Basic Mathematical Concepts Research Articles

The Effect of Interactive Learning Media on Students' Understanding of Basic Mathematical Concepts in SDN 1 Tebaban

This study aims to determine the effect of the use of interactive learning media (wordwall) on the understanding of basic mathematical concepts of grade IV students at SDN 1 Tebaban. This type of research is a quantitative research of experimental methods with a quasi-experimental design of pretest-posttest control group design. The population of this study is class IV A and IV B which totals 35 students. The sample of this study uses a saturated sampling technique. The data collection technique in this study uses observation sheets, questionnaire sheets and pretest and posttest test sheets. The data analysis techniques in this study include observation and questionnaire data analysis, descriptive analysis, normality test, variance homogeneity test and independent samples test. The results of the observation sheet showed that the students' understanding of basic mathematical concepts in the experimental class reached 75% ('Very Good'), higher than the control class which only reached 62.99% ('Good'). Based on the results of the questionnaire, the use of wordwall interactive media was proven to be more effective in improving students' understanding than mind mapping learning media and teaching aids in the control class, with 91% of students in the experimental class supporting the use of wordwalls, compared to 80% in the control class. The t-test showed a value of Sig. (2-tailed) 0.02, so that the alternative hypothesis was accepted, indicating a significant influence of interactive learning media on the understanding of mathematical concepts of grade IV students at SDN 1 Tebaban.

LEARNING MATHEMATICS IN TELUKDALAM MARKET: CALCULATING PRICES AND MONEY IN LOCAL TRADE

This study aims to develop a contextual mathematics learning method using the market as a learning medium in Telukdalam. The main focus of the research is to enhance students' abilities in calculating prices and money within local trade. Through this approach, students not only learn basic mathematical concepts but also relate them to real-life situations they encounter in their daily lives. A literature review method is employed to examine relevant literature on contextual mathematics learning and the importance of social interaction in the learning process. The results indicate that learning experiences in the market can enhance students' motivation and understanding of mathematical material. Additionally, this learning approach enriches local social and cultural values, leading students to appreciate their environment and traditions more. It is hoped that the findings of this study will contribute to the development of a more relevant and contextual mathematics curriculum.

PELATIHAN INOVASI MEDIA AJAR INTERAKTIF UNTUK PEMBELAJARAN PERKALIAN SEDERHANA DI SEKOLAH DASAR

Innovations in teaching media are essential for improving the quality of learning, especially in basic mathematical concepts such as multiplication. This article discusses community service activities in the form of training in creating interactive teaching media for simple multiplication learning. The training is aimed at primary school teachers in Rayung Village, Kepohrejo Village, Kudu District, Jombang Regency with the aim of improving their skills in creating technology-based learning media. The method used in this training is Participatory Action Research (PAR). The results of the activity showed that the participants were able to create and use technology-based interactive teaching media well, and were able to increase students' interest and understanding of multiplication materials. In conclusion, the training is effective in providing teachers with new skills and potentially improving the quality of learning in primary schools.

Pemanfaatan Teknologi untuk Meningkatkan Numerasi Peserta Didik SMP N 1 Kertanegara

Numeracy is very important for junior high school students to learn because it has a significant impact on daily life such as problem solving abilities, critical thinking abilities and the ability to apply mathematical concepts in various situations. The numeracy ability index at junior high school level in Purbalingga Regency is rated "below minimum competency" with a score of 1.73 (scale 1-3). Problems among students at SMP N 1 Kertaengara related to numeracy include students having difficulty understanding basic mathematical concepts and more complex mathematical concepts. Another problem is that the numeracy teaching methods used by teachers are still monotonous and do not use technology. Therefore, efforts are needed to increase student numeracy, one of the efforts that can be made by utilizing technology. This activity aims to improve understanding of numeracy by utilizing technology so that students' numeracy skills increase. There are 3 stages of training starting from preparation, implementation and evaluation. The results of this activity can improve numeracy skills in a more effective and enjoyable way by utilizing technology in learning.

