Dyscalculia in Learning Mathematics

Mathematics Curriculum Evaluation

The problem raised in this research is the lack of understanding of mathematical concepts by Cilangla Elementary School students. The aim of this research is to see the impact of implementing the ethnomathematics-based Realistic Mathematic Education (RME) model on understanding concepts in elementary school students' mathematics learning. This research uses a quantitative experimental design, the quantitative type used is Quasi Experimental Design. The following quasi-experimental design is used using the Nonequivalent Control Group Design type. The samples taken and used in this research were 30 students at SDN Cilangla class 3 B used as the experimental group, and SDN Cilangla class 3 A totaling 30 students used as the control group. The research instrument used was an essay test. The data taken will later be processed and measured using measurement instruments used to analyze data in this research using statistical tests, namely the independent sample t-test. Based on the results of the t test, it shows that it has a value of t = 2,400 and sig = 0.020 < 0.05, the result of regression test show thitung 2,136> ttabel 2,056 which means that there is a significant influence between the ethnomathematics-based realistic mathematics education or (RME) learning model on students' understanding of mathematical concepts. Apart from that, based on the latest data the average value of the experimental class was 85.07 and the control class 73.37. This shows that the use of the Ralistic Mathematical Education (RME) learning model based on ethnomathematics has an influence on students' understanding of mathematical concepts at SDN Cilangla for the 2022/2023 academic year.

to general feelings such as liking/disliking of mathematics, nor is it meant to exclude perceptions of the difficulty, usefulness, and appropriateness of mathematics as a school subject. There are several ways affective variables are related to mathematics learning. It is likely that a student who feels very positive about mathematics will achieve at a higher level than a student who has a negative attitude toward mathematics. It is also likely that a high achiever will enjoy mathematics more than a student who

The reform of mathematics education in Indonesia started in the mid-seventies. The reform movement reported in this lecture is the second attempt after the first movement to reform traditional mathematics to modern mathematics (1975–1990) was a complete failure. Several mathematicians have dedicated their expertise and experiences to rebuild mathematics education from the remnant of modern mathematics. Their concerns are focused particularly with the weakest group of students. After a long consideration they came to the decision to implement the theory of Realistic Mathematics Education (RME) as a basic concept for developing the local theory of mathematics teaching and learning. They have the view that RME could be a vehicle for improving mathematics teaching and learning and at the same time be a tool for social transformation. The process began with four teacher education institutes and 12 pilot schools. RME has since expanded to 23 universities that supervise over 300 schools and has trained thousands of teachers. In this process of mathematics education reform the theory of RME has been transformed into PMRI, the Indonesian version of RME, and has been widely accepted as a movement to reform mathematics education.

Movement and Song Idiom Traditional to Enhance Early Mathematical Skills: Gelantram Audio-visual Learning Media

It is necessary to map the results of previous studies to conduct new research. The mapping is to obtain information about the novelty of the research to be carried out. Then, it needs a mapping of what has been done by previous researchers. This study aims to map the studies that have been carried out around the world on difficulties in learning mathematics. This research is literature review research with the type of mapping. Data consist of 1,000 research articles indexed by Google Scholar from 2013 to 2022, which were collected with Publish or Perish software using the keywords difficulties in mathematics education. Mapping analysis was carried out using VOSviewer software that images were then interpreted. Mapping is done on learning difficulties in mathematics, difficulty in learning mathematics seen from the abstract with a minimum occurrence of 15 and 10, difficulty in learning mathematics is related to mathematical learning difficulty, difficulty in learning mathematics if it is seen as a relationship if mathematics is applied in studying science, difficulty in learning mathematics is related to the application of realistic mathematics education, and difficulties in learning mathematics related to instruction. The results showed that difficulties in learning mathematics focused on mathematical concepts, applying mathematics in science, word problems, unclear instructions, limited time, and students' mathematics anxiety and ability.

Debate has continued throughout the last decade over the existence and possible causes of differences between males' and females' mathematical skills. Several observations recur as the focus of this controversy. First, adolescent boys have been found to score higher than girls on standardized mathematics achievement tests.' Second, males are more likely than females to engage in a variety of optional activities related to mathematics, from technical hobbies to careers in which math skills play an important role.2 Third, adolescent males typically perform better than their female

In this introductory chapter I give a preview of the landscape of issues concerning mathematics education in the Netherlands and the role of Realistic Mathematics Education (RME) that one can come across in this volume, which contains the reflections of twenty-eight Dutch mathematics didacticians on teaching and learning mathematics in the Netherlands. Although all chapters have their own focus and mostly only discuss one particular aspect, together they provide a rich inside view into what is worth knowing of Dutch mathematics education and RME. The preview highlights some significant topics from these chapters, such as what tasks are preferred in RME to elicit students’ mathematical thinking, RME’s focus on the usefulness of mathematics, the role of common sense and informal knowledge, changes over time in the content of the mathematics curriculum, aspects of the Dutch educational system, including teacher education and assessment, the implementation of RME, and the context of developing RME.

