crew,Dr. Odebowale  Ireti Tina, Department of Educational Foundations & Counselling Psychology ,Lagos State University, Ojo Lagos

Email:anpein2016@gmail.com

STUDENTS' PERCEPTION ON THE IMPLEMENTATION OF CIVIC EDUCATION CURRICULUM FOR CURBING CORRUPTION IN ASA, KWARA STATE - OTEMUYIWA, Bridget Idowu & ATTAH, Justina. O.
DIGITALIZATION IN TEACHER EDUCATION: IMPLICATION FOR POLICY AND CURRICULUM REFORMS - EZEIRUAKU Melvina Ngozi; AKUBUGWO Ijeoma Ginikanwa & OKORONKWO, N.M.
EFFECT OF STREET HAWKING ON THE ACADEMIC PERFORMANCE OF PRIMARY SCHOOL PUPILS IN ILESA EAST LOCAL GOVERNMENT AREA OF OSUN STATE – AGBOLA, Olayinka Jerry
EARLY YEARS CENTRE AND QUALITY CONTROL MECHANISM AMONG CAREGIVERS IN SELECTED TEACHER TRAINING INSTITUTES IN LAGOS STATE – FOWOWE, S.S., SUNMONU, M. & ADIKURU, I.A.
EXCLUSIVE BREASTFEEDING AND THE HEALTH OF THE PRE-SCHOOL CHILD –UGORJI, Perpetua Nkechinyere & NNAMSO, Gertrude Oghomwen
AN INVESTIGATION INTO THE EFFECTIVENESS OF LEARNING CORNERS IN IMPROVING THE COGNITIVE AND PSYCHOMOTOR SKILLS OF PRESCHOOLERS IN LAGOS STATE, NIGERIA - Olayinka Samson ALADE, Oluwaseun Temitope LAWAL & OLUSOLA Duyilemi Jumoke
AN ECO-BEHAVIOURAL MODEL OF EARLY LANGUAGE DEVELOPMENT- OMILOLA, Amina Olawole & OSHIN, ‘Kemi B.
ISSUES OF MUSIC METHODOLOGY IN THE 9 -YEAR BASIC EDUCATION- LOKO, O.O. & MELEKEOWEI, Modupe O.
THE USE OF IMFORMATION AND COMMUNICATION TECHNOLOGY (ICT): A CONTEMPORARY ISSUE IN EARLY CHILDHOOD EDUCATION -DANIEL, E. Mshelbila
SINGLE PARENTHOOD AND FAMILY VALUES: EDUCATIONAL IMPLICATIONS ON LAGOS STATE PRIMARY SCHOOL PUPILS -ABOLUWARIN, Elizabeth O. PhD & ALAGBE, Akeem A.
LEARNERS’ PERSONALITY ON SOCIAL DEVELOPMENT OF PRIMARY SCHOOLS PUPILS - Victoria O. ADEYELE and Abimbola O. AJIBADE
IMPACT OF SUMMER SCHOOL ON ACADEMIC ACHIEVEMENT OF PUPILS' IN EDE NORTH LOCAL GOVERNMENT AREA OF OSUN STATE - Eniola Keji OLA-ALANI PhD, Vivian Omodolapo OLA-ALANI & SOBULO, Elias A.
ROLE OF EARLY CHILDHOOD EDUCATION IN ACHIEVING QUALITY EDUCATION IN PORT HARCOURT LOCAL GOVERNMENT AREA OF RIVERS STATE - Princewill Okechukwu EJEKWU (Ph.D) & Joy JUMBO
IMPACT OF AGRICULTURAL EXTENSION AGENT IN THE DEVELOPMENT OF AGRICULTURE - SHITTU, Bisi Agnes
CORRELATION ANALYSIS OF STUDENTS’ PERFORMANCE IN EDUCATIONAL MEASUREMENT AND EVALUATION - (A CASE OF STUDENTS IN COLLEGES OF EDUCATION IN LAGOS STATE) - GEORGE, Pius Adekunle & UDOFIA, I. G. Richard
EFFECTIVE MANAGEMENT OF LARGE CLASSES IN NIGERIAN SCHOOLS - ADEBESIN, S.T.; ODUNSI, A.A. & OGUNMADE, S.A.
EFFECTS OF COUNSELLING SERVICES ON ANTI-SOCIAL BEHAVIOURS AMONG SECONDARY SCHOOL STUDENTS IN MUSHIN, LAGOS STATE - ADEDOTUN, Kikelomo Oluwayemisi (Ph.D) & LAPITE, Akolade Olubunmi
DYNAMICS OF MIGRATION IN INONGO-VI-MAKOME’S NATIVES AND ONYEKA’S THE HUSTLERS - ABIOLA, Olufemi (PhD)
RE-ENGINEERING QUALITY EARLY CHILDHOOD TEACHER TRAINING THROUGH PROFESSIONAL DEVELOPMENT PROGRAMME FOR SUSTAINABLE DEVELOPMENT GOALS - EMMANUEL-AKPA, Ngozi Queen; MAFIKUYOMI, Johnson A. & OYEDAPO, Philip I.
TRANSACTIONAL ANALYSIS AND EMOTIONAL INTELLIGENCE THERAPIES IN THE TREATMENT OF BULLYING BEHAVIOUR AMONG SECONDARY SCHOOL STUDENTS IN LAGOS STATE - AYODEJI, Olawunmi Badejo PhD, LADIPO-BADA, Fausat Oluwabukola & OYEDAPO, Philip Ibukun
WAR TRAUMA AND WOMEN IN ADICHIE’S HALF OF A YELLOW SUN - Omoh Giwa
THE IMPACT OF FEDERAL AND STATE GOVERNMENT ON THE ACADEMIC PERFORMANCE OF STUDENTS IN BASIC EDUCATION CERTIFICATE EXAMINATION - IKUENOMORE, M.G., ADESOLA , S.O., & OKOROAFOR, N.C.

