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All Journal Union: Jurnal Ilmiah Pendidikan Matematika Cognitive Insight in Education
Machisi, Eric
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Education Mathematics Other

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Opportunities for curriculum improvement in secondary school mathematics education Machisi, Eric; Tatira, Benjamin
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 13 No 2 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v13i2.19367

Abstract

This study investigates opportunities for enhancing the secondary school mathematics curriculum in South Africa. Employing a cross-sectional survey design, data were collected from a purposive sample of 80 postsecondary students enrolled at higher education institutions across the country. An online questionnaire was administered, and responses were analyzed using the Statistical Package for the Social Sciences (SPSS), focusing on frequency distributions and mean ranks. The findings reveal that while the current mathematics curriculum adequately prepares some students for postsecondary studies, it falls short for others. Key areas identified for improvement include better alignment with tertiary-level mathematics, reforming examination formats, enhancing pedagogical approaches, and increasing collaboration with local industries. Based on these insights, the study proposes several recommendations: offering specialized mathematics tracks, including optional exam questions, reducing exam length, introducing calculus prior to Grade 12, integrating digital tools in instruction, and connecting mathematical learning with real-world industry applications. By foregrounding students’ perspectives, this research promotes a bottom-up approach to curriculum development. The study contributes to the literature by providing empirical evidence on curriculum gaps from the learner’s viewpoint and offering context-specific recommendations to bridge secondary and tertiary mathematics education in South Africa.
The impact of using the Alef platform on 11th grade advanced mathematics students' achievement in conic sections Alrababah, Anas Mahmoud Ahmad; Machisi, Eric
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 13 No 2 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v13i2.19656

Abstract

This study investigates the impact of the Alef educational platform on student learning outcomes in the topic of conic sections, focusing on both academic performance and student perceptions. The research involved a purposive sample of 64 Grade 11 advanced mathematics students from a high school in Fujairah, United Arab Emirates. A quasi-experimental design was employed, incorporating pre-test and post-test assessments. Data were collected through a researcher-developed test and an online Likert-scale survey. The findings indicate that the Alef platform significantly enhances students’ understanding of conic sections by personalizing instruction to meet individual needs and by using interactive media to present multiple representations of mathematical concepts. This approach caters to diverse learning styles and promotes deeper engagement. Moreover, students reported being able to recall key lesson ideas effectively and felt comfortable participating in class without fear of ridicule. They expressed enjoyment in learning conic sections through the Alef platform and expressed a desire for its broader integration across mathematics lessons. Overall, the Alef platform positively influenced students’ perceptions of mathematics. The study highlights the value of integrating technology into mathematics education to create a more inclusive and effective learning environment. This study contributes to mathematics education by providing empirical support for the use of technology-enhanced, student-centered learning environments—grounded in constructivist and self-determination theories—to improve conceptual understanding and motivation in specific mathematical topics.
Why Do East Asian Education Systems Excel in International Mathematics Assessments? A Systematic Review of Evidence from Singapore, Hong Kong, Taiwan, and Macao Machisi, Eric; Farirayi, Emilia Tafadzwa; Manamela, Mpho Gift
Cognitive Insight in Education Vol. 2 No. 1 (2026): Cognitive Insight in Education
Publisher : Lia Center of Research and Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64850/cognitive.v2i1.243

Abstract

Education systems in East Asia consistently score high in international large-scale assessments such as the Program for International Student Assessment and the Trends in International Mathematics and Science Study. Understanding the factors behind this success is important for policymakers and educators aiming to improve mathematics education outcomes worldwide. This study provides a systematic review of research examining the determinants of high performance in the education systems of Singapore, Hong Kong, Taiwan, and Macao. Using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework, relevant studies published between 2000 and 2025 were identified from major academic databases. After screening and quality appraisal with the Mixed Methods Appraisal Tool (MMAT), 30 studies were included in the final analysis. Data from these studies were extracted and synthesized to identify common themes that explain the strong performance of these systems in international mathematics assessments. The findings highlight four major factors linked to high student achievement: rigorous teacher preparation and ongoing professional development, coherent, mastery-oriented mathematics curricula, cultural values that support effort and academic achievement, and coordinated governance structures that align curriculum, instruction, and assessment. These elements work together to create educational environments that foster deep conceptual understanding and strong problem-solving skills among students. The review suggests that improving mathematics education requires a systemic approach rather than isolated reforms. Although educational contexts vary across countries, the principles identified here offer useful insights for policymakers and educators seeking to enhance mathematics teaching and learning.
Co-Authors Alrababah, Anas Mahmoud Ahmad Farirayi, Emilia Tafadzwa Manamela, Mpho Gift Tatira, Benjamin