Show simple item record

AuthorFadlelmula, Fatma Kayan
Available date2022-08-24T06:19:08Z
Publication Date2022-01-01
Publication NameLUMAT
Identifierhttp://dx.doi.org/10.31129/LUMAT.10.2.1627
CitationKayan Fadlelmula, F. (2022). Enablers and obstacles in teaching and learning of mathematics: A systematic review in LUMAT journal. LUMAT: International Journal on Math, Science and Technology Education, 10(2), 33–55. https://doi.org/10.31129/LUMAT.10.2.1627
ISSN2323-7112
URIhttps://www.scopus.com/inward/record.uri?partnerID=HzOxMe3b&scp=85135244562&origin=inward
URIhttp://hdl.handle.net/10576/33394
AbstractThis paper presents results of a systematic review of papers published at the LUMAT journal on the current issues positively and negatively affecting teaching and learning in mathematics, in concurrence with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. The analysis also offers insight into the most studied topics in mathematics education research, including key demographic and methodological characteristics such as year of publication, participants, education level, research methodologies, and research focus. Data was gathered from the studies published in the LUMAT: International Journal on Math, Science and Technology Education, starting from its first volume in 2013. So far, 225 articles were published in this journal, with 133 studies written in English and 51 studies related to mathematics. Although earlier studies support the notion that mathematics education is mostly traditional, this review suggests current research has thorough and positive outcomes, such that mathematics educators are likely to implement non-traditional approaches, encouraging student engagement, peer collaboration, and mathematical discourse. Certainly, in such learning environments, students tend to feel more motivated and less anxious about learning mathematics. They may also be more active and responsible in their learning, collaborate with peers, and get into mathematical discussions. Yet, there are also a number of difficulties and obstacles highlighted both in teaching and learning of mathematics. The findings might inspire several instructional implications for mathematics educators, curriculum developers, and researchers. Recommendations are given to add into what the existing literature claims and offer greater empirical evidence to support the verdicts.
Languageen
PublisherUniversity of Helsinki, Finland and LUMA Centre Finland
Subjectmathematics education
mathematics learning
mathematics teaching
PRISMA
systematic review
TitleEnablers and obstacles in teaching and learning of mathematics: A systematic review in LUMAT journal
TypeArticle
Issue Number2
Volume Number10
dc.accessType Open Access


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record