Arithmetic Skills Research Articles

Mathematics Anxiety, Resiliency, and Chemistry Performance of Grade 9 Students

While Mathematics is a necessary component of Science, many students enter scientific courses with minimal arithmetic skills. This descriptive-correlational study examined the relationship between Grade 9 students' Mathematics anxiety and resiliency to their academic achievement in Chemistry. Data was collected from the 302 participants drawn from the total population of 1,394. A three-part, fully adopted questionnaire was used. Descriptive scores were analyzed and interpreted using mean and standard deviation. To test for significant differences in the aspects of the dependent variables, Mann-Whitney U was used, and Spearman's rho correlation was used to test for significant relationships. Results of the study revealed that the level of Mathematics anxiety of the Grade 9 students was on the "average". On the other hand, the level of Mathematics resiliency of the Grade 9 students was “high”. The study also reflected that Grade 9 students were proficient in Chemistry. Mathematics anxiety and resiliency do not correlate with Grade 9 students’ academic achievement in Chemistry. Anxiety and resiliency of Grade 9 students towards Mathematics do not affect their ability to acquire knowledge in Chemistry. Student experience of Mathematics anxiety is not closely related to their academic achievements. It is recommended that schools provide opportunities for students to cultivate more positive attitudes toward Mathematics.

Profile of Calistung (Reading, Writing and Arithmetic Skills) in Early Childhood

Profile of Calistung (Reading, Writing and Arithmetic Skills) in Early Childhood

Relationships between the development of numerical abilities and phonological awareness in young age

Background: Previous neuropsychological studies pointed out that amongst the various cognitive skills leading towards the development numeracy; language skills may have an important, while mostly overlooked role. Out of the numerous languageskills, phonetic awareness seems to aid the development of arithmetic skills. Aims: This research aims to explore the relationship between phonetic awareness and the development of numerical skills in young children.Methods: In this research, children aged 5-6-7-year-old (who were still in kindergarten) were included. We measured their numerical skills using Number Sense Screener and their phonemic awareness using in study.Results: Regression analysis showed a linear relationship between phonemic awareness and arithmetic skills in children at 6 and 7 years old.Conclusion: Our results indicate a link between the development of phonemic and arithmetic skills. Furthermore, there is evidence to suggest that the development of these aforementioned skills can predict success in later educational performance.

Using the Number Line to Build Understanding of Fraction Arithmetic

Building proficiency with fraction arithmetic poses a consistent challenge for students with learning difficulties or disabilities in mathematics. This article illustrates how teachers can use the number line model to support struggling learners in making sense of fraction arithmetic. Number lines are a powerful tool that can be used to help students represent and solve problems involving addition, subtraction, multiplication, and division with fractions while building conceptual understanding of the underlying operations. Evidence-based strategies for using number line models to teach fraction arithmetic concepts and skills are described and specific examples provided to illustrate how teachers can strategically integrate number line models with other mathematical representations to support the development of flexible understanding of fractions.

Early rapid naming longitudinally predicts shared variance in reading and arithmetic fluency

A number of cognitive factors have been suggested to underlie development in reading and arithmetic skills. Although the two domains are strongly linked, only a few studies have investigated the processes that are shared between them during the early school years. Rapid automatized naming (RAN) has been identified as a strong predictor of a common fluency factor in reading and arithmetic. In the current study with 232 Norwegian children, we examined how RAN in preschool and Grade 1 relates to the shared and nonshared variance in arithmetic fluency and reading fluency in Grade 3. Furthermore, we examined whether related processing skills (phoneme awareness, working memory, speed of processing, and symbol knowledge) can account for the relationship between RAN and shared fluency—or if they predict variance that is unique to each domain. Our results show that RAN in both preschool and Grade 1 is a strong predictor of shared variance between reading fluency and arithmetic fluency measured several years later, whereas other predictors mainly relate to the nonshared parts of variance in the fluency outcomes. That is, control variables with the theoretical potential to explain some of RAN’s relation to the overlap between reading and arithmetic fluency do not in fact account for this relationship. Our findings provide a starting point for future investigations of the mechanisms of rapid naming.