The background of this research is the students' difficulties in solving two-dimensional shapes, and the students' learning outcomes are still low. Then in the learning process, requires an approach that can improve students' activity and students learning outcomes, namely the RME approach. In this research, the subject of Mathematics learning activities with the RME approach were the 24 students of 6th-grade. In this study uses the model of Classroom Action Research (CAR). Based on research with a Realistic Mathematics Education (RME) approach on the material of two-dimensional shapes in 6th-grade has a great influence on improving student understanding. The results of the study showed that there were student activities scores using the RME approach starting from cycle I with the score of 1.9, in cycle II with a score of 2.9, and in cycle III with the score 3.9. On pre-cycle student learning scores got 4.2, cycle I 5.5, cycle II 6.8 and cycle III got a score of 8.2. So, it can be concluded that the use of the RME approach in mathematics learning about two-dimensional shapess can improve student activities and student learning outcomes with good improvement. Keywords : Realstic Mathematic Education (RME), Learning Outcomes

This research is a Class Action Research (CAR) with the purpose to analyze the application of the Realistic Mathematic Education (RME) approach in increasing the Mathematic learning outcome about Debit of the students of Class VI B the Elementary School of Kasreman on the first Semester of the 2018/2019 year academic. The subjects of this research are the students of Class VI B the Elementary School of Kasreman on the first Semester of the 2018/2019 year academic as much as twenty children; consist of ten boys and ten girls. The data resources of this research are relating with learning activities and learning outcomes. Techniques of collecting data of this research are non test technique and test technique. The instruments of collecting data of this research are the sheets of observation, the camera application on the hand phone, the individually tasks and also daily test. Technique of analyzing data of this research is comparative description. The procedure of this research is the Kemmis and Mc Taggart’s model. This research is consisting of two cycle; First Cycle and Second Cycle. Each cycle consists of three meetings. The results of this research are 1) the application of the Realistic Mathematic Education (RME) approach in the Mathematic learning about Debit is a classically observing the films, discussing with the class and intensively exercises individual task, 2) the application of the Realistic Mathematic Education (RME) approach in the Mathematic learning about Debitis observing different films in each meeting which its function as concrete and interesting learning media, 3) the applications of the Realistic Mathematic Education (RME) approach in the Mathematic learning about Debit are increasing the learning activities; focus in observing the films, very actively answering the questions form the teacher and other students and very actively asking the questions to the teacher, 4) the applications of the Realistic Mathematic Education (RME) approach in the Mathematic learning about Debit are increasing for the learning outcomes. The learning outcomes on the Early Condition are 57,5 for the average and 45% for the completeness. The learning outcomes on the First Cycle are 71 for the average and 65% for the completeness. The learning outcomes on the Second Cycle are 82 for the average and 85% for the completeness.

Mathematics as a part of basic science is considered very difficult, especially for students from elementary school to high school. To facilitate the process of learning mathematics has been developed many new learning methods by experts in mathematics education, one of them is realistic mathematics education. Realistic mathematics education is one of therenewed learning methods on basic mathematical concepts that related to the context, illustrations, and based on everyday life situations. Besides realistic mathematics education motivated students to be more active and creative in solving mathematical problems according to real conditions, it also more emphasize cooperative and communicative learning so that students are more interested in learning mathematics. This encourages the government to include realistic mathematics education in the curriculum of basic education and also through the provision of training and education for teachers. It is expected that the education system that accommodates Realistic Mathematic Education can increase the interesting of students' learning

<p>This research is a Class Action Research (CAR) with the purpose to analyze the<br />application of the Realistic Mathematic Education (RME) approach in increasing the<br />Mathematic learning outcome about Debit of the students of Class VI B the Elementary School<br />of Kasreman on the first Semester of the 2018/2019 year academic. The subjects of this<br />research are the students of Class VI B the Elementary School of Kasreman on the first<br />Semester of the 2018/2019 year academic as much as twenty children; consist of ten boys and<br />ten girls. The data resources of this research are relating with learning activities and learning<br />outcomes. Techniques of collecting data of this research are non test technique and test<br />technique. The instruments of collecting data of this research are the sheets of observation, the<br />camera application on the hand phone, the individually tasks and also daily test. Technique of<br />analyzing data of this research is comparative description. The procedure of this research is the<br />Kemmis and Mc Taggart’s model. This research is consisting of two cycle; First Cycle and<br />Second Cycle. Each cycle consists of three meetings. The results of this research are 1) the<br />application of the Realistic Mathematic Education (RME) approach in the Mathematic learning<br />about Debit is a classically observing the films, discussing with the class and intensively<br />exercises individual task, 2) the application of the Realistic Mathematic Education (RME)<br />approach in the Mathematic learning about Debitis observing different films in each meeting<br />which its function as concrete and interesting learning media, 3) the applications of the<br />Realistic Mathematic Education (RME) approach in the Mathematic learning about Debit are<br />increasing the learning activities; focus in observing the films, very actively answering the<br />questions form the teacher and other students and very actively asking the questions to the<br />teacher, 4) the applications of the Realistic Mathematic Education (RME) approach in the<br />Mathematic learning about Debit are increasing for the learning outcomes. The learning<br />outcomes on the Early Condition are 57,5 for the average and 45% for the completeness. The<br />learning outcomes on the First Cycle are 71 for the average and 65% for the completeness. The<br />learning outcomes on the Second Cycle are 82 for the average and 85% for the completeness.</p>