Penguatan Konsep Bernalar pada Pembelajaran Matematika Melalui Workshop Matematika Bagi Guru Segugus II Leuwiliang Bogor

Mathematics requires unique teaching strategies so that abstract things that are never seen in real life can be rationally accepted by students, especially at the elementary school level. So students must be given the opportunity to learn through meaningful experiences so that they are able to understand concepts correctly. Reasoning mathematics learning means that the thinking process occurs when learning mathematics. Active involvement of students in the learning process is an absolute requirement for the ability to interpret basic concepts in mathematics. The basic concepts understood will be internalized as long-term mathematical knowledge. How to explain the concept of area of flat shapes to students is a challenge for elementary school teachers. This service activity aims to reinforce to teachers the importance of the concept of reasoning in mathematics learning. The partners for this community service activity are Public Elementary Schools in Cluster II, Leuwiliang District, Bogor Regency, which consists of 6 Public Elementary Schools. Through this activity, it is hoped that teachers will continue to develop their competencies and increase their capacity so that they become professional teachers. The service activities went well, the activity participants gave positive responses and stated that the training was very useful for improving teachers' professional competence and the quality of mathematics learning.

Basic mathematical skills and fraction understanding predict percentage understanding: Evidence from an intelligent tutoring system

Research on fostering learning about percentages within intelligent tutoring systems (ITSs) is limited. Additionally, there is a lack of data‐driven approaches for improving the design of ITS to facilitate learning about percentages. To address these gaps, we first investigated whether students' understanding of basic mathematical skills (eg, arithmetic, measurement units and geometry) and fractions within an ITS predicts their understanding of percentages. We then applied a psychological network analysis to evaluate interdependencies within the data on 44 subtopics of basic mathematical concepts, fractions and percentages. We leveraged a large‐scale dataset consisting of 2798 students using the ITS bettermarks and working on approximately 4.1 million mathematical problems. We found that advanced arithmetic, measurement units, geometry and fraction understanding significantly predicted percentage understanding. Closer inspection indicated that percentage understanding was best predicted by problems sharing similar features, such as fraction word problems and fraction/natural number multiplication/division problems. Our findings suggest that practitioners and software developers may consider revising specific subtopics which share features with percentage problems for students struggling with percentages. More broadly, our study demonstrates how evaluating interdependencies between subtopics covered within an ITS as a data‐driven approach can provide practical insights for improving the design of ITSs. Practitioner notesWhat is already known about this topic Longitudinal studies showed that basic mathematical skills predict fraction understanding. There is only limited evidence on whether similar predictions can be observed for percentage understanding—in general and within intelligent tutoring systems. Process data from such intelligent tutoring systems can be leveraged to pursue both educational research questions and optimizing digital learning software. Problems involving percentages typically are word problems requiring multiplications and/or divisions. What this paper adds Similar to the case of fractions, students' performance on advanced arithmetic, measurement units and geometry significantly predicted performance with percentages. Students' performance with fractions also predicted performance with percentages significantly. A psychological network analysis was applied to evaluate specific interdependencies between a range of subtopics (eg, Multiplying and dividing fractions, Adding and subtracting fractions and Calculating with percentages). Fraction word problems and fraction problems involving multiplication/division turned out to be the best predictors of understanding percentages. Implications for practice and/or policy When facing difficulties with percentages, revision of previous mathematical concepts sharing similar features (eg, fraction word problems, fraction/natural number multiplication/division problems) may be advised. Software developers may consider implementing such data‐driven revision recommendations for students facing difficulties within intelligent tutor systems. Psychological network analysis can be utilized as a learning analytics method for easy‐to‐access visualizations illustrating relationships between a large range of different subtopics.

Development of Musi Board Teaching Media on Math Arithmetic Operation for Grade II Elementary School Student

This research is based on the problems that exist in math subjects, especially in multiplication, adding, and subtracting. One of the fundamental problems experienced by students is a lack of understanding of basic concepts due to the lack of understanding of students reasoning and only paying attention to what is on the blackboard and the lack of learning media used during learning. In order for their understanding and numeracy skills to increase, learning resources for the Musi Board are needed. This study aims; (1) to test the feasibility of Musi Board Media on math arithmetic operations; (2) to see students response when learning using Musi Board Media on math arithmetic operations; (3) the effectiveness of Musi Board Media on math arithmetic operations. Using the ADDIE methodology (analysis, design, development, implementation, and evaluation), this study used the Research and Development approach. The study involved 26 students from grade II of SDN dukuh 08. This media had shown the validity of the media and materials with 94% and 95%, respectively, with a very feasible category. Students’ responses also reached 96%, respectively, with a very interesting category. The results show that this Musi Board Media is feasible to use to help students learning. Therefore, the solution to overcome the problems of students to understand the basic concepts of mathematics in counting operations is to use the media during the lesson. With an N-gain value of 59.26%, the effectiveness of utilizing Musi Board medium for math arithmetic operations falls into the Moderately Effective group.

