Mathematics Classes Research Articles

Implementation of the Formative Assessment Model in the Development of Mathematics Learning Evaluation at the Elementary Level

This research discusses the implementation of formative evaluation instruments in developing mathematics learning evaluation at the elementary level. Formative evaluation is carried out to provide regular feedback to teachers and students, allowing for proactive improvements in understanding of mathematical concepts. Through analysis of evaluation needs, development instruments, teacher training, and trials in mathematics classes, this research achieved positive results. Significant increase in student understanding, positive responses from teachers and students, as well as more dynamic learning adaptation. The conclusion of this study provides an in-depth view of the contribution of formative evaluation in the context of mathematics education at the elementary level. The implications stimulate further thinking in efforts to improve the quality of mathematics learning evaluation.

A COMPARISON OF PUBLIC AND PRIVATE HIGH SCHOOLS LEARNERS’ PERFORMANCE IN MATHEMATICS IN DISTRACT LAYYAH PUNJAB, PAKISTAN

The key purpose of the current study was to inspect the mathematics teaching and education performs of high schools educators and to recognize the break between present mathematics teaching performs in distract Layyah Punjab Pakistan and the finest teaching performs advocated through literatures. In teaching to understand this purpose, the researcher chosen a samples of 100 high school learners and 100 teachers. The sample of study were taken in two phases. In 1st phase 25 high school males schools and 25 government females schools were designated. Likewise 25 private males’ institutes and 25 females’ private institutes were also designated. 10 learners from every of the sample institutes were designated by mean of methodical random sampling method. The study was quantitative data gathering and examination expired parallel and the results accompaniment every other. The quantitative facts were composed with the help of two surveys tool 1 for learners and the other for educators. The reliability coefficient resulting in a pilot study designated that surveys were dependable sufficient to be used in the full study for data gathering. The outcomes presented a thoughtful gap among present and professed coaching and knowledge performs. It was too originated that educators did not even know what class room performs were recommended in instruction policy documents and the National Mathematics Curriculum. In the survey, it was piercing out that the argument and protest method is extremely used by the educators, though the class room comment exposed that the educators frequently used the drill and practice method. Educators give learners a guide for remembering numerous ideas and then practice it. Though numerous educators have spoken intangible considerate of mathematics, it is missing in class rooms. Problem solving teaching technique is claimed to be the best and operative repetition with the standard stated in Nationwide Curriculum Mathematics (2006), data presented that this repetition is infrequently used in mathematics class rooms. It is decided that Pakistani high school mathematics educators do not usage numerous of the finest mathematics instruction performs recommended in the literature. The study likewise observed that certain of the finest mathematics instruction practices are used in private institutes, which is illustrated in the teacher survey. It was recommended that teachers orientate themselves on the usage of the best mathematics instruction performs in high school class rooms. With the purpose of emerging a profounder conceptual considerate amongst learners. Moreover, educators may be given the chance to progress their individual knowledge and considerate of the best performs for coaching mathematics as recommended in national education policy and curriculum pamphlets. Furthermore, it is recommended that upcoming study may be lead to inspect how pre-service and in-service preparation makes middle school mathematics educators to usage the best performs in coaching mathematics.

Development of an interactive PowerPoint to instill a deeper understanding of polyhedron concepts in mathematics class

Mathematics is generally considered a complex subject by the majority of students in Indonesia. Students tend to rely on simple learning strategies such as memorizing formulas. This perpetual trend distance our students from deeper mathematical understandings such as concept application. In this study, we develop an interactive learning media based on Microsoft PowerPoint to instill a deep conceptual understanding of polyhedrons in class VIII students. This Research and Development study follows the 4D development model with a limited dissemination phase. The research data was collected through validation techniques by expert validators to measure the feasibility level of learning media. The instruments used in the research were interview sheets, observation sheets, learning style tests, media validation sheets, language validation sheets, and material validation sheets. The data analysis technique uses the Method of Summated Ratings, then the eligibility percentage for the developed media is calculated. The results showed that the eligibility percentage for media experts was 92%, material experts 96%, and linguists 90%. The average percentage of the three assessments corresponds to the “very valid” category. In conclusion, the media developed is very feasible for its intended purpose.

