The Role of Technical English Proficiency in Understanding Mathematical Concepts

In response to the evolving demands of 21st-century education, particularly the critical need to enhance students' conceptual understanding and problem-solving skills in mathematics, the strategic integration of digital technology has become increasingly vital. This research aims to explore the role of digital technology in improving students' conceptual understanding and problem-solving skills by classifying the types of tools used in previous studies. The method employed is a Systematic Literature Review (SLR). Data were sourced from the Google Scholar database, collected, filtered, and synthesized to form an article. The results of this study indicate that digital technology plays a significant role in students' conceptual understanding and problem-solving abilities in mathematics. The digital tools and products used to enhance students' conceptual understanding in mathematics include Microsoft Teams, Microsoft Form, Nearpod, Kahoot, Construct 2, Geoshape, Miro, Teams Room, Google Docs, Quizizz, Wordwall, FlipPDF, Patt_Art, digital LKPD (Learning Activity Sheets), Digital Games-Based Learning (DGBL), and learning materials based on Internet Technology. Meanwhile, the tools and digital products used to improve students' problem-solving skills in mathematics include Liveworksheet, GeoGebra, Spreadsheet, Schoology, Edmodo, Cloud Technology (Google Docs, Google Slides, Google Drive, Google Meet, Google Classroom, and SlideShare), Desmos, Padlet, digital book media, digital LKPD, and digital games. Future research could explore more effective teaching strategies in utilizing digital technology, ensuring that it not only enhances conceptual understanding and problem-solving skills but also fosters students' independent learning.

This study was aimed at: (1) investigating the improvement of students' conceptual understanding of mathematics, (2) investigating the improvement of students' academic language of mathematics, and (3) investigating the response of students toward the implementation of SIOP Model. This research was a classroom action research which was accomplished in three cycles. Each cycle consisted of four steps namely planning, acting, observing and evaluating, and reflecting. The subjects of this research were the tenth-grade students in bilingual class namely X MIA 2 of SMA Negeri Bali Mandara on the second semester of academic year 2016/2017. Data of students' conceptual understanding and academic language of mathematics were collected by conceptual understanding of mathematics tests using essay test on the end of each cycle, while data of students' response toward the implementation of SIOP Model were obtained by questionnaire. Data that had been collected therefore were analyzed descriptively. The results show that students' conceptual understanding and academic language of mathematics improves on each cycle. Students' response toward the implementation of SIOP Model in learning mathematics is on the positive category. This study concludes that the implementation of SIOP Model could improve students' conceptual understanding and students' academic language of mathematics.

This study aims to determine the understanding of students' mathematical concepts taught using the Student Teams Achievement Division (STAD) with a problem-based learning (PBM) approach with a heuristic approach; the effect of STAD learning with the PBM approach on students' understanding of mathematical concepts in terms of high and low Initial Mathematical Ability (KAM); the effect of STAD learning with a heuristic approach on students' understanding of mathematical concepts in terms of high and low KAM; the effect of the interaction between STAD learning (with the PBM approach and the heuristic approach) and the initial mathematical ability (high KAM and low KAM) on students' understanding of mathematical concepts. This research was conducted at SDN 112233 Sidorejo, Labuhanbatu Selatan Regency from October to December 2019. A sample of 44 people was taken by random sampling. The instruments for collecting data were the students' mathematical concept understanding test and the KAM test. The data analysis used the one way annova test, simple regression test, and two way annova test. The results of the analysis show that the students' understanding of mathematical concepts taught using STAD with the PBM approach is higher than that of the STAD with a heuristic approach; There is a positive effect of STAD learning with the PBM approach on students' understanding of mathematical concepts in terms of high and low KAM; there is a positive effect of STAD learning with a heuristic approach on students' understanding of mathematical concepts in terms of high and low KAM; There is a significant interaction effect between STAD learning (with the PBM approach and with the heuristic approach) and the initial mathematical ability (high KAM and low KAM) on students' understanding of mathematical concepts.