Using Knowledge of Basic Mathematics to Increase Technical English Literacy

The following paper aims to demonstrate how ESP teachers can employ basic Mathematical concepts to maximize technical comprehension and concept development during engineering classes. Moreover, the paper proposes an integrated skills approach model of how Geometry lessons can expand abstract thinking and increase technical comprehension level by means of selected activities that develop gradually and recycle vocabulary, provide feedback and help students corroborate mathematical understanding with English comprehension. The paper seeks to provide a practical approach to the way in which English teachers can harness students’ knowledge of basic mathematics to increase their technical English literacy by transferring and expanding concepts to render technical English output.

Sorogan-Based Learning to Stimulate Early Counting Skills

Beginning counting ability is an important basic ability for students to be able to answer and understand further mathematical problems, including the introduction of numbers and basic mathematical concepts. The problem discussed here is an attempt to change the conventional teaching method (lecture) at the beginning counting learning stage towards a learning approach that can better facilitate children's learning needs and create meaningful learning. This study aims to analyze the application of the Sorogan method assisted by graded student worksheets (LKS) in stimulating student’s counting skills in Calistung class. The research method used is descriptive qualitative, with a case study approach. This research was conducted involving Calistung B class students consisting of 5 children as research subjects. The research techniques used were observation, interview, and documentation. The results showed that the Sorogan method assisted by graded worksheets was able to make a positive contribution in stimulating student’s beginning counting skills. Components such as initial apperception, practice problems, discussion, and reflection applied in Sorogan learning activities play an important role in supporting the formation of deep understanding. The student-centered learning process of the Sorogan method, which prioritizes a focus on exploring aspects of individuality, supported by the use of graded worksheets, gradually helps students understand numeracy concepts, thus becoming the foundation for the continuous development of numeracy skills. This method can be an alternative for educators to improve the quality of learning early counting.

Existence and uniqueness of well-posed fractional boundary value problem.

In this paper, the existence and uniqueness of solution for a fractional differential model involving well-posed boundary conditions and implicit fractional differential equation is considered. The desired goals are achieved by using Banach contraction principle and Scheafer's fixed point theorem. To show the results applicability some examples are presented. The basic mathematical concept of well-posed fractional boundary value issues is investigated in this study. It dives into the existence and uniqueness of these difficulties, offering light on the conditions that allow for both practical and singular solutions. This study contributes to a better knowledge of fractional calculus and its applications in a variety of scientific and technical areas, giving significant insights for both scholars and practitioners.

SIXTH GRADE STUDENTS' MISCONCEPTIONS ON DECIMAL NUMBERS THROUGH ROUTINE EXERCISE QUESTIONS

Mathematics is an important subject in elementary school because it is the basis for understanding more complex mathematical concepts in the future. One of them is that students need to study number material in basic mathematical concepts because it is very important to master and understand, for example it can be used in commerce, measurement and technology. However, in the field, elementary school students are still found to have misconceptions about understanding the concept of comparing, ordering or calculating decimal numbers. This research uses a qualitative approach with a case study method. The subjects of this research were 4 class VI students at an elementary school in Banyuresmi sub-district, Garut. Data was collected through observation, interviews, and providing routine practice question sheets. The findings in this research are, 1) Some students have difficulty understanding decimal numbers and ordering them as well as performing addition calculation operations, 2) Some students consider decimal numbers with more digits after the comma as larger numbers, 3) There are also students who make mistakes. Storing numbers after commas can cause errors in calculations. So the alternative solution that can be given is that teachers can identify the source of student misconceptions by providing diagnostic tests, using more interactive learning methods, providing case examples from everyday life, providing more and varied exercises, providing continuous feedback. and be constructive towards student answers, and facilitate discussions that focus on problem solving. This will help students understand the concept of decimal numbers more effectively and efficiently.

State of the Art on Diffusion Models for Visual Computing

AbstractThe field of visual computing is rapidly advancing due to the emergence of generative artificial intelligence (AI), which unlocks unprecedented capabilities for the generation, editing, and reconstruction of images, videos, and 3D scenes. In these domains, diffusion models are the generative AI architecture of choice. Within the last year alone, the literature on diffusion‐based tools and applications has seen exponential growth and relevant papers are published across the computer graphics, computer vision, and AI communities with new works appearing daily on arXiv. This rapid growth of the field makes it difficult to keep up with all recent developments. The goal of this state‐of‐the‐art report (STAR) is to introduce the basic mathematical concepts of diffusion models, implementation details and design choices of the popular Stable Diffusion model, as well as overview important aspects of these generative AI tools, including personalization, conditioning, inversion, among others. Moreover, we give a comprehensive overview of the rapidly growing literature on diffusion‐based generation and editing, categorized by the type of generated medium, including 2D images, videos, 3D objects, locomotion, and 4D scenes. Finally, we discuss available datasets, metrics, open challenges, and social implications. This STAR provides an intuitive starting point to explore this exciting topic for researchers, artists, and practitioners alike.