A literature review on dyscalculia: What dyscalculia is, its characteristics, and difficulties students face in mathematics class

Dyscalculia is a specific learning condition that affects the comprehension and manipulation of numerical concepts, which can impact students' academic performance and well-being in mathematics education. The research methodology used was a systematic literature review that aimed to identify and synthesize the existing evidence regarding the differences in understanding of dyscalculia, its characteristics and the difficulties that students with dyscalculia may face in class. The search string used in electronic databases, such as Crossref and Google Scholar, to generate articles for the review were “dyscalculia” and “dyscalculia characteristics.” After the study selection process and appraising its quality, 23 articles met the selection criteria and were reviewed to synthesize answers to the research questions. The findings suggest despite many differences in understanding what dyscalculia was and it was clear that dyscalculia is a specific learning condition that affected students’ comprehension and manipulation of numerical concepts. Students with dyscalculia exhibit various characteristics, the most noticeable of which was low mathematics achievement scores. The difficulties faced by students with dyscalculia in the classroom were numerous. However, the primary obstacles they faced involved comprehending and applying mathematical concepts, as these difficulties could lead to others, such as executing mathematical problem-solving instructions. Educators might comprehend the diverse characteristics of dyscalculia to provide appropriate support and accommodations for students with difficulties.

Особенности формирования умений младших школьников по работе с информацией на основе использования множественных текстов на уроках математики

The study aims to substantiate the need to form the skills of working with information based on the use of multiple texts in mathematics classes among younger schoolchildren. The paper discusses the definitions of the notion of “information”, outlines the specifics of working with tables, diagrams, pictograms. Among the types of information, special emphasis is given to the multiple text, since it serves as a tool for reading literacy assessment. The paper presents the results of an empirical study concerning the level of formation of the skills of working with information among 3rd-grade students according to three criteria: the cognitive criterion, the activity criterion and the evaluation criterion. The main difficulties of younger schoolchildren in the formation of information skills are described. The scientific novelty of the work consists in determining the criteria for the formation of the skills of working with information based on the use of multiple texts among younger schoolchildren and in describing the level characteristics of these criteria. As a result of the study, it has been determined that the multiple text can act as a means of forming the skills of working with information among younger schoolchildren, the difficulties encountered by younger schoolchildren when working with information have been indicated.

Investigating the factors influencing the attitudes of students toward the study of mathematics

The purpose of the study was to investigate the factors influencing the attitude of students towards the study of mathematics in selected Junior High Schools in Asokore in the Sekyere East District of the Ashanti Region of Ghana. The study was based on the ABC Attitude Model. Random sampling was used to select 102 respondents (students) in Asokore in the Sekyere East District for the study. A questionnaire was the sole instrument employed in the study. Descriptive statistics were used to analyze the data. It was found that school administrators and the mathematics teachers in JHSs in Asokore in Sekyere East District are doing well to motivate students’ to improve their achievement in mathematics, whereas most parents are not complementing the effort of the schools and the teachers by providing for their wards needs and encouraging them to learn mathematics. It was also found that even though most students agreed that mathematics is useful even at work places, they still think that mathematics is boring and makes them nervous, and therefore do not like to learn it. In addition, it was established that mathematics is not the students’ favorite subject; therefore, they do not like mathematics classes and solving mathematics questions.

Measuring self‐regulated learning in a junior high school mathematics classroom: Combining aptitude and event measures in digital learning materials

AbstractBackgroundMeasurement of students' self‐regulation skills is an active topic in education research, as effective assessment helps devising support interventions to foster academic achievement. Measures based on event tracing usually require large amounts of data (e.g., MOOCs and large courses), while aptitude measures are often qualitative and need careful interpretation. Precise and interpretable evaluation of self‐regulation skills in a normal K‐12 classroom thus poses a challenge.ObjectivesThe present study proposes and explores a learning analytics method of combining aptitude and event measures to evaluate student's self‐regulation skills.MethodsAn explorative learning analytics study was conducted in a junior high school mathematics class ( students), using a three‐lesson intervention with digital learning materials. Students first assessed their self‐regulation skills with a self‐report questionnaire, after which trace logs and observations of student behaviour were collected. Learning sessions were extracted from trace logs, clustered, and linked to learning strategies. Students were clustered by the self‐report results and learning behaviour profiles. Session clusters, student behaviour clusters and assignment grades were also tested for association.Results and ConclusionsThe detected session and student behaviour types were linked to learning tactics and strategies found in prior studies. Additionally, association was found between self‐reported self‐regulation skills and the student behaviour obtained from trace logs.ImplicationsThe results demonstrate the feasibility of concurrently using aptitude and event measures on a classroom scale, providing teachers with a tool to evaluate and support self‐regulated learning. Combined with further measures like predictive learning analytics, teachers can obtain an early and highly interpretable picture of at‐risk students in their classes.

