Arithmetic Ability Research Articles

Means of Enhancing Students’ Knowledge Level by Ensuring Continuity in Primary School Mathematics Lessons

This article examines various tools and strategies to raise students’ level of knowledge in mathematics by ensuring continuity in primary school lessons. Continuity here refers to a purposeful sequence of instructional objectives, activities, and assessments that build upon one another over time, creating a coherent path from simpler to more complex mathematical concepts. By integrating progressive content steps, interactive methods, and systematic revision, teachers can help young learners deepen their foundational skills, cultivate problem-solving mindsets, and maintain motivation. Drawing upon research in cognitive development and best practices in early mathematics education, this article analyzes how targeted scaffolding, cross-lesson linkages, and reflective assessments can foster robust numeracy in primary students. Additionally, a table is included to highlight key continuity approaches and anticipated outcomes. Overall, a well-designed sequence of lessons grounded in continuity not only enhances learners’ arithmetic abilities and conceptual understanding, but also lays the groundwork for long-term success in mathematics.

To add or to remove? The role of working memory updating in preschool children's non-symbolic arithmetic abilities between addition and subtraction.

To add or to remove? The role of working memory updating in preschool children's non-symbolic arithmetic abilities between addition and subtraction.

ANALISIS KEMAMPUAN BERHITUNG SISWA KELAS III SEKOLAH DASAR MENGGUNAKAN MODEL TGT

Learning should not be limited to the delivery of theoretical material, academic facts, or mere knowledge. Instead, it should be designed to provide opportunities for students to develop a wide range of essential competencies. This study aims to describe the implementation of the Teams Games Tournament (TGT) model as an innovative approach in mathematics learning to improve the arithmetic skills of third-grade students at SD Islam Sultan Agung 4. This research is a case study with a descriptive qualitative approach. Data were collected through observation, interviews, and documentation, and analyzed using data reduction, data presentation, and conclusion drawing techniques. Data validity was ensured through triangulation of sources, theories, researchers, techniques/methods, and time. The findings show that the implementation of the TGT model in mathematics learning involved three stages: planning, implementation, and evaluation. Through this model, students’ arithmetic abilities improved, as evidenced by increased performance in indicators such as understanding subtraction concepts, completing missing numbers, and applying various problem-solving strategies. Furthermore, students were able to solve word problems systematically and apply subtraction concepts in daily life.

A case presentation of a patient diagnosed with acute cerebral infarction and myasthenia gravis

A 78-year-old male patient presented to Taiyuan Central Hospital with complaints of speech impairment, intermittent right eyelid drooping, and occasional diplopia. The patient, who had semantic dementia, exhibited progressively worsening symptoms. He had a medical history of coronary heart disease and hypertension. Physical examination revealed impaired short-term memory and arithmetic ability, ptosis of the right upper eyelid severe enough to cover the cornea, restricted outward movement of the left eye, and decreased bilateral knee and ankle reflexes. No other abnormalities were detected. Magnetic resonance imaging (MRI) showed cerebral infarction in the right temporal lobe. Based on these findings, differential diagnoses included myasthenia gravis and paraneoplastic neurological syndromes. Repetitive nerve stimulation and neostigmine tests supported the diagnosis of myasthenia gravis. Clinically, the coexistence of acute cerebral infarction and myasthenia gravis is rare. Due to the overlap of symptoms, the diagnosis requires a comprehensive evaluation of relevant symptoms and tests.

The role of time spent in unpaid domestic work on educational outcomes among adolescents and young adults: quantitative evidence from India

Higher education among youth is crucial for India’s socio-economic development. Despite policy efforts, challenges persist in retaining students beyond elementary school and improving inclusivity and education quality. Using the UDAYA dataset from Uttar Pradesh and Bihar, we examined how unpaid domestic work affects educational outcomes. Findings from survey-adjusted logistic regression models showed that more time spent on unpaid domestic work was associated with greater likelihood of discontinuing education, absenteeism, and lesser likelihood of reading and arithmetic abilities among 12–23 years old, with some evidence of greater burden among girls. This relationship was attenuated by investing more time in academically productive work. There is a need for targeted educational interventions for disadvantaged youth and to emphasize the importance of expanding quality services to reduce the burden of unpaid domestic work on young people.

