Basic Math Research Articles

Training on Basic Mathematics for 12th Grade Students of SMA Pasundan Majalaya in Preparation for the 2024 SNBT

Basic math training plays an important role in preparing students for the National Selection Based Test (SNBT), which is one of the entry pathways to public universities in Indonesia. This study aims to evaluate the effectiveness of academic ability test training in improving the readiness of XII grade students of Pasundan Majalaya High School to face SNBT 2024. The research method used is descriptive quantitative with a case study approach. The study population was all XII grade students of Pasundan Majalaya High School who participated in the training program. Data were collected through observations and tests conducted before and after the training. Data analysis was conducted to measure the improvement of students' academic ability and readiness. The results showed that the academic proficiency test training implemented at Pasundan Majalaya High School was effective in improving students' pre and post test results. There was a significant increase in proficiency test scores through pre and post test results. In addition, the training also helped students in developing time management skills, problem solving strategies, and critical thinking skills. The findings suggest that structured and comprehensive training can significantly improve students' academic readiness, thus helping them to face SNBT more confidently and competitively. This research is expected to contribute to the preparation of Pasundan Majalaya High School students for college entrance selection.

“Enhancing Mathematical Literacy in School Students: Strategies for Effective Instruction in Basic Math Concepts”

This research project explores innovative and practical approaches to teaching fundamental mathematical concepts to school students. Recognizing the importance of a strong foundation in mathematics, the study focuses on strategies that engage students and foster a deep understanding of basic mathematical principles. The key methodologies include hands-on activities using tangible materials, the integration of visual aids to enhance comprehension, establishing real-life connections to make math relevant, incorporating interactive games and exercises for an enjoyable learning experience, creating a supportive environment that encourages questions, and implementing positive reinforcement to boost student confidence. Through the implementation of these strategies, educators can cultivate an effective and engaging learning atmosphere, promoting mathematical literacy and proficiency among school students.

Teaching Mathematics based on Integrating Reading Strategies and Working Memory in Elementary School

This study strived to determine the effectiveness of integrative teaching of reading strategies and working memory on basic math and problem-solving skills. It is a quasi-experimental pretest-posttest study carried out on 50 second-graders from Chahashk Shandiz village in the academic year of 2020-2021 who were randomly selected by cluster sampling and randomly divided into experimental and control groups. The intervention was performed by cellphone software through virtual education in two steps. The experimental group underwent integrative training for 20 sessions, but the control group did not receive any intervention. Colored Progressive Matrices (1956) and a researcher-made story problem-solving and arithmetic skills test were used to collect data. Descriptive statistics (mean and standard deviation) and one-way multivariate analysis of covariance were used to analyze the data. The results showed that the integrative teaching of reading strategies and working memory enhanced the basic math skills, with an effect size of 0.67 in second-grade elementary students (P<0.001). According to the results, integrative teaching improved students' problem-solving skills but did not affect their skills in arithmetic operations. Therefore, second-grade elementary teachers can use this method to enhance their story problem-solving skills. Keywords: integrative teaching, reading strategies, working memory, basic math skills

Teaching Control with Basic Maths: Introduction to Process Control Course as a Novel Educational Approach for Undergraduate Engineering Programs

Teaching Control with Basic Maths: Introduction to Process Control Course as a Novel Educational Approach for Undergraduate Engineering Programs

PENGARUH NILAI PADA MATA KULIAH MATEMATIKA DASAR 1 DAN MATEMATIKA DASAR 2 DALAM MENYELESAIKAN SOAL HOTS MATEMATIKA PADA MAHASISWA PGMI UIN FATMAWATI SUKARNO BENGKULU

Knowing the influence of PGMI students ' scores in basic mathematics 1 and basic mathematics 2 in solving HOTS problems is the purpose of this study. The type of research applied is a quantitative method by taking samples from students of PGMI UIN Fatmawati Sukarno Bengkulu as many as 30 students. There are 2 independent variables in this study, namely the value of basic mathematics 1 and the value of basic mathematics 2 and 1 dependent variable is the value of solving the problem HOTS. The research instruments were questionnaire of course score and test of HOTS questions in the form of multiple choice questions of 10 items. In this study, it was found that the value of basic mathematics 1 and basic mathematics 2 had a positive and significant effect on the results of solving HOTS problems with a sig. value of 0.000<0.05 and a correlation coefficient of 0.946 which is included in the high category. So that the results obtained that if the value of basic math 1 and basic math value 2 is high, then the value of solving HOTS problems is also high and vice versa.

