چکیده:
"Active engagement of students in the learning process" is one of the essential components in improving the quality of mathematics education in the elementary period. However, many teachers face challenges such as inattention and student demotivation, especially those who have had negative previous experiences with mathematics. The present research, by utilizing the systematic review method of previous studies, examines a set of educational strategies that can lead to the formation of more effective interaction between students and mathematical instructional content. The findings show that teachers' use of diverse methods in teaching mathematical concepts, while increasing the attractiveness of the lesson, also leads to deeper learning. For example, when mathematical concepts are taught not just through verbal explanation, but through methods such as storytelling, images, games, movement, and group activities, students establish a more effective connection with the material. This type of teaching, which is called "multimodal," benefits from the simultaneous combination of several learning pathways. Other effective strategies include strengthening cooperation among students through participatory models, providing constructive feedback instead of focusing solely on grades, and paying attention to the problem-solving process instead of just the final answer. For students facing behavioral or emotional disorders, techniques such as self-monitoring, token reward systems, and providing structured opportunities for response have yielded positive results. Ultimately, research shows that three key contexts—the classroom, the home environment, and intervention programs—if properly designed, can significantly increase students' motivation, interest, and engagement in mathematics. These findings can provide practical guidance for teachers, families, and curriculum designers to make the path of mathematical learning more interactive, attractive, and effective for elementary students through the adoption of targeted strategies.
خلاصه ماشینی:
The present research, by utilizing the systematic review method of previous studies, examines a set of educational strategies that can lead to the formation of more effective interaction between students and mathematical instructional content.
This research emphasizes the decisive role of a supportive learning environment, teacher self-efficacy, and the design of meaningful learning activities in improving the quality of mathematics education and student participation in this field.
In contrast, external factors such as the teacher's teaching method, educational facilities and resources, classroom time planning, and also the social influences of classmates, play an important role in creating the groundwork for students to engage with the instructional content.
These solutions include: Building mathematical self-confidence through providing supportive feedback and small successful experiences; Focusing on conceptual learning instead of merely teaching algorithms and memorizing formulas; Using real-world problems and mathematical modeling to create a link between theoretical knowledge and daily life; Encouraging questioning and intellectual curiosity in the classroom environment; Increasing learning autonomy and providing diverse choices for the student; Utilizing group and challenging activities that enhance both social participation and cognitive ability; Changing the attitude of families and society toward mathematics with the aim of weakening negative stereotypes and strengthening positive attitudes in students.
Creating a sense of success, receiving positive feedback, and benefiting from teacher encouragement are factors that can strengthen the student's intrinsic motivation and drive them toward more active participation in the learning process (Sabir et al.
What solutions in the fields of education, motivation, and the learning environment can increase the cognitive, emotional, and behavioral engagement of students in mathematics?
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