Visualizing brain signals in mental calculation by using Electroencephalography Topographic Map Animation with Independent component analysis perspectives

Abstract Cognitive Neuroscience is a scientific study area that examines biology processes and features that underlie cognition, focusing particularly on brain neural connections involved in mental processes. This research field discovers how the brain works when we perform a specific cognitive task such as doing school tests or brain games, from which experts can analyze and evaluate how they affect our brain. EEG signals are an essential tool in the mental process for detecting and monitoring the variations and patterns in the brain’s electrical activity. In this study, we aim to try to observe electrical activity through brain mapping animation of the brain using EEG signals recorded from participants while they performed mental calculations. The data involved thirty-six participants divided into good performers and poor performers based on their number of mental arithmetic tasks . We hypothesized that there would be changes in the distribution of EEG activity before and during performing cognitive activity in good and poor performers. The data were preprocessed, segmented into 2-second epochs, and decomposed into independent components (ICs) using ICA (independent component analysis). We used K-means clustering to obtain nine notable original brain signals based on clusters containing ICs from more than half of the subjects criteria. We applied spectral power to detect the change in theta (4-8 Hz), alpha (8-12 Hz), low beta (12-20 Hz), high beta (20-30 Hz) and gamma (30-4 5Hz) in rest and task conditions. event-related spectral perturbation, or ERSP (event-related shifts in the spectral power) was employed to divide two groups. Topographic map animations were created from the 2-second epochs to visualize the changes in brain activity over time. We expect this approach will allow us to observe the evolution of electrical brain activity during mental calculation through saturation of colorbar, particularly in regions associated with cognitive and numerical processing. We also anticipate observing differences in brain dynamics between individuals with varying arithmetic abilities. This study has the potential to provide a novel tool for investigating brain dynamics during mental arithmetic and may have applications in assessing and improving effectiveness of cognitive activity.

Early markers of literacy and numeracy in Chinese children: The roles of counting and rapid automatized naming.

This study investigated the relationships between counting, Rapid Automatized Naming (RAN), and reading and arithmetic abilities in Chinese children at different developmental stages. Study 1 examined 51 kindergarteners (mean age 5.43 years) for character reading accuracy and arithmetic accuracy before formal schooling. Study 2 extended the investigation to 158 primary school children in Grades 1-3, assessing word and sentence reading fluency, arithmetic fluency, and associated cognitive factors. The findings from both studies revealed that RAN significantly predicts reading abilities across all age groups, with its importance increasing in older children. Counting was a crucial predictor for arithmetic skills, especially in early grades. While counting correlated with reading abilities in Chinese, it did not explain unique variance beyond RAN and phonological awareness. These results highlight differences across age groups in cognitive and academic skills, emphasizing the increasing role of RAN in both reading and arithmetic fluency as children progress through primary school. The study underscores the need for linguistically sensitive frameworks in education and suggests potential targets for early screening and intervention to enhance academic outcomes in Chinese children.

Arithmetic abilities of SNP systems with astrocytes producing calcium

Arithmetic abilities of SNP systems with astrocytes producing calcium

Survey on the Analysis of Students' Arithmetic Ability at the Senior High School Level (SMA)

Survey on the Analysis of Students' Arithmetic Ability at the Senior High School Level (SMA)

Teachers' strategies for training students' literacy and numeracy through media-based learning in Pansor Village

This community service is entitled teacher strategies in training students' literacy and numeracy through media-based learning at SDN 5 in Pansor village, Kayangan sub-district, North Lombok district. This service is carried out with several objectives, first, to increase awareness about the importance of learning numeracy literacy from an early age, second, to provide knowledge to the students of SDN 5 Sesait that learning numeracy literacy is not just by reading books but can use several tools. apart from books such as drawing media and ice cream sticks and so on. The method used is a face-to-face and direct practice method of learning literacy and numeracy using image-based media or using ice cream sticks by constructing a framework. The results obtained from this service or socialization are to outline the methods used by teachers to teach students mathematics and literacy using media-based learning. Numeracy literacy is one of the first steps or stages that must be trained in school. One of the factors causing media-based Literacy and Numeracy training to be held in Pansor Village, especially at SDN 5 Sesait, is the low ability in reading and arithmetic in grades 5 and 6 which is caused by contemporary factors, namely playing online games and playing social media, especially for children. elementary school children who are continuously without parental supervision.