Performances of Level 1 and Level 2 Students in Basic Math under New General Foundation Program’s Prospectus: A Comparative Study

With the implementation of New General Foundation Program’s (GFP) Prospectus, Basic Math is now being offered to Level 1 students, whereas foundation students study this course once they reach Level 2 only in the previous mechanism. A question comes in mind whether Level 1 students can cope up with the pressure of Basic Math course without the advantage of a semester-long study of an English language in an online mode of teaching. Query whether Level 2 students will be able to adjust quickly with the reduced absent percentage allowed invokes interest that requires factual basis. This study aims to compare the performances of Level 1 and Level 2 students in Basic Math on the initial semester of implementation of the GFP Prospectus.

Nurse education leaders’ perspectives on the teaching of numeracy to undergraduate nursing students: A qualitative research study

AimThe aim of this study was to explore the perspectives of nurse education leaders of Australian undergraduate nursing degrees on the teaching of nursing numeracy and how the Australian Nursing & Midwifery Accreditation Standards influence curriculum development. BackgroundNurses’ numeracy skills are reportedly deficient worldwide, posing a significant threat to patient safety. This is an issue for the education of undergraduate nurses and thus for the nursing profession. The international literature reveals a heterogeneous blend of learning approaches, but it is unclear which approaches are best suited to improve the numerical calculation ability of nurses. In the Australian context, there are no accreditation standards referring to numeracy, therefore, it is important to discover how nurse education leaders’ design and implement the teaching of numeracy. DesignA qualitative approach using thematic analysis was employed. The setting was Australian universities that delivered an accredited undergraduate nursing degree leading to nursing registration. MethodsPurposive sampling was used to recruit 17 nurse education leaders of Australian undergraduate nursing degrees. Individual, semi-structured virtual interviews were conducted between November 2022 and January 2023. Interview data were analysed using Braun and Clarke’s (2006) six phases of thematic analysis. FindingsFive themes emerged from the analysis: (i) indistinct accreditation standards, (ii) teaching basic maths for clinical applications, (iii) a range of bespoke teaching approaches (iv) we’re nurses, not numeracy educators and (v) assumptions about an unprepared cohort. ConclusionThe leaders of undergraduate nursing degrees assumed that nursing students would have proficiency in numeracy skills on entering university. However, this was not the case, hence numeracy was an essential skill that needed to be taught to the undergraduate nursing students. Lack of direction from the accreditation council led to the existence of various curricula and an array of approaches to teaching numeracy and medication calculations, which challenged nursing academics who did not consider themselves numeracy educators. This study makes a novel contribution to knowledge, teaching and practice in undergraduate nursing numeracy curricula.

Children’s performance on untimed and timed algorithmic computation tasks: the roles of executive functioning, maths test anxiety and basic maths fact fluency

This study explored whether executive functioning skills and maths test anxiety were associated with children’s untimed and timed algorithmic computational performance and their discrepancy. It also investigated whether such relations were moderated by children’s basic maths fact fluency. One hundred and thirty third-graders were rated by teachers regarding their executive functioning skills. Moreover, they self-reported their maths test anxiety level and were tested on various maths skills. Results showed that for untimed computational performance, working memory was a correlate among children low in basic maths fact fluency, whereas maths test anxiety was a correlate among all children. Planning/organization and maths test anxiety were correlates of timed computational performance, regardless of the basic maths fact fluency level. As for discrepancy in computational performance across the two conditions, maths test anxiety was a correlate among children low in basic maths fact fluency. Implications on how to promote children’s algorithmic computation were discussed.

Sieve Search Centroiding Algorithm for Star Sensors.

