Challenges of Teaching Logarithms in Iran, Pakistan, and Finland: A Comparative Examination of Problem-Solving Methods for Secondary High School Students

This comparative study examines the challenges of teaching logarithms to secondary high school students in three culturally and educationally diverse contexts: Iran, Pakistan, and Finland. Through analysis of curriculum documents, teaching methodologies, and problem-solving approaches, this research identifies both universal and context-specific challenges in logarithm instruction. The study reveals that while all three countries face common difficulties, such as students' conceptual misunderstandings and the abstract nature of logarithmic functions, the pedagogical approaches and systemic challenges differ significantly. Finland's student-centered, technology-integrated approach contrasts with the more traditional, examination-oriented methods prevalent in Iran and Pakistan. The research highlights how cultural attitudes toward mathematics, teacher preparation programs, resource availability, and assessment methods influence the effectiveness of logarithm instruction. Findings suggest that successful logarithm teaching requires a balanced approach combining conceptual understanding with procedural fluency, supported by adequate teacher training and appropriate technological resources. The study concludes with recommendations for improving logarithm instruction in each context while identifying transferable best practices across educational systems.

کلیدواژه ها:

Logarithms ، Mathematics education ، Comparative education ، Problem-solving ، Secondary education ، Iran ، Pakistan ، Finland