Meningkatkan Pemahaman Siswa dalam Menyelesaikan Soal Cerita tentang Denah Berskala dengan Metode Tutor Sebaya di Kelas V SDN 34/I Teratai

Education is an important factor in the development of a country. One of the goals of education is to develop students' intellectual abilities and understanding in various fields. In the process of learning mathematics, students' understanding of solving word problems is very important. Word problems provide a real context for students in applying mathematical concepts to everyday life. The purpose of this study was to measure the level of students' understanding in solving word problems about scale plans in Grade V SD. The research was conducted at SDN 34/I Teratai, Muara Bulian District, Batang Hari District. When the research was carried out in the odd semester of the 2022/2023 school year. This research was used in Mathematics Class V semester 1 with the material for solving story problems about Scaled Plans. This research cycle consists of planning, action, observation, and reflection which is done repeatedly until the achievement indicators for this CAR can be achieved. As subjects in this classroom action research were students of Class V SD 34/I Teratai. The number of students who were used as research subjects was 23 people, consisting of 10 men and 13 women. The object of this study was the application of the Peer Tutor Method. Data collection techniques are observation, tests, interviews and documentation. This research was carried out in cycles with each cycle consisting of four components, namely: planning, action and observation, and reflection. After the cycle has been implemented, especially after reflection, it is then followed by re-planning which is carried out in the form of a separate cycle.

Achievement goal profiles and their associations with math achievement, self-efficacy, anxiety and instructional quality: A single and multilevel mixture study.

There is growing interest in studying the co-occurrence of multiple achievement goals and how different goal profiles relate to educational outcomes. Further, contextual aspects of the classroom have been known to influence the goals students pursue but existing studies remain confined within certain traditions and confounded by methods not well suited for studying classroom climate effects. This study sought to investigate achievement goal profiles in mathematics and their associations with background covariates (i.e., gender, prior achievement) and correlates at the student-level (i.e., achievement, self-efficacy, anxiety) and class-level (instructional quality dimensions of classroom management, supportive climate, instructional clarity and cognitive activation). Participants were 3836 Secondary-3 (Grade-9) students from 118 mathematics classes in Singapore. Achievement goal profiles and their relationships with covariates and student-level correlates were examined with updated procedures of latent profile analysis. Subsequently, multilevel mixture analysis assessed the associations of student-level goal profiles and different class-level dimensions of instructional quality. Four profiles were identified: Average-All, Low-All, High-All and High-Approach. These profiles differed across covariates and correlates, with High-Approach students associated with positive outcomes and High-All students with math anxiety. Cognitive activation and instructional clarity predicted stronger membership in High-Approach profile than Average-All and Low-All, but not High-All. Certain goal profile patterns were consistent with past studies and supported the fundamental separation of approach and avoidance goals. Less differentiating profiles were associated with undesirable educational outcomes. Instructional quality can be considered as an alternative framework for examining classroom climate effects of achievement goals.

PENERAPAN MODEL PROJECT BASED LEARNING BERBANTUAN EDUCATION GAMES DIGITAL UNTUK MENINGKATKAN HASIL BELAJAR SISWA PADA MATA PELAJARAN MATEMATIKA DI KELAS IV SDN MAJALENGKA WETAN VII