Intellectual functioning in survivors of extremely low birthweight: Cognitive outcomes in childhood and adolescence.

Infants born at extremely low birthweight (ELBW: ≤1000g) are vulnerable to intellectual disabilities, but the factors that may distinguish between ELBW survivors with and without these impairments are not well understood. In this study, prospective associations between neonatal factors and functional outcomes in childhood and adolescence were compared in ELBW survivors with and without borderline intellectual functioning (BIF). Borderline intellectual functioning was defined by IQ<85, assessed at 8years. Among 146 ELBW survivors, 48 (33%) had IQ scores under 85, and 98 (67%) had scores equal to or over 85. Group differences in demographic and risk factors were assessed via t-test, chi-squared analysis or non-parametric tests. Neonatal factors that differed between ELBW groups were tested for association with adaptive behaviour assessed at age 5years, and reading and arithmetic skills assessed at ages 8 and 15years, using hierarchical regression models. Extremely low birthweight survivors with BIF had significantly lower birthweights than ELBW survivors without BIF (790 vs. 855g, P<0.01) and were more likely to be born to mothers with lower socioeconomic status (SES) (78% vs. 48%, P<0.01). These ELBW survivors also were more likely to be diagnosed with significant neurosensory impairment (NSI; 35% vs. 19%, P<0.04), experienced more bronchopulmonary dysplasia (56% vs. 38%, P<0.04), received more days of respiratory support (median 33 vs. 14days, P<0.01) and remained in hospital for longer periods (median 81 vs. 63days, P<0.03). Birthweight, familial SES, NSI and duration of respiratory support were significant predictors for one or more outcomes. Across groups, lower familial SES was associated with lower academic scores (Ps<0.05), and NSI predicted lower adaptive functioning (Ps<0.001). Other associations were moderated by group: among ELBW survivors with BIF, heavier birthweights predicted better arithmetic skills, the presence of NSI was associated with poorer arithmetic skills and more ventilation days predicted poorer reading skills. At birth, ELBW survivors with BIF faced more physiological and social disadvantages and required more medical intervention than their ELBW peers without BIF. Smaller birth size, NSI burden and prolonged neonatal ventilatory support displayed gradients of risk for childhood and adolescent academic outcomes across groups. Whereas academic performance in ELBW survivors with BIF was sensitive to variation in birth size, NSI or ventilation days, ELBW survivors without BIF attained thresholds of intellectual ability that were sufficient to support higher levels of academic performance at both ages, regardless of their status on these factors. The findings are discussed in relation to Zigler's developmental theory of intellectual disability.

Numerical Cognition after Brain Injury: Is There a Relationship between Subitizing and Arithmetical Abilities?

Subitizing is the ability to enumerate small quantities efficiently and automatically. Counting is a strategy adopted for larger numerosities resulting in a near linear increase in response time with each increase in quantity. Some developmental studies suggest that being able to subitize efficiently may be a predictor of later arithmetical ability. Being able to enumerate small quantities efficiently may be necessary for at least some aspects of arithmetical skill and understanding to develop. According to this view, arithmetic ability ultimately depends upon subitizing. If this were the case, when acquired brain injury results in impaired performance on subitizing tasks, mathematical performance may also be impaired. The following study tested eleven healthy control participants and nine chronic patients with acquired brain injury on tasks focused on visual enumeration, addition and multiplication to explore a potential relationship between subitizing ability and calculation performance. No overall correlations were found between subitizing and addition or multiplication speed. However, a very clear subitizing impairment was found in two patients who then demonstrated very different levels of preserved addition skills. The dissociations found and the large inter-individual variability supports a more componential view of arithmetical ability.

App-based mathematical intervention for youth with intellectual disabilities: a randomised controlled trial

ABSTRACT The purpose of the study was to evaluate whether students with intellectual disabilities (ID) can improve their arithmetic skills by participating in an arithmetic intervention programme, theoretically founded on explicit instruction (EI) and administered via an application developed for tablet computers. The intervention study used a randomised controlled trial design (RCT) (n = 30, aged 10-16, 13 females) and lasted for up to 12 weeks. The results show that the intervention group significantly improved in arithmetic fact fluency compared to the controls and the effects remained six months after the intervention. The effects were larger for subtraction than for addition, and this difference remained six months later. These results suggest that mathematics applications based on explicit instruction can be an effective way of teaching arithmetic facts to youth with mild ID.

