Levels of Factors Influencing the 21st-Century Mathematics Teaching Challenges for Secondary Students in the Secondary Educational Service Area Office of Lopburi: A Structural Equation Modeling Approach

Scientia Socialis Ltd. 29 K. Donelaicio Street, LT-78115 Siauliai, Republic of Lithuania. e-mail: scientia@scientiasocialis.lt; e-mail: problemsofeducation@gmail.com; Web site: http://www.scientiasocialis.lt/pec/

Y

14

Foreign Countries; Secondary School Mathematics; Secondary School Students; Secondary School Teachers; Mathematics Instruction; 21st Century Skills; Structural Equation Models; Technological Literacy; Pedagogical Content Knowledge; Mathematical Concepts

1822-7864
2538-7111

Student's attitude towards 21st-century mathematics teaching is affected by factors such as content knowledge, knowledge of teaching and learning activities, attitude towards mathematics and technology knowledge. The aim of this study was to construct structural equation models for investigating 21st-century mathematics teaching and learning among secondary mathematics students in the Secondary Educational Service Area Office Lopburi (SEAOL). Quantitative research used the 21st-century TPACK framework. The research sample consisted of 400 SEAOL students from the 1/2022 semester using multi-stage sampling. A questionnaire was used to assess 21st-century secondary school mathematics teaching and learning with a 0.934 confidence of. The data was analyzed using the appropriate software and revealed key components and their relationships. The results show that teaching and learning, fundamental technology capability, content knowledge, specialized technology use, and mathematical content implementation all affected mathematics teaching in the 21st-century for SEAOL students. Influence was 0.89, 0.70, 0.63, 0.25, and 0.21. School technology support has a 0.59 effect on students' basic technological skills. Technology's role in learning influenced students' technology use by 0.21. This research shows how each aspect affects 21st-century mathematics education at the SEAOL, and math overload had the least effect. Teachers and stakeholders should investigate and innovate to improve the use of specialized technology in teaching to help students acquire higher-level mathematical content and apply it in their daily lives.

As Provided

2024

EJ1429369