The localization of the center of the star image formed on a sensor array directly affects attitude estimation accuracy. This paper proposes an intuitive self-evolving centroiding algorithm, termed the sieve search algorithm (SSA), which employs the structural properties of the point spread function. This method maps the gray-scale distribution of the star image spot into a matrix. This matrix is further segmented into contiguous sub-matrices, referred to as sieves. Sieves comprise a finite number of pixels. These sieves are evaluated and ranked based on their degree of symmetry and magnitude. Every pixel in the image spot carries the accumulated score of the sieves associated with it, and the centroid is its weighted average. The performance evaluation of this algorithm is carried out using star images of varied brightness, spread radius, noise level, and centroid location. In addition, test cases are designed around particular scenarios, like non-uniform point spread function, stuck-pixel noise, and optical double stars. The proposed algorithm is compared with various long-standing and state-of-the-art centroiding algorithms. The numerical simulation results validated the effectiveness of SSA, which is suitable for small satellites with limited computational resources. The proposed algorithm is found to have precision comparable with that of fitting algorithms. As for computational overhead, the algorithm requires only basic math and simple matrix operations, resulting in a visible decrease in execution time. These attributes make SSA a fair compromise between prevailing gray-scale and fitting algorithms concerning precision, robustness, and processing time.

Mathematical Maturity of In-Service Junior High School Mathematics Teachers in Imus City, Cavite, Philippines

This study determined the in-service junior high school mathematics teachers’ level of mathematical maturity in terms of expertise in knowledge of the subject matter. Validated questionnaires, interviews, and statistical tools were used to address the objectives. The results revealed that the respondents were found to have outstanding performance in Trigonometry, very satisfactory performance in Basic Math and Algebra, satisfactory performance in Geometry, and did not meet the expectation in Statistics. In addition, the teacher respondents have high confidence level in the use of general computer processes and telecommunications and average level of confidence in the use of other technologies in teaching and learning. In addition, a high confidence level in the use of general computer processes and telecommunications and an average level of confidence in the use of other technologies in teaching and learning were shown by the respondents. Given these findings, it is recommended that in-service mathematics teachers should have intensive trainings and seminars on Mathematics to improve their knowledge in the subject, and a special training on the use of Information and Communication Technology (ICT) to maximize its use in teaching and learning.

Systematic Study of Student’s Perception Towards Math through Teacher-Related Dimensions: A Case of COTs in Oman

Numerical explorations are accomplished to investigate the influence of student’s perception towards Math which advances into academic dismissal in the preliminary level of higher education. The population under study are the students of seven Colleges of Technology across Oman. Data analyses were done using descriptive statistics of frequency counts and percentages obtained from the research questionnaire, while the hypothesis was tested using the statistical tools at 0.05 level of significance. This study examines the student’s perception correlated with teacher-related factors. The structural equation modelling (SEM) is grounded on the three teacher-related dimensions that influence the student’s perception towards Math namely 4 attributes relating to personality traits of lecturers, 6 attributes for teaching skills of the lecturer, and 2 attributes for instructional material used by the lecturers to impart the Basic Math needs for higher education. This analysis shows an overall reliability analysis for teacher-related dimensions to be 0.943 by applying Cronbach’s alpha reliability test, and the SEM tool kit analysis of the model confirmed the hypothesis of the latent variables and the theoretical authenticity of the explored factors. The conclusions of this study might be useful to substantiate the importance of student evaluation on teachers done every semester and would be a component in reducing the dismissal of students at the initial stage of higher education in Oman.

Exploration of the factors of mathematics anxiety and its impact on the achievement of students in mathematics

Mathematics is considered to be an important discipline and every student globally is bound to learn mathematics in curriculum for better opportunities in future and leading a successful life. Basic math skills are important for success in school and everyday life. Yet many people experience uneasiness and fear when dealing with numerical data, often regarded as math anxiety but Math anxiety is not limited to a minority of individuals nor to one country. International comparisons of high school students show that some students in every country are anxious about math. A review of various research papers is presented in this article for exploring the factors of math anxiety among students and how math anxiety has affected the achievement among students in the subject of mathematics.

Computer-Based Intervention Closes Learning Gap in Maths Accumulated in Remote Learning.

Remote learning has reduced the mathematical performance of students. Mathematical reasoning is the critical skill that enables students to make use of all other mathematical skills. The aim of the present study was (1) to develop the mathematical reasoning skills of underachieving students and (2) to explore the application options, benefits and limitations of an online game-based intervention programme among third- and fourth-grade pupils (aged 9–11, N = 810). The content of the programme was designed to strengthen their basic maths skills in line with the curriculum. Beyond assigning the tasks, the digital intervention programme also performed the motivational, differentiation- and feedback-related tasks of the teacher. The reliability indices for pre-, post and follow-up test results proved to be high (Cronbach’s alpha = .90, .91 and .92, respectively). The effect size of the programme proved to be significant in both grades (d = .22 and .38, respectively). The results confirm the potential of the intervention programme to close, or at least significantly reduce the Covid learning gap in basic maths skills, without the need for additional teacher work—which is an important aspect of successful implementation—in areas which are the most challenging for 9-to-11-year-old pupils in the domain of mathematics.