A Study on the Error Patterns of Sixth-Grade Elementary School Students in the Unit of Ratio and Proportion

<p>本研究旨在探討國小六年級學生在比與比值單元中的解題表現，並深入研究學生在該單元中常見的錯誤類型。研究採用紙筆測驗收集量化資料，對臺南市8所小學13個班級的237名學童進行施測，利用研究者自編的「比與比值成就測驗」。接著，對學生在比與比值單元中的錯誤類型進行分析，並探討可能形成這些錯誤的原因。研究結果如下：一、國小六年級學童在比與比值單元的整體表現以及各向度表現各有不同，其中在相等的比向度表現最佳，而在比的應用向度表現最差。二、國小六年級學生在比與比值單元常見的錯誤類型分為十七種，包括誤解題意、錯置前後項、前後項概念不清、比值概念不清、比與比值概念混淆、相等的比概念不清、最簡整數比概念不清、最簡單整數比認知不足未化至最簡、以一(多)步驟的方式解題、忽略題意資訊、列式錯誤或未完整、計算式錯誤、單位換算錯誤、單位錯誤、無計算過程、應用問題未寫出答案、計算錯誤。三、國小六年級學生在比與比值單元出現的錯誤類型可能形成的原因包括整體量或分量的概念不清、比與比值概念混淆、誤解題意、比的相關算則不清、比的概念不清、閱讀理解題目能力不足、基本運算能力不足、書寫粗心等八種原因。</p> <p> </p><p>The purpose of this study was to explore the problem-solving performance of sixth-grade elementary school students in the unit of ratio and proportion, explored the error patterns that students often made in this unit. This study adopted paper-and-pencil tests to collect quantitative data. The sample consisted of 237 students from thirteen classes of eight elementary schools in Tainan City. The students were tested by the researcher’s self-edited "Ratio and Proportion Achievement Test."Subsequently, organized the error patterns made by students in the ratio and proportion unit, and found out the possible reasons of the error patterns. The research results are as follows: 1.The performance of sixth-grade elementary school students in the ratio and proportion unit from the entirety and different dimensions was different. All of the students had the higest grade in the equivalent ratio dimension, and had the lowest grade in the application of the ratio dimension. 2..There were seventeen error patterns that commonly made by sixth-grade elementary school students in the unit of ratio and proportion: Misunderstanding the question, misplacing antecedent or consequent of the ratio, unclear concept of antecedent and consequent of the ratio, unclear concept of proportion, confusing concept of ratio with concept of proportion, unclear concept of equivalent ratio, unclear concept of irreducible ratio, not converting ratios into the lowest term by insufficient knowledge of irreducible ratio, solving the problem by using one or multiple steps, ignoring the meaning of the question, the wrong or incomplete of the equation, the incorrect formula of calculation, transferring the unit incorrectly, the incorrect unit, not calculating process, not writting the answer of the application questions, and the incorrect calculation. 6.There were eight possible reasons for the error patterns made by sixth-grade elementary school students in the unit of ratio and ratio: Unclear concept of the whole quantity or part quantity, confusing concept of ratio with concept of proportion, misunderstanding the question, unclear the calculation rules of the ratio, unclear concept of ratio, insufficient knowledge of reading comprehension, insufficient of basic arithmetic ability, and writing carelessly.</p> <p> </p>

Structural and transcriptional signatures of arithmetic abilities in children

Arithmetic ability is critical for daily life, academic achievement, career development, and future economic success. Individual differences in arithmetic skills among children and adolescents are related to variations in brain structures. Most existing studies have used hypothesis-driven region of interest analysis. To identify distributed brain regions related to arithmetic ability, we used data-driven cross-validated predictive models to analyze cross-sectional behavioral and structural MRI data in children and adolescents. The gray matter volume (GMV) of widespread brain regions reliably predicted arithmetic abilities measured by the Comprehensive Mathematical Abilities Test. Furthermore, we applied neuroimaging-transcriptome association analysis to explore transcriptional signatures associated with structural patterns of arithmetic ability. Structural patterns of arithmetic ability primarily correlated with transcriptional profiles enriched for genes involved in transmembrane transport and synaptic signaling. Our findings enhance our understanding of the neural and genetic mechanisms underlying children’s arithmetic ability and offer a practical predictor for arithmetic skills during development.