The purpose of the study is to examine the job satisfaction of Educators as well as to compare the various level of job satisfaction of Educators who are working in different Govt.-aided and Self-Financed B.Ed. Colleges in West Bengal. The teacher is the backbone of any nation. The progress and development of a nation largely depend on its teachers' community because of their noble and massive contributions in nation-building. They have remarkable contributions in making and shaping every person of society. The investigators choose various factors to measure the

Effective interventions in early childhood provide critical opportunities to prevent undesirable outcomes and generate large economic returns for society. Everyday challenges bring along different forms of stress to children. Although, a dosage of stress is necessary to build resilience, stress can also be toxic when it becomes too extreme or goes on for an extended period affecting negatively not only childhood but also adult lives. It not only shapes their emotional lives as adults, but also affects their physical health and longevity. Toxic stress weakens the architecture of the developing brain, and may lead to lifelong problems in learning that invariably shows in poor school performance, learning disorders, truancy, alcohol, drug use and behavioural problems. Learning to successfully cope with stress is an important part of growing up. The roles of significant adults in the life of children especially in childhood cannot be over emphasised. The love, care, comfort displayed by adults and given to children when faced with stressful situations serves as a buffer to help them adjust and cope with the situation. It was recommended that parents should learn how to have healthier relationships with each other and care for themselves to reduce the rates of domestic violence and divorce, which have great impact on the children's stress level. In addition, school environment should encourage positive teacher-child relationship whereby children feel safe and secure and are able to relate without fear.

Some knowledge of elementary mathematics has abstract and general properties. Meanwhile the characteristics and cognitive thinking capability of students in primary school are still limited. Therefore, the use of visual media such as models designed on dynamic geometry software is an effective pedagogical solution in teaching and learning mathematics in primary school. The purpose of this paper is to design and develop some virtual manipulative materials for supporting the teaching and learning activities about fraction division and the area of a circle in mathematics curriculum in grades 4 and 5.