The Influence of Cognitive and Affective Factors on the Performance of Prospective Mathematics Teachers

<p style="text-align: justify;">This study aimed to determine the effect of cognitive and affective factors on the performance of prospective mathematics teachers. Cognitive factors include cognitive independence level and working memory capacity, while affective factor include math anxiety. Mathematical performance was then assessed as basic math skills, advanced math skills and problem-solving ability. This research combined quantitative and qualitative research methods. In order to determine the effects of cognitive independence, working memory capacity, and math anxiety on math performance, multiple regression tests were used. To then see the effects of these three factors on problem-solving ability, a qualitative approach was used. Eighty-seven prospective math teachers participated in this study. Based on the results of the multiple regression, it was found that the level of cognitive independence affects basic math skills but has no effect on advanced math skills. Working memory capacity was seen to positively affect math performance (basic and advanced math skills, problem-solving skills), while mathematics anxiety demonstrated negative effects on advanced math skills and problem-solving skills.</p>

Use of Learning Paths Through a Digital Ecosystem to Support Children With Learning Problems in Basic Math

Nowadays, technology is present in any human activity. In education a central problem is the large amount of educational resources available on the web, these resources need to be organized and evaluated for their best use in a specific way in order to be used by children with learning disabilities, this through user profiles that help an adequate delivery. Each of these children belongs to learning communities within an inclusive digital ecosystem that generates time optimization for the acquisition of basic math skills. This work aims to bring technology closer to improve the knowledge of children with learning disabilities in basic mathematics through the use of learning paths, which help to guide the teacher in the needs of children. A series of resources are proposed in an orderly and progressive manner that help to mitigate the problems presented according to the profile of each student, each of these learning paths are based on workflows in order to deliver resources through services. This paper presents a case study in an elementary school in Mexico and finally the results obtained from the evaluation of the case study.

Improvement of Basic Math Skills Through Realistic Mathematics Education (RME) in Early Childhood

Realistic Mathematics Education (RME) is appropriate for basic education. It bridges abstract to concrete and useful Mathematics. RME emphasizes the importance of real contexts familiar to students and the process of constructing them. This study aims to determine the effect of RME on the ability of basic mathematical skills. The method used is Single Subject Research model experiment with two samples in the A-B-A' design. The results of the study: (1) The subjects before the treatment showed low basic mathematical abilities; (2) Learning activities with the RME approach are effective for improving basic math skills; and (3) the condition of the subjects after being given RME approach is in very good category. It can be concluded that RME has contributed to improve student learning outcomes and make learning more meaningful as learning is always associated and relevant with the reality of children's lives through selected themes.

Developing Mathematics Book for Deaf Students in SLB Negeri Karangrejo

One of the problems in SLB Negeri Karangrejo is improving the quality of mathematics learning. Therefore, it is necessary to develop mathematics textbooks for deaf students. The purpose of this study is to obtain appropriate it. Textbooks were developed in SLB are deaf basic math book for low-grade students, high-grade students, junior high school students, and high school students. The R&D (research & development) research method was used to get a proper book. The proper book can be used if valid, practice, and effective. The first criteria for a book that can be used are valid. Textbooks are said to be valid if the combined validity results show a result of more than or equal to 75%. The second criterion for a book that is suitable for use in practice. Textbooks are said to be practice if the percentage of positive student responses is greater than or equal to 75%. The third criteria for a book that is suitable for use are effective in achieving KKM (Minimum Completeness Criteria) completeness. Textbooks are said to be effective if the percentage of completeness in learning is more than or equal to 75%. Results showed that the average mean value of the textbooks validation was 92,64. It shows that the developed textbooks were valid. The average percentage of positive student responses was 81,15 %. It showed that the developed textbooks were practice. The mean result of the effective value of developed textbooks was 89,63. It showed that developed textbooks were effective. The results showed that developed textbooks are valid, practice, and effective. It can be concluded that four textbooks are suitable for use because fulfilling three criteria of a proper book.