Conceptual understanding in mathematics remains a persistent challenge for elementary students, particularly when instructional strategies fail to match their developmental needs. This study investigates the effectiveness of scaffolding strategies based on Vygotsky’s Zone of Proximal Development (ZPD) in enhancing fourth-grade students’ conceptual understanding in mathematics. A quasi-experimental design with a non-equivalent control group was employed, involving 52 fourth-grade students from MIN 03 Kepahiang. Participants were divided into two groups: one received instruction using ZPD-based scaffolding strategies, while the other experienced conventional teaching methods. Data were collected through validated descriptive pre- and post-tests and analyzed using paired sample t-tests and two-way ANOVA. The findings indicate that scaffolding strategies significantly improved students’ conceptual understanding compared to conventional methods (p 0.05). Students at the actual developmental level achieved higher scores (M = 75.15) than those at the potential level (M = 59.88). A significant interaction effect (p 0.05) was found between teaching strategy and ZPD level, suggesting that scaffolding is more effective for students at the potential development level, while conventional methods better support students at the actual level. The study supports the use of developmentally appropriate scaffolding to enhance mathematical understanding. However, limitations include the study’s short intervention duration and single-school setting. Future research should explore long-term effects, apply ZPD-based scaffolding across diverse contexts, and investigate the use of technology for dynamic ZPD assessment. These findings reinforce the need for tailored instruction in mathematics education.

This study investigates the effect of the Realistic Mathematics Education (RME) model on students’ conceptual understanding in mathematics within the framework of the Merdeka Curriculum. Despite curriculum reforms emphasizing student-centered learning, many classrooms remain teacher-centered, resulting in low levels of student engagement and poor conceptual understanding. This quasi-experimental study employed a one-group pretest-posttest design with a quantitative approach. The research involved students from class VIII.6 at MTsN 2 Pesisir Selatan, selected through purposive sampling. A total of four essay-type items were used in both pretest and posttest assessments, targeting three key indicators of conceptual understanding: restating concepts, applying problem-solving algorithms, and representing mathematical ideas in various forms. Data analysis involved normality and homogeneity tests, followed by a paired sample t-test to determine statistical significance. The results showed that students’ posttest scores improved significantly compared to their pretest scores, with a t-value of 18.63 exceeding the critical value at a 5% significance level. Qualitative analysis further supported the quantitative findings, as students demonstrated notable improvement across all indicators. These results suggest that the RME model effectively enhances students' conceptual understanding by fostering contextual learning, active participation, and collaborative problem-solving. The study concludes that RME is a promising instructional model that aligns well with the goals of the Merdeka Curriculum and recommends its broader implementation in mathematics education to improve learning outcomes.

The low level of students' conceptual understanding in mathematics, along with the lack of technological integration in learning, remains a major challenge in mathematics education in Indonesia. This study aims to evaluate the effectiveness of the Blended Learning model assisted by the Quizizz application on students’ conceptual understanding in mathematics, considering students’ mathematical disposition as a moderating factor. The study employed a quasi-experimental method with a posttest-only control group design and a 2×2 treatment by level approach. The participants consisted of four eighth-grade classes selected through cluster random sampling at a public junior high school in Jakarta. The research instruments included a mathematical disposition questionnaire and a conceptual understanding test, both validated by experts. Data were analyzed using independent sample t-tests and the General Linear Model (GLM) Univariate, based on the statistical assumptions of each research objective. The results indicated that the Blended Learning model assisted by Quizizz effectively improved students’ conceptual understanding, particularly among those with low mathematical disposition. However, no significant difference was found among students with high disposition, nor was there a statistically significant interaction between the learning model and mathematical disposition. These findings suggest that although the effectiveness of Blended Learning is not significantly dependent on students’ disposition, it remains a promising instructional approach that is inclusive, adaptive, and responsive to the diverse needs of learners in the digital era.