En este trabajo se tuvo como objetivo analizar las competencias de futuros profesores de pedagogía en enseñanza media en matemáticas, al hacer transformaciones de las representaciones de una función. La información se recogió en el segundo semestre de 2019 y se procesó utilizando la técnica análisis de contenido. Es un trabajo cualitativo, donde se interactuó con docentes en formación, mientras resolvían situaciones problema que involucraban funciones y preparaban una clase, que luego simulaban ante su grupo de clase y su docente. La muestra la constituyeron 36 sujetos estudiantes del profesorado en matemáticas de una universidad chilena. Los resultados muestran que lograron producir múltiples formas de representación de las relaciones funcionales analizadas, lo que facilitaba el análisis y establecimiento de conexiones con elementos del contexto sociocultural, pero una parte del grupo presentó dificultades con la fluidez perceptual, lo que impidió establecer conexiones entre ellas. Fueron modificando los significados parciales de la función, articuladamente, hasta ubicarse en uno de ellos, desde donde produjeron y articularon sus múltiples representaciones. Se concluye sobre la necesidad de implementar procesos de intervención que lleven a los futuros profesores a hacer análisis más integrales de las funciones, que le faciliten hacer un uso operativo de sus conocimientos, para minimizar las dificultades de aprendizaje en sus estudiantes.

Öğrencilerde sayı hissi, mantıksal çıkarım yapmasını kolaylaştıran bir düşünme biçimi geliştirmesine olanak sağlamaktadır. Matematik Öğretmenleri Ulusal Konseyi (NCTM, 2000), sayı ve işlemlerin anlaşılması, sayı hissi gelişimi ve aritmetik işlemlerde akıcılığın kazanılmasını sağlamak amacıyla, “Tüm öğrenciler sayı hissini ve sayıları farklı durumlarda kullanabilme ve sayıları farklı formlarda temsil etme becerisini geliştirmelidir.” tavsiyesinde bulunmuştur. Başarılı matematik kullanıcılarının bir özelliği olarak da benimsenen sayı hissi ile bu kavramın alt bileşenlerinin, ülkemizde üstün yetenekli tanısı konan ve Bilim ve Sanat Merkezlerinde öğrenim görmekte olan öğrenciler ile tanı konulmayan öğrenciler arasındaki ilişki düzeylerinin incelenmesi amacıyla yapılmış betimsel bir çalışmadır. Çalışma 182 üstün yetenekli tanısı konan, 122 de üstün yetenekli tanısı konmayan 4. ve 5.sınıf öğrencisi ile yapılmıştır. Veri toplama aracı olarak Reys, Reys, Emanuelsson, Johansson, McIntosh ve Yang (1999)’ın belirlediği sayı hissi alt bileşenlerine göre araştırmacılar tarafından geliştirilen 17 soruluk bir başarı testi kullanılmıştır. Çalışma sonucunda farklı sayı hissi bileşenlerinde hem sınıf seviyesine göre hem de üstün yetenekli tanısı konan ve konmayan öğrenciler arasında çeşitli farklılıklar çıkmıştır.
Doğan, A. ve Paydar, S. (2020). Üstün Yetenekli Öğrenciler ile Akranlarının Sayı Hissi Alt Bileşenlerinin Karşılaştırılması. , 17 (1), 21-44

