Meaningful Learning in Mathematics: A Research Synthesis of Teaching Approaches
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1 Department of Education, University of Helsinki, FINLAND2 School of Applied Education and Teacher Education, University of Eastern Finland, FINLAND* Corresponding Author
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.
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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Article Type: Research Article
INT ELECT J MATH ED, Volume 17, Issue 2, May 2022, Article No: em0679
https://doi.org/10.29333/iejme/11715
Publication date: 09 Feb 2022
Article Views: 4951
Article Downloads: 2124
Open Access Disclosures References How to cite this articleDisclosure
Declaration of Conflict of Interest: No conflict of interest is declared by author(s).
Data sharing statement: Data supporting the findings and conclusions are available upon request from the corresponding author(s).
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How to cite this article
APA
Koskinen, R., & Pitkäniemi, H. (2022). Meaningful Learning in Mathematics: A Research Synthesis of Teaching Approaches. International Electronic Journal of Mathematics Education, 17(2), em0679. https://doi.org/10.29333/iejme/11715
Vancouver
Koskinen R, Pitkäniemi H. Meaningful Learning in Mathematics: A Research Synthesis of Teaching Approaches. INT ELECT J MATH ED. 2022;17(2):em0679. https://doi.org/10.29333/iejme/11715
AMA
Koskinen R, Pitkäniemi H. Meaningful Learning in Mathematics: A Research Synthesis of Teaching Approaches. INT ELECT J MATH ED. 2022;17(2), em0679. https://doi.org/10.29333/iejme/11715
Chicago
Koskinen, Rauno, and Harri Pitkäniemi. "Meaningful Learning in Mathematics: A Research Synthesis of Teaching Approaches". International Electronic Journal of Mathematics Education 2022 17 no. 2 (2022): em0679. https://doi.org/10.29333/iejme/11715
Harvard
Koskinen, R., and Pitkäniemi, H. (2022). Meaningful Learning in Mathematics: A Research Synthesis of Teaching Approaches. International Electronic Journal of Mathematics Education, 17(2), em0679. https://doi.org/10.29333/iejme/11715
MLA
Koskinen, Rauno et al. "Meaningful Learning in Mathematics: A Research Synthesis of Teaching Approaches". International Electronic Journal of Mathematics Education, vol. 17, no. 2, 2022, em0679. https://doi.org/10.29333/iejme/11715