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 This research has a background of low student learning outcomes in Mathematics. This research aim to applied the Project Based Learning model with the help of Digital Education Games to increase the result in SDN Majalengka Wetan VII. The method used in this research is the Classroom Action Research method. This research consists of two cycles and four stages. In each cycle includes planning, implementation, observation, and reflection. The subject of this research are 14 male students and 18 females students. The observation during the process, using of test in the end of cycle, and documentation during the process used collection data. The results showed that the application of the Project Based Learning learning model with the help of Digital Education Games could improve student learning outcomes in Mathematics class IV-A SDN Majalengka Wetan VII. This is indicated by an increase in the average value and the percentage of learning completeness from pre-cycle to cycle. The average value obtained from pre-cycle is 66.12 with a learning completeness percentage of 34.37%. In cycle I the average value obtained was 77.25 with a learning completeness percentage of 59.38%. In cycle II the average value obtained was 84.97 with a learning completeness percentage of 87.5%. The conclusion is that the application of the Project Based Learning learning model with the help of digital Education Games can improve student learning outcomes in Mathematics in class IV-A SDN Majalengka Wetan VII.

Nearpod for Mathematics: Realizing Functions and Relations Between Sets

This study tries to evaluate the teaching and learning process of Teaching Functions and Relations of Sets using Nearpod. The purpose of the study is to determine whether Nearpod can be used as a Learning Platform in interactively teaching Functions and Relations between Sets in a Blended Learning Environment. This is a phenomenological study conducted in a Mathematics Class at Marikina Polytechnic College. A lesson was presented and delivered to MAT Mathematics Major students of the Marikina Polytechnic College who also assess and evaluate the lesson based on the implementation of Nearpod in teaching Functions and Relations between Sets. Reflections and Feedback given by teachers were analyzed through a thematic approach. Results show that Nearpod provides ease of access using different devices and promotes teaching both in online and face-to-face settings. Ease of access to creating diagrams through the Draw-it feature makes teaching and learning g functions and the relation between sets interactively engaging. There are, however, the teacher must be mindful of the risk in teaching relations and function of sets. To avoid it, the teacher must specify the objective of teaching Functions and relations between sets and delivering the lesson efficiently to maximize the potential of the feature of Nearpod. Thus, it is suggested to implement Interactive Teaching using Nearpod not only in teaching Mathematics but in other subjects. Keywords: Nearpod, Functions and Relation, Mathematics Education, Interactive Teaching

Teachers’ approaches to handling student errors in mathematics classes

Empirical research has demonstrated that mathematical errors originate from various causes that may have different implications for the learning process. Mathematical errors are an international phenomenon as all teachers from different cultural background must handle them every day during teaching-and-learning processes. When errors arise, teachers must determine whether and how to deal with them and whether the error should be corrected. Although errors and how they are addressed by teachers are of high pedagogical importance, teachers’ approaches to handling student errors remain underexplored. The study reported herein examines the ways in which mathematics teachers handle student errors in various situations, and whether any connection between the error type and the manner in which it is corrected may be reconstructed. The study participants comprised 13 secondary mathematics teachers in a large city in northern Germany. Each teacher was video-recorded over two 90-min-lessons, and the data were subsequently evaluated using qualitative content analysis. The results indicate that teachers’ approaches to correcting mathematical student errors diverged considerably depending on the phase of the lesson during which the error occurred. In particular, during the class discussion phase, a high proportion of the corrections were performed by the students’ classmates, whereas corrections executed during the group work, partner work, or individual work phases were primarily performed by students who had made the errors and the teachers. Given that the teacher's approach to handling errors exerts a significant influence on teaching-and-learning processes, further research is required to identify the most prolific approaches to handling errors in order to foster students’ mathematical understanding.

Does flipping the classroom with videos and notetaking promote high school students’ performance in mathematics?

Using a quasi-experiment with the pre-/post-test control group design, the present study investigated whether flipping an advanced pre-calculus class would lead to a statistically significant gain in the learning of conic sections for high school students. The subjects were 50 11th graders (n=50), who were equally divided into two groups. The treatment group (n=25) learned conic sections via the flipped classroom model, while the control group (n=25) was taught the same topic traditionally via the didactic approach. The intervention comprised flipping mathematics class with four video-assisted lessons and notetaking. All subjects were pre-tested on their prior knowledge on conic sections before starting the experiment and post-tested after intervention. The results of the post-test indicated statistically significant difference between the mean score of the treatment group and that of the control group, reflecting the effectiveness of the flipped instruction. Participants enjoyed the intervention.