El propósito de este trabajo es analizar las actividades sobre variabilidad en los libros de texto de educación secundaria, que proporciona gratuitamente el Ministerio de Educación chileno, de acuerdo con las directrices entregadas por la Asociación Americana de Estadística para la Evaluación e Instrucción en Estadística Educacional y los Estándares Estatales Comunes Americanos de Matemática. Se sigue una metodología cualitativa, utilizando el análisis de contenido. La muestra fue de tipo intencionada y conformada por ocho libros de texto de enseñanza secundaria (de 1.º a 4.º año), los que se encuentran en concordancia con las actuales bases curriculares para matemática en Chile. Los resultados evidencian que, en general, estos libros de texto no emplean datos reales y no mencionan los tipos de variabilidad presentes en la captura de información para su resumen, como la variabilidad natural, inducida y muestral. Asimismo, los contenidos son frecuentemente abordados de manera procedimental, lo cual restringe la enseñanza a la aplicación de fórmulas y, en casos puntuales, a aclarar ciertas notaciones. Además, no se hace un uso pedagógico de las herramientas computacionales como Excel o GeoGebra. El estudio evidenció las falencias que presentan los libros de texto para la enseñanza de la variabilidad, como entregar definiciones claras y su rol en estadística. Por ello, el profesorado debe complementar lo indicado en esas obras con nuevas lecturas y artículos científicos en los que se traten estos temas, como la introducción de metodologías adecuadas para la enseñanza de la estadística y la probabilidad; la enseñanza mediante proyectos; el estudio de casos en el cual intervengan situaciones problemáticas, donde este concepto juegue un rol fundamental en la toma de decisiones.

This research project investigated the reasons why senior secondary school students elect not to enrol in a higher mathematics course. All Year 11 and Year 12 mathematics students within Western Australian schools (aged 17-18 years) were invited to participate in a single, anonymous, online survey comprised predominantly of qualitative items. Participant responses (n = 1351) indicate that students are dissatisfied with mathematics, there are other more viable courses of study to undertake, and that the Australian Tertiary Admissions Ranking (ATAR) score can be maximised by taking a lower mathematics course. Additional testimony suggests that there are few incentives offered to students undertaking a higher mathematics course, and that such courses are not needed for university entrance nor in later life. In light of these findings, a discussion synthesises student-led suggestions with current literature which could lead to higher future enrolments in secondary mathematics courses.

The essence of teaching is learning and the common place for teaching and learning is the classroom. Classrooms are designated physical plants within the school programme that are structured for the purpose of teaching and learning. Classrooms are essentially the major space for instructional activities and as such, its construction is modified from space to space, from school to school and from time to time to accommodate choice and specific learning activities and to ensure that classrooms meet the need of learners and teachers.
The conventional classroom operates with teachers and learners on face to face arrangement and in the same place, topics are usually conceptual, broad, programmatic and/or integrated, while observations, interaction and comprehension by learner’s are usually subjective. Teaching and learning involve interactive and constructive activities to an extent that none of the two can be self-reliant, the relationship can be commensal or symbiotic but can never be nothing short of.
Classrooms embellish instructional designs to create and organize pedagogical scenarios for improvement of knowledge, skills and values in the teaching and learning process.
In contemporary schools, classroom facilities, space, sitting arrangement, real materials, written/printed materials, designed materials, audio-visual materials, lighting, sound effects, other appurtenances and their management are under constant improvement to support effective teaching delivery and learning capabilities. While in modern time, the integration of technologies that can be used to promote speed, efficiency and sense of appeal are germane.
Therefore, the operations in our school system can never be static. Its dynamism is what this JNPEIN Vol. 1(1) covers.
The various contributors have made their imprints for readership based on their exposure, experience and inclinations. I commend you all
Avail yourself the opportunity to go through the Journal and practice the content.

The current emphasis of many mathematics education reform documents is on the need to change the environment of mathematics classrooms from the transmission of knowledge by the teacher to the transaction of knowledge between the teacher and the students which promotes mathematical investigation and exploration. In this article, we discuss the details of a Collaborative Teacher Inquiry Project which was aimed at increasing the quality of learning of Grade 9 Applied Mathematics, while at the same time, improving professional development opportunities for the teachers. A total of 11 schools participated in this project which spanned over three semesters. Participants included teachers, department heads, curriculum leaders, and administrators. Each school created an implementation team of administrators and teachers to implement collaborative strategies and improve teaching and learning in Grade 9 Applied Mathematics. The main benefit to the participants was that they were able to increase their knowledge and skills through collaboration in six interconnected areas: (a) achieving the goals, (b) student success, (c) professional development, (d) co-planning and co-teaching opportunities, (e) increased communication, and (f) improved technological skills. Bringing in different partners to achieve a common goal was the most challenging aspect of the project.