21st Century Learning Skills, Study Habits, and the Mathematics Performance of Grade 7 Students

This study examined the study habits, 21st-century learning skills, and mathematics performance of 132 Grade 7 students at Santa Maria National High School in the 2021-2022 school year. It looked at the kids' characteristics, study habits, and 21st-century learning skills to see how they correlated with their arithmetic ability. The study used a descriptive approach with tailored questionnaires, with data evaluated using frequency count, percentage, mean, and Spearman rho. The results revealed that the majority of pupils were of the suitable age, primarily female, lived in rural areas, and had parents working in a variety of occupations. They spent 1-4 hours a day on devices, with smartphones and the Brainly app being the most popular, and books were preferred as educational tools. The survey discovered that pupils had "very good" study habits, "high" 21st-century learning skills, and a "very satisfactory" level of mathematics achievement. There were no significant relationships observed between students' profiles and their study habits or 21st-century learning skills. However, there was a substantial link found between study habits and 21st-century learning ability. Communication and creativity skills were also found to be highly connected to math achievement. The study suggests that mathematics teachers integrate various applications, create interactive materials, and use teaching approaches that promote 21st-century abilities such as communication, creativity, and critical thinking through active learning, project-based, and problem-based projects.

Phonological skills and executive functions: their effects on reading and arithmetic abilities across varied performance levels using quantile regression

ABSTRACT We aimed to investigate the effects of phonological awareness – PA, rapid automatised naming – RAN, visuospatial and verbal working memory – WM and executive functions – EF on the reading and arithmetic skills of children with low- to medium-performance levels. Participants were 472 Brazilian children from 3rd to 5th grades. Quantile Regression Analysis was employed. The PA, RAN and EF were shared main predictors of both reading and math. Verbal WM emerged as a unique main predictor for reading, while visuospatial WM and visuospatial short-term memory were the main predictors for arithmetic. Among children with very low reading proficiency, the effects of cognitive predictors were more pronounced, a trend not observed in arithmetic. The results suggest varying magnitudes of cognitive predictors for reading when considering different levels of performance/difficulties. We also corroborate unique and shared main predictors of reading and math that have implications for research, clinical and educational settings.

Rapid automatised naming is related to reading and arithmetic for different reasons in Chinese: Evidence from Hong Kong third graders

BackgroundRapid automatised naming (RAN) has been found to predict children's reading and arithmetic abilities. However, the underlying mechanisms for its involvement in the two abilities are not clear. This study examines how RAN shared variances with domain‐general and domain‐specific abilities in predicting reading and arithmetic in Chinese children.MethodsOne hundred and sixty‐four children (mean age = 8 years 0 months, SD = 4 months) were administered with RAN tasks, word reading and arithmetic tasks and measures of working memory, processing speed, morphological awareness, phonological awareness and number line estimation.ResultsRAN mainly shared variance with morphological awareness in predicting word reading, while it shared variance with processing speed and number line estimation in predicting arithmetic calculation.ConclusionsThe findings indicated that RAN was related to reading and arithmetic for different reasons. The RAN–reading relationship partly reflected the semantic facilitation of the orthography–phonology links for both RAN stimuli and Chinese characters, while the RAN–arithmetic relationship partly reflected the shared process of retrieving semantic information from long‐term memory embedded in the two tasks.

창의인성 유형과 도덕교육

Among human abilities, the original thinking given by God led the development ofscience and technology and the change of the times, revealing the reputation of mankind. Creativity, our ability to think about new things and the ability to enable infinite imagination,should be developed in the direction of positivity that can be continuously used in fields suchas civilization, art, culture, and science and technology education. For us living in the era ofthe 4th industrial revolution and the AI era, the direction of positivity and the ability of cognitive development to correspond to the singularity of Chat-GPT (generative pre-trainedtransformer) are required. We should consider human creativity and personality education thatconsiders direction and timeliness. This is because it is necessary to consider the peculiarityof the 4th generation Chat-GPT, which passes deep learning in the evolution of AI technologyand goes beyond some arithmetic ability in the area of human creativity and personality. Therefore, this study classified our creativity into diffuse creativity and convergent creativitybased on a moral psychological perspective, and presented four types of creative personalitybased on the characteristics of the emotional and thinking types of moral preferencedevelopment.

