Exploring Perceptions and Experiences in Mathematics Education at Tampilisan National

High School: A Qualitative Research Study

Introduction:
 Background: Mathematics is commonly perceived to be difficult (e.g., Fritz et
al. 2019). Moreover, many believe “it is ok—not everyone can be good at math”
(Rattan et al. 2012). The teaching and learning of Mathematics have faced ongoing
challenges and evolving approaches over the years. Understanding the perceptions
and experiences of individuals involved in mathematics education can provide
valuable insights into the factors that influence students’ learning outcomes and
attitudes towards the subject.
 Problem Statement: Various challenges persist in the field, impacting students’
perceptions, experiences, and overall achievement in mathematics. To address these
challenges effectively, it is crucial to investigate and understand the diverse
perspectives and experiences of students, teachers, and parents in mathematics
education.
 Rationale: By exploring a qualitative study of students, teachers and parents’
perspectives and experiences in mathematics education, it can gain insights into the
factors that contribute to students’ positive or negative attitudes towards mathematics,
the effectiveness of instructional practices, the role of parental involvement, and the
impact of societal influences. This knowledge can inform the development of
evidence-based strategies, policies, and interventions that aim to improve
mathematics education and promote positive learning experiences for all students.
 Significance: This study aims to contribute to the improvement of mathematics
education practices, promote positive attitudes towards mathematics, increase student
engagement and achievement, foster collaboration between parents and educators,
address equity issues, and inform curriculum design and policy decisions.
Objectives:
 To explore students’ perceptions and experiences in mathematics education, including
their attitudes towards mathematics, their experiences in the classroom, and the
factors that contribute to their engagement or disengagement.
 To investigate teachers’ perspectives on mathematics education, including their
instructional practices, pedagogical approaches, challenges faced, and their
perceptions of students’ experiences and attitudes towards mathematics.
 To examine parents’ perceptions, experiences, and practices related to their children’s
mathematics education, including their attitudes towards mathematics, their
involvement and support at home and their communication with teachers.
Brief Literature Review:
 Student Perceptions and Attitudes: With such perceptions, many students stop
studying mathematics soon after it is no longer required of them. Giving up
learning mathematics may seem acceptable to those who see mathematics as
“optional,” but it is deeply problematic for society as a whole. Mathematics is a
gateway to many scientific and technological fields. Leaving it limits students’
opportunities to learn a range of important subjects, thus limiting their future job
 opportunities and depriving society of a potential pool of quantitatively literate
citizens. This situation needs to be changed, especially as we prepare students for
the continuously increasing demand for quantitative and computational literacy
over the twenty-first century (e.g., Committee on STEM Education 2018).
 Effective Instructional Practices: Current reforms in mathematics education
demand fundamental changes in the instructional practices of mathematics
teachers [National Council of Teachers of Mathematics.[4,5]. However, studies
have yet to adequately answer the question of what constitutes successful teacher
support programs that ensure the development of instructional practices in demand
[6]
 Parental Involvement and support: True to American (or world) ideology, parents
are considered an essential factor in the academic success of their children.
According to researchers (e.g., Hara & Burke, 1998; Hill & Craft, 2003; Park &
Holloway, 2017), parental involvement in a child’s educational life is positively
associated with academic achievement. Given the weight of importance placed on
parental involvement over the past 50 years since the landmark Coleman Report
(Coleman et al., 1966), it comes as no surprise that researchers and policymakers
continue to push for increased levels of parental involvement.
Proposed Methodology:
 Research Design: This qualitative research study will utilize a
phenomenological research design to explore the perceptions and experiences
of students, teachers, and parents in mathematics education.
 Participants: A purposive sampling strategy will be employed to select
participants who can provide rich and diverse insights into mathematics
education.
 Data Collection: Data will be collected through semi-structured interviews and
focus group discussions. Interviews will be collected conducted individually
with students, teachers, and parents to explore their unique perspectives. Focus
group discussions will provide opportunities for participants to engage in
group interactions and share their experiences collectively.
 Data Analysis: The collected data will be transcribed and analyzed using
thematic analysis to identify the systematic identification, coding of
meaningful units, generation of initial themes within the data.
 Ethical Considerations: Ethical considerations will be carefully addressed
throughout the research process. Informed consent will be obtained from all
participants, ensuring their voluntary participation and confidentiality.
Expected Outcomes:
 Provide rich and detailed descriptions of the perceptions and experiences of
students, teachers, and parents in mathematics education.
 Insights into effective instructional practices in mathematics education. By
exploring teachers’ perspectives and experiences, as well as students’
perceptions.
 Identification of instructional strategies that foster positive engagement,
enhance conceptual understanding and promote critical thinking in
mathematics. . This insights can inform professional development programs
and guide teachers in their instructional decision-making.
 Identification of effective ways to engage parents in supporting their
children’s mathematical development.
References:
1. Fritz, A., Haase, V. G., & Rasanen, P. (Eds.). (2019). International handbook of
mathematical learning difficulties. Cham, Switzerland: Springer.
2. Rattan, A., Good, C., & Dweck, C. S. (2012). “It’s ok – Not everyone can be good at
math”: Instructors with an entity theory comfort (and demotivate) students. Journal of
Experimental Social Psychology. https://doi.org/10.1016/j.jesp.2011. 12.012
3. Committee on STEM Education, National Science & Technology Council, the White
House (2018). Charting a course for success: America’s strategy for STEM education.
Washington, DC. https://www.whitehouse.gov/wp-content/uploads/2018/12/STEM-
Education-Strategic-Plan-2018.pdf Retrieved on 18 January, 2019.
4. National Council of Teachers of Mathematics. Principles to Actions: Ensuring
Mathematical Success for All; National Council of Teachers of Mathematics: Reston, VA,
USA, 2014. [Google Scholar]Cobb, P.; Jackson, K. An empirically grounded system of
supports for improving the quality of mathematics teaching on a large scale. Implement.
Replication Stud. Math. Educ. 2021, 1, 77–110. [Google Scholar] [CrossRef]
5. Borko, H.; Potari, D. ICMI Study 25 Conference Proceedings: Teachers of Mathematics
Working and Learning in Collaborative Groups; ICMI: Lisbon, Portugal, 2020. [Google
Scholar]
6. Park S., Holloway S. D. (2017). The effects of school-based parental involvement on
academic achievement at the child and elementary school level: A longitudinal study. The
Journal of Educational Research, 110, 1-16.