Este trabajo tiene como propósito hacer un análisis desde el sentido estructural, de las respuestas de los estudiantes de primer ingreso universitario, a las preguntas en las que se solicita directamente la factorización, o requieren de alguna factorización para proseguir con el ejercicio y que fueron planteadas en la primera prueba de un curso de matemática introductoria a nivel universitario. La investigación es cualitativa con carácter descriptivo y exploratorio, su diseño corresponde a un análisis de contenido. Se realizó en 2019 y la muestra fueron estudiantes de primer ingreso, de dos de los grupos que componen la cátedra del curso matemática general de la Universidad Nacional (UNA) en Costa Rica. Los resultados muestran que los estudiantes pueden reconocer una estructura familiar en su forma más simple, en expresiones que involucran factor común, no así cuando deben elegir manipulaciones apropiadas para hacer el mejor uso de una estructura, en expresiones que involucran dos o más métodos diferentes de factorización. Se concluye que la falta de sentido estructural es lo que genera errores en los procedimientos de factorización, lo que hace suponer que la formación de los estudiantes es insuficiente, al tiempo que genera alerta, ya que es un conocimiento previo fundamental para el avance exitoso en contenidos posteriores como las operaciones con fracciones algebraicas.

This study investigated how motivational strategies predict ninth graders' mathematical problem-solving achievements. The students were grouped based on their school types as students who have high and moderate academic achievements. Quantitative data were collected by motivational strategies for Learning questionnaire and routine/nonroutine mathematical problem-solving tests. Data were analyzed by multiple regression, Pearson's r, and Welch's t-test. Results showed that ninth graders with high and moderate academic achievements need to improve their problemsolving skills. A statistically substantive difference in routine problem-solving success and a statistically moderate difference in non-routine problem-solving success between the two groups were found. Self-efficacy was the strongest significant predictor for both the problem-solving achievements (routine/nonroutine) of students with moderate academic success. Cognitive strategy use was not a significant predictor for routine problem-solving achievements of both groups. Test anxiety predicted both groups' routine problem-solving achievements negatively. Text anxiety also predicted non-routine problemsolving achievements of students with moderate academic success negatively. All variables predicted non-routine problem-solving achievements of students with moderate academic success. The analysis revealed no correlation between routine and non-routine problem-solving achievements of students with high academic success. The analysis of students with moderate academic success revealed that there is a statistically moderate and positive correlation between …

This article reports a multiple case study in which we analyse Brazilian and Spanish mathematics teachers’ opinions about and predispositions toward gamified activities in STEAM education. To obtain data, we administered a survey to 56 in-service mathematics teachers in primary and secondary education from these countries. The survey had been previously validated throughout an expert judgement process. Our results show a high percentage of teachers who think this kind of activity has positive effects on students’ development, improving their affective domain toward mathematics and required skills for mathematical competency. Notwithstanding, many teachers report insecurity and lack of training for employing such educational methodologies.

This article reports a multiple case study in which we analyse Brazilian and Spanish mathematics teachers’ opinions about and predispositions toward gamified activities in STEAM education. To obtain data, we administered a survey to 56 in-service mathematics teachers in primary
and secondary education from these countries. The survey had been previously validated throughout an expert judgement process. Our results show a high percentage of teachers who think this kind
of activity has positive effects on students’ development, improving their affective domain toward mathematics and required skills for mathematical competency. Notwithstanding, many teachers
report insecurity and lack of training for employing such educational methodologies.