Hubungan Perkembangan Menggambar Bebas dengan Kemampuan Berhitung Anak di Taman Kanak-kanak

The background of the issue in the study is that cognitive abilities of children are still underdeveloped. Especially in children's arithmetic abilities when doing free drawing activity. This research objective is to see the relationship between the development of free drawing and children's arithmetic abilities. Therefore, the issue that will be examined in this research is "The Relationship Between the Development of Free Drawing and Children's Arithmetic Ability in Kindergarten". The type of this research is quantitative research by utilizing the correlation method. This correlation method aims to reveal whether there is a relationship between two different variables or not. The technique of data analysis in this research utilizes simple regression, and in data collection using a questionnaire distribution using a Likert scale. The first variable (X) is free drawing, the second variable (Y) is children's arithmetic ability. This research was carried out in a kindergarten in Guguak District, Lima Puluh Kota Regency with 15 teachers as respondents. In order to test the hypotheses, the study employed the use of t-test statistics, with a significance level of 5% (=0.05). The findings of the study indicated that in the calculation found the value of F count 49.43> Ftable 4.67, then it has been deduced that there is a relationship between Free Drawing of Early Childhood (X) and Children's Arithmetic Ability (Y) in Kindergarten.

Penerapan Model Pembelajaran Kooperatif Tipe Make A Match untuk Meningkatkan Hasil Belajar Matematika Siswa

This research is motivated by low student learning outcomes caused by minimal interaction between students and lack of active participation in the learning process. As part of our endeavour to enhance classroom learning, we seek to assess how the Make a Match cooperative learning paradigm affects students' arithmetic ability. Classroom Action Research (PTK) is the methodology used. The academic year 2024–2025 saw the research team from SMA Negeri 10 Medan doing their studies, with the research subjects being class XI IPA 4 students, namely 33 students, consisting of 13 men and 20 women. The research results show an increase in learning outcomes, especially in the material Deriving Algebraic Functions. In cycle I, 20 students achieved the KKM score (≥75) and 13 students did not achieve it. In cycle II, 26 students reached the KKM and 7 students did not. There was an increase of 18.18% from 6 students who previously did not reach the KKM. This shows the effectiveness of the Make a match cooperative learning model in improving student learning outcomes.

4년제 대졸 취업자의 NCS 직업기초능력 요구 분석

The primary objective of this study is to identify the discrepancies between the required and current levels of NCS(National Competency Standards) among graduates from four-year universities. Subsequently, this study aims to elucidate the implications of developing and implementing NCS-based curricula in universities to enhance the fundamental vocational abilities of college students. To achieve this, a survey was conducted among 195 individuals who graduated from four-year universities and are currently employed to determine the required and current levels of vocational fundamental proficiencies as defined by the National Competency Standards(NCS). The paired sample t-test, Borich analysis, and Hershkowitz Critical function were then employed to analyze the discrepancies between the two levels. The findings of this study indicate that firstly, among the 34 areas of NCS (National Competency Standards), graduates demonstrated statistically significant discrepancies between the necessary state and the current state in document writing ability, expression ability, basic foreign language ability, basic arithmetic ability, thinking ability, problem-solving ability, self-management ability, career development ability, time resource management ability, budget resource management ability, leadership ability, conflict management ability, negotiation ability, information processing ability, technical understanding ability, technical application ability, and job comprehension ability. Secondly, it was determined that basic foreign language ability and expression ability within the sub-abilities of communication, career development ability, and self-management ability within the sub-abilities of self-development, and conflict management ability and negotiation ability within the sub-abilities of interpersonal communication should be given the highest priority in the consideration process. Based on the findings, it is recommended that a comprehensive consideration of the educational needs perceived by graduates be taken into account when developing and applying NCS-based education programs. It is expected that this will serve as important foundational data for effectively developing the NCS basic vocational skills of future university students.

Developmental Dyscalculia in Relation to Individual Differences in Mathematical Abilities.

There is still much debate about the exact nature and frequency of developmental dyscalculia, and about how it should be defined. This article examines several key questions in turn: Is developmental dyscalculia a distinct disorder, or should it be seen as the lower end of a continuum-or possibly more than one continuum-of numerical ability? Do individuals with developmental dyscalculia show atypical brain structure or function? Does the study of acquired dyscalculia have anything to teach us about developmental dyscalculia? In studying dyscalculia, should we look less at arithmetical ability as a single entity, and more at separable components of arithmetical ability? How heterogeneous is developmental dyscalculia, and how important is it to study individual profiles? To what extent is developmental dyscalculia influenced by domain-specific versus domain-general abilities? The conclusion is that, though a significant amount has been discovered through existing research, and though this has some important implications for screening and diagnosis of dyscalculia, there is much more research that still needs to be conducted if we are to answer all of these questions fully. In particular, the study of developmental dyscalculia must be more integrated with the study of individual differences in mathematics in the population as a whole.