Meaningful Learning in Mathematics: A Research Synthesis of Teaching Approaches

Abstract

The premise on which our synthesis is based is the fragmentation of research focused on teaching and learning in mathematics. Our intention is to build an aggregate synthesis from these sources in the context of school education and meaningful learning. Our research targets the links between the different approaches used in teaching, interaction during the teaching-learning process and learning outcomes. Methodologically, our dataset consists of qualitative, quantitative, and mixed-methods studies and meta-analyses. An EBSCO search produced 69 analysis-eligible publications from 2007-2019. According to our findings, the use of contextual, concrete and social approaches promotes meaningful learning in mathematics, although with certain refinements. The analyses revealed that high-quality learning in mathematics requires guidance during student activities and evaluation with immediate feedback during the teaching-learning process. It also requires the skill among teachers to choose suitable contexts and learning tools, and to focus the students' communication on what is relevant. Additional significant factors in a meaningful learning process include an affectively favourable classroom atmosphere and teachers who treat their students as individuals.

Teacher Ability In Conducting Performance Assessment In Differentiate Learning

“…This is in accordance with government policy through the Minister of Education and Culture, Research and Technology in the form of implementing the Independent Curriculum (Muhtar & Dallyono, 2020;Mukhibat, 2023;Siahaan et al Wibowo et al, 2022). Meaningful learning is expected to improve the current condition of the students' character (Agra et al, 2019;Clark et al, 2023;Koskinen & Pitkäniemi, 2022). In accordance with the results of research conducted by Martin Prosperty in 2015 concerning the condition of the character of students, especially creativity throughout the world, Indonesia is ranked 115th out of 139 countries with an index of 0.020 (Budiarso & Hasanah, 2021;Rosba et al, 2021).…”

Developing a Problem-Solving Focused Presentation That Includes Student Worksheets and Video Segments

“…The content scope of one scientific cycle changes from micro content to meso content, then builds a meso learning cycle. Thus, meso learning is more efficient in the allocation of time for lesson opening and lesson closing and contributes more to meaningful learning [11] [12]. For certain needs, micro content can be aggregated according to type or field [6].…”

“…Micro learning can reduce cost-efficiency on knowledge transfer in a project-based organization [7], improve intrinsic motivation [10]. However, a strong appreciation of short duration micro learning for mobile learning can compartmentalize knowledge entities and decline meaningful learning [11][12][13][14][15] for strong interconnected conceptual understanding. Meso learning will minimize such problems.…”

Learning Number Patterns in Middle School: A Lesson Study Activity Based on Didactical Design Research

“…It has been proven that students' problem-solving abilities (Barbosa & Vale, 2021;Surya, Putri, & Mukhtar, 2017) and students' learning motivation (Abramovich, Grinshpan, & Milligan, 2019;Arthur, Dogbe, & Asiedu-Addo, 2022;Tossavainen & Faarinen, 2019) are quite low during the implementation of mathematics learning at school. Mathematics is an important subject (Koskinen & Pitkäniemi, 2022;Man-Keung, 2022;Walle et al, 2016) for life, and problem-solving ability is one of the important abilities that students must have in the 21st century (Harnani, Amijaya, & Setiadiwibawa, 2021;Shahroom & Hussin, 2018). Likewise, with learning motivation.…”