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Enablers and obstacles in teaching and learning of mathematics

Artigo2022

Fatma Kayan Fadlelmula

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Resumo

This 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.

Dados da obra

Tipo
Artigo
Periódico
LUMAT, v. 10, n. 2
Editora
LUMA Centre Finland
Ano
2022
Idioma
en
Palavras-chave
mathematics education; mathematics learning; mathematics teaching; systematic review; PRISMA
Temas
Currículo
DOI
10.31129/lumat.10.2.1627
ISSN
2323-7112
Acesso
Acesso aberto
Fontes
DOAJ — Directory of Open Access Journals
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
FADLELMULA, Fatma Kayan. Enablers and obstacles in teaching and learning of mathematics. LUMAT, v. 10, n. 2, 2022. DOI: https://doi.org/10.31129/lumat.10.2.1627.

APA

Fadlelmula, F. K. (2022). Enablers and obstacles in teaching and learning of mathematics. LUMAT, 10(2). https://doi.org/10.31129/lumat.10.2.1627

BibTeX
@article{fadlelmula2022,
  author = {Fadlelmula, Fatma Kayan},
  title = {Enablers and obstacles in teaching and learning of mathematics},
  year = {2022},
  journal = {LUMAT},
  volume = {10},
  number = {2},
  publisher = {LUMA Centre Finland},
  doi = {10.31129/lumat.10.2.1627},
  language = {en}
}
RIS
TY  - JOUR
AU  - Fadlelmula, Fatma Kayan
TI  - Enablers and obstacles in teaching and learning of mathematics
PY  - 2022
JO  - LUMAT
VL  - 10
IS  - 2
DO  - 10.31129/lumat.10.2.1627
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS

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