Acquisition of new arithmetic skills based on prior arithmetic skills: A cross-sectional study in primary school from grade 2 to grade 5.

In several countries, children's math skills have been declining at an alarming rate in recent years and decades, and one of the explanations for this alarming situation is that children have difficulties in establishing the relations between arithmetical operations. In order to address this question, our goal was to determine the predictive power of previously taught operations on newly taught ones above general cognitive skills and basic numerical skills. More than one hundred children in each school level from Grades 2 to 5 from various socio-cultural environments (N= 435, 229 girls) were tested. Children were assessed on their abilities to solve the four basic arithmetic operations. They were also tested on their general cognitive abilities, including working memory, executive functions (i.e., inhibition and flexibility), visual attention and language. Finally, their basic numerical skills were measured through a matching task between symbolic and nonsymbolic numerosity representations. Additions and subtractions were presented to children from Grade 2, multiplications from Grade 3 and divisions from Grade 4. We show that addition predicts subtraction and multiplication performance in all grades. Moreover, multiplication predicts division performance in both Grades 4 and 5. Finally, addition predicts division in Grade 4 but not in Grade 5 and subtraction and division are not related whatever the school grade. These results are examined considering the existing literature, and their implications in terms of instruction are discussed.

Application of the Problem-Based Learning Model to Improve the Mathematical Problem-Solving Ability of Class VII Students of SMP Negeri 23 Pekanbaru

This study aims to enhance students' capacity for solving mathematical problems through a problem-based learning style. One kind of research that is applied is classroom action research. 37 SMP Negeri 23 Pekanbaru grade 7 kids representing a range of academic abilities were used as research participants. Planning, execution, observation, and reflection are divided into two cycles in this study. The gathering of data involved watching teachers and students in action and administering learning achievement exams as part of daily quizzes. The study results suggest that a problem-based learning strategy can improve students' problem-solving abilities. As evidence, the value of learning outcomes rises from cycle I to cycle II. Cycle I and Cycle II students who passed the KKM had success rates of 27.03% and 29.73%, respectively. According to the study's findings, class VII students at SMP Negeri 23 Pekanbaru can improve their arithmetic problem-solving skills and learn more about math by employing a problem-based learning strategy.

Math Educational Game (GEMA) Based on CAI (Computer Assisted Instruction) in Learning Simple Counting for Mentally Impaired Students

Counting is a basic skill in mathematics. Counting skills need to be taught in early childhood. The mentally retarded have problems in mastering the ability to count. This study aims to describe the effect of using CAI-based mathematics education game (GEMA) media in learning simple arithmetic for mentally retarded students. A total of five subjects were students with mild mental retardation at Special School C Autism Kedungkandang State. In the study using the pre-experimental method in the form of one group pretest and posttest design, the data were obtained through the results of the pretest and posttest. Then the data is processed through analysis of hypothesis testing using the Wilcoxon Signed Rank Test technique. The results of the study explained that the average value of the pretest and posttest. each worth 51 and 81. With the results of the hypothesis test obtained the value of Asymp.Sig. (2-tailed) of 0.041, it can be concluded that H1 is accepted and H0 is rejected. Thus, the CAI-Based Mathematical Education Game (GEMA) has an effect on improving simple arithmetic skills in mentally retarded students.

Age group differences in SFON tendency and arithmetical skills of four to seven year olds in four countries with different school starting ages

This study investigated age group differences in Spontaneous Focusing on Numerosity (SFON) tendency and arithmetical skills across age groups with differing starting ages of formal mathematics instruction. Children (N = 685) aged 4–7 years participated from four countries, i.e., Northern Ireland, England, Belgium and Finland, where children start formal school at 4, 5, 6, and 7 years respectively. Children completed measures of SFON tendency, Arabic number naming, verbal arithmetic and written arithmetic. Results revealed strong age group effects for all measures and some developmental differences between SFON tendency and arithmetical skills. Whether children were, or were not, in school had a strong effect on SFON tendency but not on arithmetical skills. In the 5 and 6 years old age group, children already in school had significantly lower SFON tendency compared to those not yet in school. Within each country, when comparing consecutive age groups situated near school starting age, SFON tendency scores were similar in three out of the four countries. Results suggest both informal and formal mathematical skills need to be considered when assessing young children’s mathematical competence.

