A Future Map of Mathematics Education Research in View of the 2030 Vision

Abstract

This paper discusses the reality of mathematics education researchers in terms of: methodology, samples, tools, and the thematic trends. It also sets a model for building a proposed future map for mathematics education research in view of the pillars of Vision 2030. The study used the descriptive analytical method, and the sample consisted of reviewing 51 researches in mathematics education. The results indicate that the majority of mathematics education research was descriptive. The research sample was also focused on students, and the method of simple random sampling. The majority of researches relied on one tool for the researchers’ design, and the tests were the most used. Researches also focused on the primary stage. The largest percentage of mathematics education, research aimed to measure the impact and effectiveness of teaching aids and techniques. The research provided a model for a research map that guides the course of future research in the field of mathematics education from the perspective of the goals and objectives of the Vision 2030.

Special Education Teachers and Student Academic Achievement in Saudi Arabia

“…The lack of reliable, effective, and inclusive assessment methods decreases the mathematics achievement of SSN in KSA. Aljohani and Alnatheer (2020) report that teachers in KSA experience challenges addressing gaps in mathematics achievement among girls, SSN, and gifted students, even though educational equality is one of the core Vision 2030 goals in education. There is insufficient information and research on the role of advanced training and accreditation on the learning outcomes of SSN in KSA.…”

“…The ideal approach to SE should be inclusive and evidence-based because teachers need diverse skills to identify and resolve highly variable learning disabilities and impediments in SSN (Guerriero et al, 2020;Tai et al, 2021;Baker et al, 2002). Highly educated and accredited teachers are likely to possess the competencies and capabilities required to overcome the impact of subjective and cultural impediments on mathematics achievement in diverse environments (Guerriero et al, 2020;Tai et al, 2021;Aljohani & Alnatheer, 2020). Consequently, this research addresses gaps in knowledge and challenges in SE practice by investigating how advanced training and certification for teachers of SSN in Saudi Arabia affect pedagogical preferences and the academic outcomes of learners in mathematics.…”