The main objective of the study was to analyze the association of mathematics achievement and cognitive engagement at the school level. The research was followed by a quantitative research method following a survey by administering a questionnaire on sampled 300 students for data collection. Half of them were male students and the other half were female students in District Lahore. Data were analyzed using inferential and descriptive statistics. The researcher has used two instruments first one mathematics achievement test and second students cognitive engagement in mathematic. The sample was selected by convenient sampling technique. The study revealed that students level of association of engagement and achievement was high. The study also revealed that gender difference exists in students mathematics achievement and students cognitive engagement. The study was also found a positive and strong relationship between students deep level strategies used in mathematics with achievement. This study recommends that the gender difference in mathematics achievement needs attention.

This experimental study explored the effect of the 4WsHs active learning model on learning engagement in mathematics classes. The research design used for conducting this study was true experimental research design (pre-test post-test equivalent group design). A sample comprising 190 students selected from two public sector schools was divided into experimental and control groups using a matched random sampling technique. The newly developed active learning model was used as treatment for an experimental group while the same contents of mathematics were taught to the control group using a traditional method. After practice of three months, learning engagement of both groups was measured using a classroom observation checklist. The analyzed data revealed a significant superiority of students belonging to the experimental group over their counterparts in learning engagement. Hence, the newly developed active learning model proved to be effective for developing learning engagement among students.

This research explores the perceptions’ of mathematics teachers who are teaching in Pakistani schools at secondary level. The study aimed to explore the elementary school teachers’ perceptions about student-centred approaches, and their difficulties facing in using these approaches. The study uses a methodology of questionnaire and interview to gather data from mathematics teachers at secondary level. The results of this study indicate that the most mathematics teachers were positive about the role and importance of student-centred approaches in their mathematics. The majority of teachers appreciated their role as a facilitator of the learning process using student-centred approaches Moreover, the majority of teachers reported that continued practice in teaching mathematics courses and/or teaching method courses had contributed to their developing a fair understanding of teaching mathematics. The teachers responded positively regarding the role of student-centred approaches to enhance the procedural understanding of students in mathematics. Most of the findings supported student-centred approaches positively. Finally, the recommendations concerning the importance of student-centred approaches in mathematics, the arrangement of resources, and teachers’ professional development are presented for the attention of teachers, administration and curriculum developers.

Curriculum which is considered as the main tool education cannot remain the same endlessly. With the expansion of spectrum of knowledge, upgrading of the curriculum is needed with the passage of time. It is nevertheless, the timely updates and restructuring of curriculum can enhance the standard of education. It is therefore, change in curriculum and comparative analysis of the curriculum has been a hot debated topic not only in Pakistan but also all around the world. Current design of the study can be used to analyze the curriculum of mathematics for secondary level of education prescribed by the Punjab Text Book Board. The sole purpose of this comparative study of mathematics is to better analyze the policy objectives of the subject of mathematics curriculum for education at secondary level in Pakistan. Secondly, the study was aiming to analyze curriculum processes while referring to certain objectives, content, methodology and assessment techniques. Thirdly, this research study was aiming to critically review the subject matter of mathematics while highlighting the strengths and weaknesses of the subject of mathematics taught at secondary level of education in Pakistan. Fourth, the aim of this research study is to explore the suggestions of curriculum specialists about the salability of the value of mathematics curriculum in education of secondary level in Pakistan. Fifthly, the study used to recommend measures to upgrade the curriculum of mathematics implemented for secondary school education in the country. The population under study comprised of teachers, students, opinion of national curriculum professionals and materials provided about the mathematics curriculum from the Curriculum Bureau in Provinces of Pakistan. Suggestions and recommendations are provided in the end of the research study while better concluding the results and findings in the end of the paper.

Math problem-solving is difficult for students and instructors. Metacognition abilities may help tackle these problems. Math problem-solving success depends on metacognitive abilities and methods. These abilities and tactics benefit students and instructors. Metacognitive abilities and methods are examined in mathematics problem-solving for instructors and students. A qualitative case-study design was utilised. to describe things deeply and broadly. Metacognitive abilities and methods such as task analysis, planning, monitoring, checking, and reflection, as well as self- and group-monitoring, reading and writing, self-regulation (SR), and self-assessment (SA), helped students solve arithmetic problems. Group talks and self-reflection help pupils tackle challenges, too. Meta-cognition for problem-solving is recommended for students and instructors.

The current qualitative study was conducted to analyze the mathematics curriculum across grade levels for students’ critical thinking skills development. Qualitative content analysis was used to analyze the document with the facilitation of NVivo software. As per the analysis, Grades I-III cover core math concepts at an introductory level using real-life examples presented concretely. Then grades IV-VIII revisit these same ideas with more depth and add logical reasoning. Finally (IX-X) and higher secondary (XI-XII) levels aim to build a rigorous conceptual understanding of complex mathematical topics like calculus, vectors, and complex numbers as well as non-routine problem-solving capacity utilizing proof techniques and technology tools like MAPLE software. The research results show that the curriculum is indeed effective for 21st-century skills development such as critical thinking, problem-solving, and technological literacy. Students who complete this systematic program will be prepared for advanced studies or careers that require mathematical proficiency.

The purpose of this research was to investigate the practices and challenges regarding mathematics laboratory in Punjab at school level. Descriptive survey design was used to collect data through questionnaire. The population was all secondary schools mathematics teachers of district Chakwal. The sample size was 60 through systematic random sampling technique. Only 5 percent of schools had mathematics laboratories but most of the schools had science and computer laboratories even did not have geometrical shapes and activity kits related to mathematics lessons. The big challenge regarding integration of mathematics laboratories was the lack of effective policy from the Government. There was no support from school management to purchase lab-related equipment and not a single period was included in the timetable for the laboratory. It was recommended that govt. may launch an effective policy regarding mathematics laboratory and school management may include three periods per week for mathematics lab work.