Role of Mathematics in Data Science - Machine learning

The mathematical concepts help with identifying patterns and algorithmic development. Mathematics is an important part of many modern scientific areas. It is also a field of major significance in data science. Mainly because of the concepts they propose and the tools they allow, statistics and arithmetic have such an essential role in data science. A specific type of mathematical reasoning is needed for analysing data, in addition to the basic concepts of calculus, discrete mathematics, and linear algebra. To understand how to apply such algorithms in data science, one must have a solid understanding of many different statistical and probability theory ideas. Modern data science methods have a strong mathematical basis for almost all of their techniques, including machine learning.

Analysis of Mathematical Problem Solving Ability of XI Class Vocational Students on Composition Function Material

This study aims to find out how well vocational students solve mathematical problems based on the composition function material. Mathematical problem solving ability is an ability that must be mastered by students because this ability is the core of mathematics. The location of this research is at SMK TI Garuda Nusantara and the main object of research is class XI students totaling 32 people in one class. The author used a descriptive qualitative approach. Several test questions were used as data collection methods. of 32 students in one class. It can be said that only 9 people were able to complete the test questions and get a good rating on each indicator. The results show that the problem solving ability of students in class XI of SMK TI Garuda Nusantara is classified as sufficient or moderate. This is very clear from the fact that only 28% of students who achieved perfect scores in the good category. 56% were rated medium, and 16% were rated low. The acquisition of the highest indicator value is in problem solving ability, while the lowest indicator is in the indicator of understanding the problem, this is due to the lack of understanding of basic mathematical concepts in students. In order for students' problem-solving skills to improve, researchers suggest that further research should use learning models or media that can help students understand mathematical concepts.

Analisis Dampak Kegiatan Pasar Numerasi terhadap Peningkatan Hasil Belajar Siswa Kelas V UPTD Satdik SDN Curahtakir 4

Numeracy markets are activities that imitate market situations that are closely related to everyday life. Students are given the opportunity to design, manufacture, market, and sell goods. This research aims to help students improve their numeracy skills, increase their understanding of basic mathematical concepts, and improve their social skills and creativity through numeracy market activities. This type of research is descriptive with a qualitative approach. The research subjects consisted of fifth grade students at UPTD satdik SDN Curahtakir 4. The stages in this research included observing placement schools and their problems, designing activities as solutions to problem solving, carrying out AKM pretests, carrying out numeracy market activities, carrying out AKM posttests, and then analyzing and evaluating . The research results show that it is very suitable for elementary school (SD) students because it offers new experiences in interpreting mathematical concepts. This numeracy market activity also has a positive impact on improving student learning outcomes in the context of mathematics. Apart from that, the findings from this research are that the AKM numeracy post-test scores for class V students have increased compared to the previous AKM numeracy pre-test scores.

ASK AND CLARIFY ABOUT STUDENT SHARING OF THE CONCEPT OF REFLECTION

While studying mathematics in tertiary institutions, students must understand basic mathematics concepts. One of the main subjects in the mathematics education study program is transformation geometry. One of the materials in this course is the concept of reflection. In the reflection concept material, students remember mathematical formulas and know how to solve problems. Learning through sensitive questions and clarification is learning through a shared learning strategy that focuses on two characteristics. In this lesson, students ask questions and or answers. Students form small groups, and each group explains when there are questions. Discussions and interviews were carried out on behalf of each group. Students present the results of the survey and clarification in class. Ask students to clarify if there are questions that are ambiguous or wrong. In this study, the lecturer only acts as a facilitator.

