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September 10, 2025Journal of Advanced Sciences and Mathematics Education

Teachers’ knowledge of subject matter in formal definition of limit at senior high school level

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Authors

MMMa’rufi Ma’rufiMIMuhammad IlyasSSSalwah Salwah

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Overview

Qualitative case study identifies contextual challenges and instructional strategies in vocational schools, highlighting the need for professional development and tailored teaching models.

Key Points

  • Teacher-centered instruction limits student engagement and learning outcomes, hindering effective mathematics education.
  • Assessment practices primarily measure cognitive outcomes, indicating a gap in vocational competencies among students.
  • Curriculum delivery is often interrupted by infrastructural shortfalls and time limitations, affecting teaching effectiveness.
  • Enhancing mathematics instruction requires flexible teaching models and strong collaboration between schools and communities.

Cite This Study

Ma’rufi et al. (2025) studied this question.

synapsesocial.com/papers/68c23a74b210217d64781050https://doi.org/10.58524/jasme.v5i2.769
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