The study examines the relationship between understanding mathematical concepts and mathematical values among prospective teachers at a state university in Central Java. The research employed a qualitative approach with content analysis, involving a mathematical concept understanding test and in-depth interviews with students at high, medium, and low ability levels. The results show that students with high ability tend to possess strong mathematical values like accuracy, perseverance, and curiosity, which enable them to grasp complex mathematical concepts. In contrast, students with low ability struggle to comprehend basic mathematical concepts and often rely on rote calculation and formula use. The findings suggest that differentiated learning strategies are necessary to cater to the diverse levels of mathematical concept understanding among prospective teachers. Enhancing mathematical values can be a key factor in improving conceptual understanding in mathematics education.

One of the objectives of learning mathematics is that students have a good understanding of mathematical concepts. However, students' conceptual understanding is still relatively low. One of the efforts that can be done to improve students' understanding of mathematical concepts is to apply the Two Stay Two Stray type of Cooperative learning model. students who study with conventional learning and describe the development of students' understanding of mathematical concepts during the implementation of the Two Stay Two Stray Cooperative learning model in class XI MIPA SMA Negeri 1 Gunung Tuleh. This type of research is a quasi-experimental with the nonequivalent posttest-only control group design. The population of the study was students of class XI MIPA SMA Negeri 1 Gunung TulehT for the academic year 2022/2023 with class XI MIPA 1 as the experimental class and XI MIPA 2 as the control class. Research data were collected through quizzes and tests of students' mathematical concept understanding abilities. Quiz score data were analyzed based on the average score, as well as the percentage of students' scores per indicator. The test data were analyzed using t-test. Based on the results of data analysis, it can be concluded that in general the development of students' understanding of mathematical concepts has increased while using the TSTS model. Then, based on the results of hypothesis testing, it can be seen that the understanding of mathematical concepts of students who use the TSTS learning model is better than the understanding of mathematical concepts of students who study with conventional learning models. So it can be concluded that there is an influence of the TSTS learning model on the understanding of students' mathematical concepts. Keywords– TSTS learning model, Mathematical Concepts Understanding,Quasi Experiment

Purpose of the study: The study aimed to compare the effects of social trends-based instruction to conventional method of teaching on students’ conceptual understanding in mathematics. Methodology: The study employed a quasi-experimental research design using test questionnaire which was formulated by the researcher based on the National Council for Teachers in Mathematics (NCTM) principles and standards for teaching mathematics. Data were collected from two groups of First Year BS Hospitatily Management college students, analyzed using Statistical Package for Social Sciences and involved ethics review and informed consent. Main Findings: The study revealed that both social trends-based instruction and traditional instruction methods led to improvements in students' conceptual understanding in mathematics. However, the social trends-based instruction group demonstrated higher scores on students’ learning of the topic. Findings also revealed through the Analysis of Covariance that the type of instruction used in both groups had a significant impact on students’ conceptual understanding. Novelty/Originality of this study: To the best of the researcher's knowledge, no existing study has integrated social trends into mathematics teaching to the extent explored in this research. This study uniquely integrates Social Trends-Based Instruction in teaching mathematics to evaluate its influence on students’ conceptual understanding. This study offers a new perspective for mathematics classroom and serves as an instructional model for mathematics educators to enhance mathematical learning of students. The findings of this study are expected to provide valuable insights for educators, policymakers, and curriculum developers seeking to modernize mathematics instruction.

Understanding of mathematics concept is the most important resolution in learning where students not only memorize the material but can understand and apply it in their daily lives. The ELPSA learning model can improve students' understanding of concepts through learning experiences, developing communication, presenting images in the form of visualizations, symbolizing in general terms, and as the application of the knowledge that has been obtained (application). This study aims to produce a product in the form of an ELPSA-based Student Worksheet that meets the criteria of being valid, practical, effective and has the potential to improve students' conceptual understanding. The method of this research is a 4D development model which is modified into 3D (Define, Design, and Develop). data collection instruments consist of observations, questionnaires and tests. This research produces valid, practical and effective student worksheets that can improve students' understanding of mathematical concepts. The results of this study indicate that the student worksheets are valid with good criteria. The student response questionnaire are 85.6% so it can be concluded that the student worksheets used are practical and can be used in learning. The effectiveness of obtaining a posttest average value of 87.06 with a percentage of 92.5% of students declared complete in learning. Student worksheets are said to be effective if student learning outcomes are declared complete. Mastery learning classically is said to be effective if it has reached 75% of the total number of students. Finally, student worksheets can improve students' understanding of mathematical concepts seen from the pretest and posttest questions that have been given. Student worksheets that have been applied can be a contribution for teachers to improve students' mathematical understanding in learning.

