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Abstract
This paper examines the impact of contemporary approaches in teaching statistics and probability to primary school students in North Macedonia. Contemporary approaches include the use of technology and interactive methods to enhance student engagement and improve understanding of abstract mathematical concepts. The study involved 50 eighth-grade students (n = 50), who were divided into an experimental group (n = 25) and a control group (n = 25). A pretest–posttest experimental design was used to measure students’ knowledge before and after the teaching intervention. The experimental group was taught through technology-based and interactive methods, while the control group followed traditional teaching approaches. Data were analyzed using independent samples t-tests with a significance level of α = 0.05. The findings showed no statistically significant difference between the groups in the pre-test (p = 0.292). However, a statistically significant difference was identified in the post-test (p = 0.00012), in favor of the experimental group. These results indicate that the use of contemporary teaching approaches can be an important tool for improving the quality of mathematics education at the primary level.
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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Article Type: Research Article
Journal of Mathematics and Science Teacher, Volume 6, Issue 2, 2026, Article No: em106
https://doi.org/10.29333/mathsciteacher/18343
Publication date: 11 Apr 2026
Article Views: 13
Article Downloads: 6
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