Analysis of Numeracy Ability of Class VII Students SMP Negeri 1 Siantar

Arithmetic is a field of mathematics closely related to human existence. It will be helpful for anyone to perform any task that requires calculation if they have a basic understanding of mathematics. However, sometimes it is optional to carry out precise calculations. Counting is the backbone or breath of learning mathematics. Students' ability to count becomes vital in teaching mathematics to students. The research aimed to measure Class VII students' numeracy skills at SMP Negeri 1 Siantar, Simalungun Regency. The method used is a descriptive-quantitative approach. The population is nine classes with 254 students, and the sample is taken in layers and randomly as many as four classes with 112 students. The nine classes consist of 2 groups, namely the Superior Class (KU) of 2 classes, namely class VII1 and class VII2, and the Ordinary Class (KB) of 7 classes, namely class VII3, VII4, VII5, to class VII9. The research concluded that the Superior Class could count, while the Ordinary Class was 5.95% unable to count. The findings of this study imply that apart from providing students with a better learning environment and infrastructure, it is essential to improve their arithmetic skills.

Implementation of PBL Model on Strengthening Students' Numerical Literacy and Digital Literacy Skills

This study aims to look at the effectiveness of project-based learning on literacy skills and digital literacy of students in elementary schools. This study used a quantitative approach with the control group research method and the pretest-posttest research design. The students used in this study were grade II elementary school students with a selected population of 5 classes consisting of 120 students, randomly selected to meet the control class consisting of 20 students and 1 experimental class in each class who realized that the ability to understand numerical concepts and arithmetic operational skills in everyday life is not in accordance with numerical literacy indicators. The overall results described in the Manova test (Multivariate Analysis of Variance) show that the project-based learning model has proven effective in increasing students' digital literacy and numerical literacy skills. This can be seen from the results of the experimental class using the Project Based Learning model which is superior to the control class using the traditional learning model. Based on the results of the analysis and discussion, it can be concluded that the Project Based Learning model is effectively used to improve the numerical literacy skills and digital literacy of second grade elementary school students. So that through this research students can achieve the expected indicators in the application of numeracy and digital literacy.

Finger Use and Arithmetic Skills in Children and Adolescents: a Scoping Review

Finger Use and Arithmetic Skills in Children and Adolescents: a Scoping Review

Penggunaan Media Pembelajaran Inovatif Multiply Card pada Siswa Kelas IV di SDN Pamanuk 2

Mathematical arithmetic operations skills, especially multiplication, are very important for students to be able to solve problems in their daily lives. The use of Multiply Card is a community service activity that aims to improve the learning outcomes of 4th grade students at SDN Pamanuk 2 who are still having difficulties with arithmetic operations, especially multiplication. The method of implementing this activity consists of several stages, namely planning, preparation, training, and evaluation. As a result, students were very enthusiastic in completing the preparation of this Multiply Card by remembering the answers to the multiplication questions. It can also improve students' numeracy skills, especially multiplication.

APPLICATION OF THE CONTEXTUAL TEACHING AND LEARNING (CTL) MODEL WITH THE ASSISTANCE OF TRANSPARENT MIKA MEDIA TO IMPROVE THE LEARNING OUTCOMES OF CLASS V STUDENTS OF JAYALAKSANA 3 PUBLIC ELEMENTARY SCHOOL

This research is conducted by problems in the field that learning mathematics in the material of adding fractions in elementary schools only accentuates arithmetic and memorization skills which resulting in low student learning outcomes. The purpose of this study is to improve student learning outcomes through the application of the Contextual Teaching and Learning model assisted by transparent mika media. The research method used is Classroom Action Research Kemmis and Mc Taggart Models which consists of four step that is planning, implementing, observing, and reflecting. Data collection techniques were carried out by means of observation and written tests. The subjects of this study were fifth grade students at SDN 3 Jayalaksana with a total of 16 students. The material is about the operation of adding fractions. The results showed that there was an increase in student learning outcomes in the material for fraction addition operations. In the first cycle, the average student learning outcomes were 66, in the second cycle, the average student learning outcomes were 70, and in the third cycle, the average student learning outcomes were 80 with good predicate (B). Based on these results, it can be concluded that the application of the CTL model assisted by transparent mika media can improve the learning outcomes of fifth grade students in the fraction of addition.