Ethnomathematics-based learning has been implemented in various regions as an approach to mathematics education. This meta-analysis investigates the overall effectiveness of ethnomathematics-based instruction in enhancing students' conceptual understanding of mathematics, while also examining the extent to which study characteristics influence its impact. The literature search was carried out for studies published between 2018 and 2023 using the Google Scholar database, facilitated by Harzing’s Publish or Perish software. As a result of the screening process, eight studies that fulfilled the predefined inclusion criteria were selected for data extraction. Data analysis was performed using the OpenMEE software, employing a random-effects model for effect size estimation. The findings indicated a substantial overall effect size of 1.330, suggesting that ethnomathematics-based learning exerts a significant positive influence on students' conceptual understanding of mathematics. Analysis of study characteristics revealed that studies conducted at the elementary school level, employing cluster random sampling and involving fewer than 30 participants, demonstrated greater effectiveness of ethnomathematics-based learning. These findings may serve as considerations for mathematics education practitioners in implementing ethnomathematics-based learning in the future. In particular, the results highlight the urgency for teachers and curriculum developers to integrate local cultural contexts into mathematics instruction as a strategy to foster deeper conceptual understanding, increase student engagement, and support equitable learning outcomes.

Mathematics learning in elementary schools still faces several challenges, including low student motivation and critical thinking skills. One innovative solution is the implementation of the Problem Based Learning (PBL) model. This study aims to examine the effectiveness of PBL in improving elementary students’ conceptual understanding and critical thinking in mathematics. This research employed a Classroom Action Research (CAR) method conducted in two cycles involving fifth-grade students at [School Name] Elementary School. Data were collected through observations, tests, interviews, and documentation. The results show that the implementation of the PBL model increased student engagement, problem-solving ability, and the average score of conceptual understanding in mathematics. Therefore, PBL is proven to be effective in fostering meaningful learning and promoting higher-order thinking skills. It is recommended that elementary mathematics teachers integrate PBL as a student-centered learning approach.

This research study explored the critical task of enhancing mathematics education in Zambia’s Southern Province by incorporating indigenous perspectives and methodologies into the pedagogical framework. Its primary objective was to explore innovative strategies for infusing indigenous knowledge, values, and ways of knowing into mathematics education, thereby addressing the persistent challenge of engaging students effectively within their cultural contexts. To achieve this objective, the study employed a research framework that combines critical realism and pragmatism, utilizing a Mixed Methods Sequential Explanatory Design with 343 participants from diverse stakeholder groups. The quantitative sample comprises 326 individuals, including 55 mathematics teachers and 271 Grade 12 pupils, while the qualitative sample consists of 17 participants, including community members, representatives from the District Education Board Secretary’s office, and school administrators. Data collection methods encompass questionnaire surveys, interviews, focus group discussions, classroom observations, and document analysis, with data analysis employing descriptive statistical tools such as mean, standard deviation, and frequency distributions. A pilot study was conducted to validate research instruments, with instrument reliability assessed using Cronbach’s Alpha. The study’s findings proposed several potential pathways to indigenize mathematics education in Kalomo District. One approach involves making mathematics culturally relevant by integrating local cultural practices, traditions, storytelling, dances, music, and games into the curriculum. This connection aims to bridge mathematical concepts with students’ lived experiences and cultural backgrounds. Another avenue explored was the adoption of culturally relevant pedagogies, aligning with the idea of connecting education to students’ cultural contexts to enhance engagement and meaningful learning. The research also underscored the potential of place-based mathematics education, utilizing local contexts and environments, including stories, traditions, and practices, to teach mathematical concepts and skills. This approach fosters a sense of pride in students’ cultural heritage. Furthermore, integrating indigenous knowledge enriches mainstream mathematical education and promotes a holistic understanding of mathematics. The study emphasized the importance of mathematizing everyday life, emphasizing the need to connect mathematical concepts to real-world situations. Additionally, the research discussed the decolonization of mathematics education and the incorporation of Western Mathematics into Indigenous Knowledge to create a more equitable and culturally responsive curriculum. It highlighted the value of using local storytelling, dances, music, and indigenous games as educational tools to enhance engagement, problem-solving skills, and practical application of mathematical concepts. Moreover, involving the community in mathematics education promotes collaborative learning and a supportive educational ecosystem. The study highlighted the importance of using local languages in mathematics education, as it significantly enhances students’ understanding of mathematical concepts and academic performance. The absence of explicit policy support for the inclusion of local knowledge and perspectives in mathematics education underscores the need for policy changes and institutional initiatives. The study emphasizes the necessity of modifying the mathematics curriculum to reflect indigenous knowledge and cultural elements, aligning with the concept of culturally relevant curriculum design. It also underscored the role of professional development and teacher training in equipping educators to create culturally responsive and inclusive learning environments. In conclusion, this research offers a comprehensive exploration of the integration of indigenous perspectives into mathematics education, providing valuable insights and recommendations for enhancing the educational experience of students in the Southern Province of Zambia.