Determining the Influence of Cultural Values on Promotion of Higher Order Thinking Skills in Technology Enhanced Learning Environment

Higher order thinking skills (HOTS) is a way of thinking that moves beyond memorization of facts to higher level thinking such as synthesis, analysis and evaluation. Mastering HOTS is important for students to excel in their education and real-life. Many factors are believed to promote HOTS among students. One such endeavour is integrating Information and Communication Tools (ICT) in teaching and learning activities. ICT is believed to enhance students' performance and higher-level thinking. It is understood that culture plays an important role in determining an individual's decision to adopt ICT to promote HOTS. The influence of cultural factor is more crucial to students from multinational countries such as Malaysia. Thus, this study aimed to investigate the influence of students' perceived culture (collectivism and uncertainty avoidance) and attitudes towards technology use on the promotion of HOTS in ICT integrated mathematics classes in higher education contexts. A total of 250 mathematics students from 3 local public universities in Malaysia participated in this study. Structural equation modelling revealed that students HOTS is significantly influence by attitudes towards technology use. Uncertainty avoidance strongly influence attitude towards technology use. However, collectivism is not a strong predictor of attitude towards technology use. The practical implications of the study are discussed.

Cultivating Students Learning Motivation Through Mathematics Lessons in a Lower Primary School of Seychelles

Every child is born with the potential to acquire and apply knowledge and skills. It is the teachers’ role to develop and nurture this competence in a holistic way. Eccles and Roeser believed that in doing so, teachers need to apply motivational activities within a conducive environment. The link between students’ learning motivation and constructive learning effects has been established by researchers like Ryan and Deci. However, even though motivation is known to be a major influence on students learning, it is a demanding task for teachers to cultivate learning motivation among young students. Therefore, this study aims at exploring teachers’ understanding of students’ learning motivation and the motivational strategies used to teach Mathematics in a lower primary school. A qualitative case study was conducted in a lower primary state school in Seychelles with the objective of finding out the teachers’ understanding of students’ learning motivation; exploring the motivation strategies used by them, and examining the influence of motivation on students’ learning. The study hopes to explore the strategies that Mathematics teachers used to cultivate motivation in Seychelles’s Mathematics classroom and identify the influence of motivation on students’ learning. The participants of this study comprised four lower primary Mathematics teachers and sixty-six students aged between five and a half to seven and a half years old. The study was conducted between March and May of 2021. The results showed that at the beginning of the school year, the teachers found that most students lack motivation in class. However, the level of students’ interest and motivation increased when they learned the topics in Mathematics that are related to their everyday life. The students also showed pleasure in learning when teachers included learning strategies like educational play, inquiry-based learning as well as the use of information, communication and technology (ICT) in the classroom as they reduce Mathematics negativity, which is a stressor for students. The study found that the more students experienced learning that interests them in Mathematics classes, the higher the level of their motivational drive, and this, in turn, helps them to display learning behavior that impacts positively on their Mathematics learning.

Analysis of Changes in Robot Activity Levels in Mathematics Classes Based on Van Hiele Theory

This study designed robot programming classes toward mathematical concepts and curriculum to introduce robotics, a representative technology of the Fourth Industrial Revolution era, into the mathematics classroom, and analyzed the changes in students’ van Hiele levels. This study presented the robot activity levels (RLs) per the van Hiele levels of geometric thinking (VLs), and applied each RL to the class’s design, including tasks. The students’ learning process and class results were analyzed to ascertain whether their VL increased. The class was conducted with gifted middle school students, and utilized LEGO Mindstorms EV3, an extensively used educational robot. While performing RL based tasks, students sequentially completed tasks RL1~RL4. This study focused on the task performance process of VL3 students to investigate how they transition to a RL beyond their VL. As students performed the five tasks designed to help them transition from VL3 to VL4, reflecting the rise in the van Hiele levels of geometric thinking, they gradually progressed through the active inquiry and finally reached VL4 by completing RL4 tasks.