Approximate multiplication in young children prior to multiplication instruction

Prior work indicates that children have an untrained ability to approximately calculate using their approximate number system (ANS). For example, children can mentally double or halve a large array of discrete objects. Here, we asked whether children can perform a true multiplication operation, flexibly attending to both the multiplier and multiplicand, prior to formal multiplication instruction. We presented 5- to 8-year-olds with nonsymbolic multiplicands (dot arrays) or symbolic multiplicands (Arabic numerals) ranging from 2 to 12 and with nonsymbolic multipliers ranging from 2 to 8. Children compared each imagined product with a visible comparison quantity. Children performed with above-chance accuracy on both nonsymbolic and symbolic approximate multiplication, and their performance was dependent on the ratio between the imagined product and the comparison target. Children who could not solve any single-digit symbolic multiplication equations (e.g., 2 × 3) on a basic math test were nevertheless successful on both our approximate multiplication tasks, indicating that children have an intuitive sense of multiplication that emerges independent of formal instruction about symbolic multiplication. Nonsymbolic multiplication performance mediated the relation between children’s Weber fraction and symbolic math abilities, suggesting a pathway by which the ANS contributes to children’s emerging symbolic math competence. These findings may inform future educational interventions that allow children to use their basic arithmetic intuition as a scaffold to facilitate symbolic math learning.

How Specific Are Learning Disabilities?

Despite historical emphasis on “specific” learning disabilities (SLDs), academic skills are strongly correlated across the curriculum. Thus, one can ask how specific SLDs truly are. To answer this question, we used bifactor models to identify variance shared across academic domains (academic g), as well as variance unique to reading, mathematics, and writing. Participants were 686 children ages 8 to 16. Although the sample was overselected for learning disabilities, we intentionally included children across the full range of individual differences in this study in response to growing recognition that a dimensional, quantitative view of SLD is more accurate than a categorical view. Confirmatory factor analysis identified five academic domains (basic reading, reading comprehension, basic math, math problem-solving, and written expression); spelling clustered with basic reading and not writing. In the bifactor model, all measures loaded significantly on academic g. Basic reading and mathematics maintained variance distinct from academic g, consistent with the notion of SLDs in these domains. Writing did not maintain specific variance apart from academic g, and evidence for reading comprehension-specific variance was mixed. Academic g was strongly correlated with cognitive g (r = .72) but not identical to it. Implications for SLD diagnosis are discussed.

Development of multiple representation based mechanics lectures using dependent and independent field (MR-FD & FI)

This study aims to develop mechanics lectures based on multiple representations using field dependent and field independent cognitive styles (MR-FD & FI), in understanding the mastery of the concept of mechanics. In the context of physics learning based on multiple representations is to combine two or more representations as a form of learning development that is used to understand and convey physics concepts. Cognitive style can be divided into two, namely: dependent field cognitive style (FD) and independent field cognitive style (FI). The third semester student research subjects numbered 21 students from a university in Jakarta Indonesia. The first instrument used consisted of modules containing MR-based content consisting of 4 mechanical contents namely; gravity and central force (GGS), particle system dynamics (DSP), rigid body rotation (RBT) and rigid body rotation in three dimensions (RBT3D) that must be filled. The second instrument is a student worksheet (LKM) in which there are questions in accordance with the indicators and objectives of MR-based lectures undertaken by students. Descriptive quantitative and qualitative research methods were carried out to get a clear picture of the implementation of MR using the cognitive styles of FD and FI. The results showed that most students have a field dependent thinking style (FD) seen in the post-test results on GGS material 61.90%, RBT 61.90%, DSP 57.14% and RBT3D 57.14%. For independent field thinking (FI), the results of post-test results were 42.86% DSP, RBT 38.10%, RBT3D 38.10% and GGS 33.33%. It is concluded that students’ thinking styles can change from thinking styles that were initially field dependent (FD) can change to field independent (FI). This can occur due to various factors, including; 1) Health conditions, classrooms and students focus; 2) The level of difficulty and ease of conceptualization of the material being studied; 3) Basic math and physical abilities. Limitations in this study involve only subjects from small classes from one university, so the results are not strong enough to represent the overall situation, this could be a way to conduct further research with more students and various subjects. This study is the first to map the understanding of the concept of mechanics based on multiple representations using the cognitive style of FD and FI, the results of the study find new discoveries, where all students have a cognitive style of either FD or FI.