This research is motivated by the lack of understanding of students' mathematical concepts in mathematics which is caused by a lack of motivation to learn in students and the lack of material connection with everyday life. Mathematics learning really needs to be learned by students because Mathematics has an important purpose to meet practical needs related to the development of students' abilities to use mathematics in everyday life, such as counting which is often experienced by students and can develop the ability to calculate weight. and content. Although Mathematics is considered important to learn, not a few students feel that Mathematics is difficult to master, so it is considered boring and makes students' interest in learning in Mathematics considered low. Based on the PISA annual study survey, the Indonesian Mathematics competency has decreased from 386 points in 2015 to 379 points in 2018 with an OECD average of 489. The benefits of studying Mathematics are used to make transactions in trade. One way to make mathematics more understandable is to use the Realistic Mathematics Education (RME) approach so that students can learn more realistically. The purpose of this study was to determine the increase in students' understanding of mathematical concepts using the Realistic Mathematics Education (RME) approach and whether there were changes that occurred after the treatment using this approach. This research was conducted with quantitative research methods and the research design of One Groups Pretest-Posttest Design. The subject of this research is class IV with a total of 28 students at SDN Curugrendeng II. The instrument used is a written test with a total of 10 questions. Calculation of data processing using Microsoft Office Excel 2007 and using IBM SPSS Statistics 22 with a significance level of 0.05. The results of this study indicate that there is an increase in students' understanding of mathematical concepts with an average value of 0.691 which is included in the medium category. Thus, the understanding of mathematical concepts of students using the Realistic Mathematics Education (RME) approach changes from before the action to the final score after the action. done. And there is an effect of the Realistic Mathematics Education (RME) approach on students' understanding of mathematical concepts by showing the results of sig.(2-tailed) 0.000 <0.05, which means H_1 is accepted so that this Realistic Mathematics Education (RME) approach can be applied to learning Mathematics in Primary school.

The results of the mathematics learning of junior high school students have not been satisfactory. This is due to the low understanding of students' mathematical concepts. The purpose of this research is to identify the influence of cooperative learning model and learning style towards the understanding of the mathematical concepts of Junior High School students. The method is factorial experiments with 2 x 3 and sample of the study is 60 students of 8th grade junior high school. The analysis results of variance (ANOVA) indicate the following: the use of cooperative learning model of type Student Team Achievement Division influenced the understanding of the mathematical concepts significantly, there is an significant influence of the learning style towards an understanding of mathematical concepts, and there is also a significant influence of the interaction of cooperative learning model of type Student Team Achievement Division and learning style towards the understanding of mathematical concepts. So it can be concluded that the cooperative learning model can improve understanding of students' mathematical concepts and learning styles is a individual differences of learning students in absorbing mathematics subject matter. We hope that this study can be beneficial for further research to improve student’s achievements in mathematics.