Effectiveness of Using Koin Muatan Teaching Aids to Improve Numeracy Skills

Literacy Numeracy is currently one of the topics in learning mathematics. A person is said to have Numerical Literacy Ability to count, distinguish and process various data symbols, and perform basic mathematical operations to fix the problem. However, the problem that is always faced by students today is the lack of understanding of the basic concepts of mathematics, one of which is integer arithmetic operations, so it won't be easy to understand more abstract mathematical concepts. The low numeracy literacy ability is due to the learning process not applying the suitable model or media. Therefore, it is necessary to have appropriate learning media so that students understand concepts well and can improve Numerical Literacy skills. One of the proper media or teaching aids for learning integer arithmetic operations is Koin Muatan, made with paper as a base material that symbolizes positive and negative charges. The type of research used was experimental research, a one-group pretest-posttest design pre-experimental design on 21 SD GMIT 4 Kefamenanu students. Data collection techniques were observation, tests and documentation. At the same time, the data analysis technique used is descriptive statistical analysis, inferential analysis and N-Gain analysis. The t-test results are used to test the average value before and after being given treatment and whether there is a significant effect. Based on the results of the tests performed, the average pretest and posttest values were 43.51 and 70.79. An N-Gain test was carried out to determine the large increase in numeracy literacy skills so that an N-Gain value of 0.45 was included in the moderate category. This result proves an increase in numeracy literacy skills after students are given the learning treatment using the Koin Muatan teaching aids at SD GMIT 4 Kefamenanu.

Pembelajaran Numerasi Berbasis Potensi Lokal Pada Anak Usia Dini

Numerical skills in early childhood education are important to be instilled from an early age to prepare children for the future. The introduction of numeracy skills is based so that children are able to understand and use numbers, symbols, graphics as an effort to apply basic mathematical concepts in the real world. This study aims to determine the implementation of local potential-based numeracy learning in early childhood. The method in this research is descriptive qualitative research by direct observation of learning activities in order to obtain factual data and analyze it appropriately. Data collection is done by observation, interviews and documentation. The data analysis technique in this study used the steps of data collection, data reduction, display of verification data and affirmation of conclusions. The results of the study indicate that local potential can be an effective learning resource in learning numeracy. The impact of local potential-based numeracy learning makes classroom learning more varied, and can attract children's attention so that children are able to apply numeracy learning in a contextual and fun way.

Unveiling the Secrets of Teaching Mathematics to Students with Special Needs: Challenges, Strategies, and Educator Insights

This study explores innovative strategies for teaching mathematics to students with special needs, focusing on the significant challenges educators face. Utilizing a qualitative research design through a case study method, data were gathered through semi-structured interviews with five experienced mathematics teachers in the Davao region, Philippines. Key challenges identified include inadequate training, poor communication with parents, difficulties in teaching basic mathematical concepts, short retention spans, and a lack of educational resources. These challenges highlight the need for specialized training and continuous professional development for teachers. The study identifies effective strategies to address these challenges, such as differentiated instruction, collaboration with co-educators, parent-teacher engagement, peer tutoring, and the integration of manipulatives and ICT in teaching. These approaches are shown to improve mathematical learning and cognitive engagement for students with special needs. The research emphasizes the importance of a supportive learning environment and the necessity for teachers to stay updated with the latest instructional methods and resources. The findings advocate for comprehensive support systems in inclusive education, aiming to enhance mathematical achievement and overall educational outcomes for students with special needs.

Integration of Block-Based Coding Activities Prepared for Preschool Children into Teaching: Focused on Activity Plans

This research aims to examine the activity plans prepared by pre-school teacher candidates for block-based Scratch applications in terms of their general characteristics and educational qualities. For this purpose, the research was carried out based on document review. The research group, consisting of 29 pre-school teacher candidates, participated in a 10-week block-based Scratch training. During this training process, prospective teachers were asked to prepare projects and activity plans for science and mathematics education achievements in the Scratch program. The data of the research were collected through the activity plans prepared by the teacher candidates. Descriptive and content analysis methods were used to analyze the 29 data collected. In this context, it is seen that among the activity plans prepared by prospective teachers regarding their success in science and mathematics education, the most relevant activity types belong to the 48-72 months and the most are science activities. In activity plans, Scratch applications are mostly included in the measurement/evaluation section. As a result of the content analysis conducted to examine the activity plans in terms of educational qualities, 5 themes were reached. Within the scope of the theme based on child-centered approach, it is seen that they mostly support student-centered teaching strategies and teachers take on roles appropriate to child-centered teaching strategies. It was concluded that within the scope of science theme, it most often requires learning, understanding and using basic science concepts and/or big science ideas and the use of process skills. Within the scope of the mathematics theme, it is stated that it requires learning, understanding and using basic mathematical concepts at most. In the theme of supporting collaborative learning, it was concluded that teamwork was not supported most often and that the majority of cooperative learning groups did not have individual responsibility. Among the themes of supporting scientific communication, it was concluded that students should mostly convey science concepts. Within the scope of the theme of supporting scientific communication, it includes the most discussion strategy requirements and the most small group/individual work. It seems that the most common teaching method is interactive games.