The influence of home environmental factors on kindergarten children's addition strategy use.

Young children vary widely in their levels of math knowledge, their abilities to solve math problems, and the strategies they use to solve math problems. As much of later math builds on children's early understanding of basic math facts and problem-solving strategies, understanding influences on children's early problem solving is important. Few studies, however, have examined the home environment in relation to children's strategy use during arithmetic problems. We examined how both structural characteristics of children's home environments, such as socioeconomic status (SES), as well as the learning environment, such as engagement in math and literacy activities at home, related to their use of problem-solving strategies for numerical addition problems. Kindergarten children from diverse backgrounds completed a measure of addition problem solving and strategy use, including simple and complex numerical problems. Strategies were coded based on a combination of accuracy and strategy sophistication, with higher scores indicating problems solved correctly with more sophisticated strategies. Parents completed a home activities questionnaire, reporting the frequency with which they and their child had engaged in math and literacy activities at home over the past month. An exploratory factor analysis identified three components of the home activities - a basic activities factor, an advanced math activities factor, and a literacy activities factor. Findings indicated that SES related to children's strategy sophistication, and frequency of engaging in advanced math and literacy activities at home predicted strategy sophistication, however, engaging in activities at home did not moderate the relations between SES and strategy sophistication. This suggests that family engagement in activities at home may promote early arithmetic skills, and that the role of home environmental characteristics should be considered in children's arithmetic strategy use and performance over development.

PENGARUH LITERASI DAN NUMERASI DALAM MENINGKATKAN HASIL ASESEMEN KOMPETENSI MINIMUM KELAS 5 SDN GADING KULON II KABUPATEN PROBOLINGGO TAHUN PELAJARAN 2022/2023

Literacy and Numeracy will be the main components in the Minimum Competency Assessment (AKM) as a substitute for the National Examination. This minimal ability consists of the ability or quality of literacy in a person in which there is the ability to read, write, and also recognize and understand ideas visually (literacy), the ability to apply number concepts and arithmetic skills in everyday life and interpret quantitative information that is around us, this ability is evidenced by a sense of comfort with numbers and cleverness in applying mathematical skills (numeration). The data was collected by the researchers directly from SDN Gading Kulon II Probolinggo Regency, including: a) Class AKM Pretest, which is a test before implementing literacy and numeracy that provides questions obtained from the Motivation application provided by the Ministry of Education and Culture. (b) Observation, how to collect data by direct observation of learning activities in class on the object to be studied. (c) Documentation of how to collect data includes archives, archives and photos related to the problem under study. (d) Posttest AKM Class, contains questions regarding literacy and numeracy which are also obtained from the Motivation application provided by the Ministry of Education and Culture. The results showed that the scores obtained by students increased after the implementation of literacy and numeracy. The data obtained in table 2 shows a significant increase compared to table 1 data. The percentage of success in table 2 is for literacy 95% to achieve completeness and for numeration 89% to achieve completeness.

Pendampingan Belajar Calistung dengan Model TGT Berbasis Permainan Monopoli dan Ular Tangga

This community service is motivated by several problems with the ability to read, write, and count in elementary school students. The purpose of this research is to improve reading, writing, and arithmetic skills. This community service uses the mentoring method. The result of this research is that this mentoring was attended by a total of 29 students. A total of 32 students, 23 children are fluent in reading and 9 children are still spelling. This mentoring was carried out well and received good enthusiasm by the students of SDN Cipicung 05. Calistung Learning Assistance Activities With the Monopoly-Based TGT (Team Games Tournament) Model and Snakes and Ladders Game can be useful to support several things that schools need, namely improving reading, writing skills , and counting for students.