Preservice teachers’ perceptions of large-scale instructional units in mathematics education

Jiawen Xu, Ying Zhou, Guoping Pang — Tue, 30 Sep 2025 00:00:00 +0000

While Large-Scale Instructional Units in Mathematics Education benefit students’ core competencies, in-service teachers’ professional capabilities, and preservice teachers’ higher-order thinking, research on this construct remains scarce. Most preservice and in-service teachers lack in-depth understanding of these units, with some unaware underscoring the urgency of investigating Preservice Teachers’ Perceptions of Large-Scale Instructional Units in Mathematics Education, as such perceptions shape the units’ classroom implementation. This study explores preservice mathematics teachers’ perceptions of these units via a questionnaire survey, with participants from over ten universities (e.g., Guangxi Normal University, Chongqing Normal University). Using data from more than 400 valid questionnaires, it identifies their knowledge levels and internal recognition of the units, analyzes their views on the units’ learning and practical value, and synthesizes strategies for learning and disseminating the units. Key findings reveal 69% of the preservice teachers have limited knowledge of the units, while over 95% recognize their learning value. Ultimately, this study fills the research gap, strengthens their awareness of the units, and provides empirical references for subsequent mathematics teaching practices.

Designing a MIT App Inventor-based mathematics learning application to enhance students’ conceptual understanding: A development study

Aryo Surya Wijaya — Tue, 30 Sep 2025 00:00:00 +0000

The background of this study lies in the limited use of technology-based learning media, which is essential to improve the quality of learning. Therefore, this research aims to: (1) describe the process of developing a mathematics learning application using MIT App Inventor, (2) examine the validity of the developed application, (3) measure its effectiveness, (4) assess its practicality, and (5) analyze students’ responses to the application. The research employed a Research and Development (R&D) approach with the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The subjects of this study were 29 students of class VIII-A at SMP Negeri 24 Bandung during the 2022/2023 academic year. Research instruments included validation questionnaires for material experts and media experts, a practicality questionnaire, post-test sheets, and a student response questionnaire. The results of the analysis indicate that the developed mathematics learning application is categorized as good, with a validation score of 86.33 (very valid) from material experts and 70.5 (valid) from media experts. The level of effectiveness was 82.76 (very effective), practicality was 82.29 (practical), and students’ response score was 75.78 (fairly good). These findings suggest that the application developed with MIT App Inventor can serve as a valid, effective, and practical medium for supporting students’ conceptual understanding in mathematics learning. This study contributes by providing an empirically validated development framework and practical reference for integrating MIT App Inventor-based applications into junior high school mathematics instruction to enhance conceptual understanding.

Pi Radian: Journal of Mathematics Education

Preservice teachers’ perceptions of large-scale instructional units in mathematics education

Designing a MIT App Inventor-based mathematics learning application to enhance students’ conceptual understanding: A development study