This study aims to evaluate improvements in numeracy skills and reductions in students' mathematical anxiety by implementing Realistic Mathematics Education (RME) in the Kurikulum Merdeka using Liveworksheets and GeoGebra media. The research method used is the quasi-experiment. The design of this study uses nonequivalent comparison group design. The population in this study were students of class X SMAN 1 Cibeber in the 2024/2025 academic year. From this population, two classes were taken as samples, namely the class that would become experimental group 1 and experimental group 2 which were selected using the purposive sampling technique. Experimental group 1 received intervention with the Realistic Mathematics Education (RME) model based on Liveworksheets and GeoGebra media, and experimental group 2 (control class) received intervention with conventional learning methods. The instruments used were test and non-test instruments (in the form of questionnaires). The material used was about exponent material. Data analysis was carried out on the average gain index between the two sample classes utilizing the similarity of two averages. The results of the research show that in the research process, there was an increase in students' numeracy skills and overcoming mathematical anxiety, in this case, those who used intervention with the Realistic Mathematics Education (RME) model based on Liveworksheets and GeoGebra media were better than learning using conventional learning methods. The increase in numeracy ability in the experimental class obtained an n-Gain score of 0.24 while in the control class it obtained an n-Gain score of 0.17. The final level of mathematical anxiety in the experimental class obtained an average score of 64 while the control class obtained an average score of 65.189. However, the experimental class experienced a significant increase of 36.79% in changes in students' mathematical anxiety.

The mission of positive psychology is to mitigate negative emotions while bolstering positive ones, thereby influencing student engagement in classroom learning activities, including mathematics. This study elucidates the Realistic Mathematics Education (RME) approach within the framework of Islamic teachings—specifically, inheritance law and charity—in the context of fractions and number operations. Its objective is to alleviate mathematics anxiety, a prevalent negative emotion, and enhance well-being during mathematical learning. Drawing upon flow theory from positive psychology, the research endeavors to optimize mathematical well-being by crafting appropriately challenging questions. Employing a descriptive qualitative methodology, the study focuses on an Indonesian mother and her ten-year-old son, residing in Uithoorn, Amsterdam, Netherlands, belonging to minority groups in ethnicity and identity, with religion being a significant aspect of their lives. Data collection involves observation, interviews, tests, and documentation, with analysis employing data reduction, presentation, triangulation, and verification techniques. The study utilizes socio-religious problems as a context, one of the characteristics of RME, such as inheritance division, to design mathematical challenges. The findings demonstrate a marked transition from math anxiety to math well-being, manifested through heightened enthusiasm and cheerfulness in learning mathematics, particularly by the mother. Noteworthy transformations include increased engagement, generous gestures towards the teacher, and frequent smiling, contrasting with previous instances of math anxiety during learning sessions. Furthermore, the results indicate that RME facilitates comprehension of mathematical concepts and fosters understanding of the intersection between mathematics and Islamic life among minority groups, as detailed in this article.

To study at school, students must have soft skills such as self-regulated learning, namely the ability of students to manage their own learning. The significance of students' self-regulated learning is what inspired this study. This study sought to ascertain the rise in students' self-regulated learning when learning mathematics using a realistic mathematics education model, as well as the students' reactions to learning mathematics using a realistic mathematics education model. This kind of study uses questionnaire analysis to do descriptive research. A self- regulated learning questionnaire and a questionnaire for students' responses made up the tool used to assess the self-regulated learning abilities that had been put to the test. Data were collected for this study to examine the rise in realistic mathematics education students' ability to learn mathematics independently, as well as the students' attitudes toward learning mathematics through mathematics education, which were assessed using a Likert attitude scale. The self-regulated learning scale is made up of four parts: the students' evaluations of how well they (1) use and locate pertinent learning resources in mathematics, (2) select and determine their learning strategies in mathematics, (3) assess and evaluate their learning outcomes in mathematics, and (4) have a positive view of themselves as mathematicians. By utilizing realistic mathematics education, the findings of this study about self-regulated learning in mathematics can be viewed as a whole. Based on the results of data analysis it is known that students' responses to realistic mathematics education models are positive which are adapted to real-life contexts or everyday life which will arouse students' self-regulated learning in solving problems because they are related to real life. This demonstrates that 98.18% of students respond positively.