PENINGKATAN HASIL BELAJAR MATEMATIKA MENGGUNAKAN MEDIA NUMERIC LADDER PADA SISWA KELAS II SDN BANGET 1

Many obstacles to achieving educational goals occur due to several problems, one of which is the low student learning outcomes in a particular subject which is usually caused by the large number of teachers using conventional methods and the lack of innovation in learning, so that it is less able to attract students' interest in learning material that is implemented, especially in mathematics. The purpose of this research is to improve the mathematics learning outcomes of second grade students at Banget 1 Elementary School related to the equalization of units of weight. The method that researchers use in Collaborative Classroom Action Research (PTK) is carried out with 2 learning cycles using the Kurt Lewin model in which there are stages; (1) planning (planning), (2) action (acting), (3) observation (observing), and (4) reflection (reflecting). The subjects in this study were class II students at SDN Banget 1, totaling 5 students. From the results of the average grade II students in the pre-cycle, namely 66.4 to 78.2 in cycle I and 85.4 in cycle II. This proves that Collaborative Classroom Action Research (PTK) which has been carried out using the Numeric Ladder learning media in Mathematics Class II at Banget 1 Elementary School is said to be successful.

Pengaruh model NHT (Number Heads Together) berbantuan media “LEMDAWA” terhadap kemampuan pemahaman konsep matematika kelas III di SDI Asshodiqiyah

This quasi-experimental research aims to determine the effect cooperative learning type NHT ( Number Heads Together ) on understanding student mathematics. This research This research is a kind of research is pre-experimental. While the form of the design is "pre-test and post-test one group design" namely research which only uses one experimental class without any class comparison or control class. The research population was all third grade students in the even semester of SDI Asshodiqiyah academic year 2022/2023. The population in this study were Grade III Asshodiqiyah Elementary School students with techniques Nonrandom Samplingwith the type of saturated sampling technique, the sample is class III as an experimental class. Based on Data analysis used is the one-way analysis of variance test.  The results of the One Sample Test t test on the post test, the value of t count > t table is 2,966 > 2.052, then HI is accepted and H0 is rejected. So it can be concluded that there isthe influence of the NHT ( Number Heads Together ) model assisted by the media "LEMDAWA" on the ability to understand mathematical concepts of class III students at SDI Asshodiqiyah. The results of the sig.  0.006 < 0.05 then H0 is rejected so it can concluded that there is an influence of the NHT ( Number Heads Together ) model assisted by the media "LEMDAWA" with the ability to understand concepts mathematics class III SDI Asshodiqiyah.Keywords : number heads together, understanding of mathematical concepts, learning media

Penerapan Model Problem Based Learning (PBL) untuk Meningkatkan Kemampuan Berpikir Kritis Siswa pada Mata Pelajaran Matematika Kelas IV SDN Minasa Upa Kecamatan Rappocini Kota Makassar

The type of research used in this study was Classroom Action Research (CAR), which consisted of two cycles, each cycle consisting of 4 meetings. Research procedures include planning, implementing actions, observation, and reflection. The subjects in this study were 32 students of class IV at SDN Minasa Upa, Rappocini District, Makassar City. The results showed that in the first cycle, out of 32 students, only 18 students or 56.2% completed individually, where an average score of 62.8 was obtained with 4 students very critical (12.5%), 4 students critical (12, 5), 10 students are quite critical (31.2%), and 14 students are less critical (43.7%). Whereas in cycle II which was completed individually of 32 students there were 25 students or 78.1%, where an average value of 75.7 was obtained with 13 students very critical (40.6%), 5 students critical (15.6%) , 7 students are quite critical (21.8), and 7 students are less critical (21.8). Based on the results of this study, it can be concluded that students' critical thinking skills in mathematics class IV at SDN Minasa Upa, Rappocini District, Makassar City through the application of the Problem Based Learning (PBL) model have increased.
 
 

Pedagogical components in the inclusion of students with mathematical learning difficulties in mathematics classes

ABSTRACT This study examined the pedagogical components involved in the inclusion of students with mathematical learning difficulties (SMLD) in primary schools in Saudi Arabia as perceived by teachers and educational supervisors. A qualitative method was used to gather information from 22 mathematics teachers and six educational supervisors about their opinions, practices, and experiences. Data were collected through semi-structured interviews, focus group discussions, and documents, and then analyzed using thematic analysis. The findings revealed three levels of pedagogical components that impact inclusion: systemic and structural components (such as readiness for inclusion and educational programs), teacher-related components (such as mastery of instructional practices and teacher preparedness), and student-related components (such as learned helplessness and learning tendencies). These findings stress the importance of considering the learning environment and developing effective strategies to support the inclusion of SMLD.