This study investigates the application of the fuzzy logic method for scoring open-ended items, specifically comparing its effectiveness against traditional scoring methods. Utilizing the fuzzy TOPSIS method within the mathematics domain, this research established seven criteria for evaluating open-ended responses, developed in consultation with…

Research suggests that students hold misconceptions about the immune system, but little is known about how they reason about the mechanisms by which the immune system operates. This study investigated how students reasoned about the immune system in Beirut, Lebanon. The study used a qualitative approach and investigated 16 Grade 12 participants…

Future students are confronted with a complex world that demands the ability to solve problems in unstructured, undefined, and unfamiliar situations. The aim of the present study was to investigate the development of problem-solving skills through the implementation of Problem-Based Learning (PBL). While previous research has primarily focused on…

In this study, we investigated participants' reactions to supportive and anomalous data in the context of population dynamics. Based on previous findings on conceptions about ecosystems and responses to anomalous data, we assumed a tendency to confirm the initial prediction after dealing with contradicting data. Our aim was to integrate a…

The purpose of this paper is to propose a new ontology of reasons for inferentialism. The existing inferentialist approach to mathematics education has a methodological challenge in retrospective analysis and a noncollaborative issue stems from a narrow view of learning. The proposed ontology, built on a radical interpretation of the…

The concept of derivative is used in many areas including applied problems and requiring mathematical modelling in different disciplines. One of the most important approaches for teaching the derivative is to support students in visualizing the concept. Also, it is necessary to shift researchers and teachers' focuses to students' dynamic mental…

Educators cannot overlook the affect's potential for students' educational success. In this study, affective analogies are proposed as a didactic resource to foster students' affect for chemistry learning and positive attitudes towards the physics-chemistry subject. To examine the influence of the affective analogies on it, we grouped contents of…

This qualitative case study, grounded within the interpretive paradigm, analyzed the errors and misconceptions made by 11th-grade learners when tackling the tangent-chord theorem task in Euclidean geometry. Studying Euclidean geometry helps learners develop critical thinking skills, such as constructing arguments and applying logical reasoning.…

How much explicit logical reasoning instruction should be included in first-year mathematics courses, particularly those for non-math majors? We argue that all first-year students in mathematics courses should receive explicit instruction in logical reasoning. Engaging with precise logical statements is a fundamental skill in mathematics,…

This study investigates how pre-service mathematics teachers (PMTs) develop the capacity to plan mathematics lessons regarding reasoning and proving (R&P) at a time of curriculum change in Norway. Lesson planning poses challenges for both pre-service and experienced mathematics teachers. In this EU-funded intervention study, PMTs were led…

Over the last decade, reform in science education has placed an emphasis on the science practices as a way to engage students in the process of science and improve scientific literacy. A critical component of developing scientific literacy is learning to apply quantitative reasoning to authentic scientific phenomena and problems. Students need…

Background: Teachers should have a reasonable socio-scientific reasoning (SSR) level, both because they are intellectual members of society and because of their duty to teach reasoning skills to their students, who will become responsible citizens of the future, as indicated in the curriculum. Purpose: The study aims to examine the SSR level of…

Background/purpose: Creative thinking is an essential 21st-century skill in mathematics education, closely connected to logical-mathematical ability. Solving numerical problems requires students to think systematically, flexibly, and deeply beyond technical skills. In this context, the creative thinking process remains underexplored empirically.…

Despite increasing calls for transparent integration, the mixed methods field lacks replicable approaches that center theory to answer multilevel-systems questions. We describe the Deductive-Inductive Dual Pillar Integration Process (DID-PIP), a five-phase integration technique for multilevel research. The DID-PIP centers a theoretical framework…

Positive dispositions towards critical thinking (CT) in students can be fostered by integrating CT training into argumentative writing lessons. Adege (2016) and Ruff (2005) conducted studies to see the effects of integrating CT into argumentative essay writing lessons on undergraduate students' dispositions toward CT. They, however, overlooked the…