Background and Purpose: Mathematical modelling competency isone of the vital characteristics in mathematics education. Educational researchers have updated the benefit of modelling as key factor to the  study  of  complexity  and  modern  science.Since  many  scholars  frequently  adopt instrument from one cultural background to another, they alsooffer proof on the issue of validity and reliability. The present paper aimed at validating a mathematical modelling test for secondary prospective mathematics teachers.Methodology: We  utilized  a  survey  approach  to  examine  the  factor  structure  of  mathematical modelling  test  for 202secondary  prospective  mathematics  teachers,  selected  by  cluster  random sampling. Mathematical   modeling   test   was   adapted   to   measure   the   desired   constructs. More importantly,  we  used  exploratory  factor  analysis  (EFA),  confirmatory  factor  analysis  (CFA) using AMOS 1.....

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Several concerted movements toward mathematical modeling have been seen in the last decade, reflecting the growing global relationship between the role of mathematics in the context of modern science, technology and real life. The literature has mainly covered the theoretical basis of research questions in mathematical modeling and the use of effective research methods in the studies. Driven by the Realistic Mathematics Education (RME) theory and empirical evidence on metacognition and modeling competency, this research aimed at exploring the interrelationships between metacognition and mathematical modeling and academic year level as a moderator via the SEM approach. This study involved 538 students as participants. From this sample, 133 students (24.7%) were from the first academic year, 223 (41.4%) were from the second and 182 (33.8%) were from the third. A correlational research design was employed to answer the research question. Cluster random sampling was used to gather the samp.....

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This work sets out to examine the validity and reliability of the Mathematical Modeling Attitude Scale (MMAS), a instrument measuring teachers? attitude towards mathematical modeling. A cross-sectional survey research was utilised to describe the validity and reliability of the MMAS. The population of the present study focused on Malaysian mathematics teacher in primary and secondary schools (N = 171) and this was achieved using convenience sampling. Exploratory factor analysis (EFA), confirmatory factor analysis (CFA) and Rasch analysis were utilised in analysing the data in the present work. EFA revealed that the data from the teachers had a four-factor structure: constructivism, relevance and real-life, understanding and motivation and interest. The CFA confirmed that the model fit indices established the four-factor structure of the first and second-order model. Although the Rasch analysis generally supported the finding of EFA and CFA, there was still room for improvement in terms.....

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The study of ethnomathematics has grown significantly over the decades, especially for teaching academic mathematics in schools. However, only a small number of studies comprehensively examine research trends in the use of ethnomathematics for mathematics learning. Thus, research trends for the years 2018 to 2022 were thoroughly analyzed through systematic literature reviews referring to the standards of Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA). This review found 24 journal articles from the top indexing databases called Scopus and Eric. The finding of the SLR indicate that two types of ethnomathematics research are found if categorized based on the research data source. The cultural forms used in ethnomathematics research into three categories: ideas, activities, and artifacts. Indonesian researchers (n=19) dominated the collected studies as systematic review only included publications published in English. The categorization of the studies are ethnom.....

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