Development Of Mathematical Skills Research Articles

The relationship between executive functions and mathematics achievements in early-grade elementary students

ABSTRACT Mathematics, along with reading and writing, is a core academic subject in the school curriculum. The development of mathematical skills is influenced by various cognitive factors, with executive functions (EF) playing a central role. EF, which encompasses working memory, inhibitory control, and cognitive flexibility, is critical for supporting complex cognitive processes required for problem-solving and mathematical reasoning. Research consistently shows that children with stronger EF tend to achieve better academic outcomes, including in mathematics. The goal of the present study was to examine the relationships between the global EF and its three core components – working memory, inhibitory control, and cognitive flexibility – and their impact on mathematics achievement. The sample for this study consisted of 180 children, aged 8–11 years (mean age: 9.6, SD: 1.0 year; 83 girls, 97 boys). EF was assessed using the Yellow-Red test, while mathematics achievement was evaluated based on teachers’ evaluations of the child’s mathematics performance. The results indicated a statistically significant effect of global EF and its three components on mathematics achievement. Given the potential malleability of EFs, we conclude with recommendations for strategies to enhance EF development at an early school age.

Breaking Math Anxiety: A Success Story From an Indian Government School

Mathematics anxiety and fear among children pose significant educational challenges worldwide. This study examines the efficacy of a hybrid learning approach that combines digital game-based learning with hands-on activities to enhance mathematics engagement, reduce anxiety, and improve numeracy skills while fostering algebraic and mathematical thinking. The research was conducted at Government School, Ramagondanahalli, Bengaluru (RGHL), involving over 400 children aged 6-10 years from grades 1-5. Participants were primarily first-generation learners from economically disadvantaged backgrounds with limited access to educational resources. The intervention comprised weekly 70-minute sessions over six months, featuring the digital game "Magic Math Spell Caster" alongside modified traditional board games such as Snakes & Ladders, Bingo with Place Value Cards, and a custom Memory Card Game. The curriculum also incorporated activity worksheets with math manipulatives and practice sheets. The didactical approach underpinning the intervention was based on six key principles: Treating mathematics as a language to be spoken, promoting algebraic thinking; Structuring games into levels with well-defined learning objectives to scaffold mathematical thinking; Connecting concrete and abstract concepts to deepen understanding; Employing a hands-on approach to reinforce learning; Providing resources to every child to ensure equal access; Integrating assessments as digital interactive worksheets within gameplay. This approach allowed children to explore, make connections, and construct knowledge independently, fostering both algebraic and broader mathematical thinking skills. The program encouraged peer-to-peer learning by grouping children with different math proficiencies. Students progressed through game levels at their own pace, often exceeding curriculum expectations. This study contributes to the growing body of evidence supporting hybrid learning approaches in mathematics education for all children, emphasizing the development of robust mathematical and algebraic thinking skills.

Optimalisasi Kemampuan Penalaran Matematis melalui Metode Mind Mapping

Increasingly rapid global developments raise complex problems that require effective and innovative solutions. Mathematical reasoning is the key to solving the problem. But on the other hand, learning in schools is still a lot of conventional learning and the development of the students' mathematical reasoning skills is not optimal. The aim of this study was to explore the effectiveness of using mind map-based learning methods that were judged to be effective in developing mathematical reasoning skills. With a qualitative approach to literature studies, research results were obtained which showed that the method of mind mapping had a significant influence on the mathematical reasoning ability of the students. Library study sources are derived from previous research that had the same focus of study. Library reviews are used to analyze several studies related to the use of mind mapping-based learning methods and their influence on mathematical reasoning capabilities. This research is expected to provide an understanding of the importance of developing mathematical reasoning skills to form intelligent and critical generations

Khan Academy Platform for Mathematics Teaching and Learning

Objective: To assess the impact of Khan Academy on the Mathematics educational process for UNDAC students and determine the relevance and efficacy of its content and strategies within the Mathematics-Physics program. Methodology: This research is framed within the positivist paradigm and takes on a quantitative approach. An experimental pre-experimental design was used with pretest and posttest in a single group. The study is applied in nature and is grounded in the contributions of expert researchers and methodologists on the subject. Analytical tools were developed with a reliability coefficient of 0.90, and the investigated population consisted of students from the Mathematics-Physics program at UNDAC. Results: Students who incorporated Khan Academy exhibited significant improvements in their mathematical performance. Persistence in using the platform led to significant enhancements in academic achievement. 70 % of the students reached high levels of mathematical skill development. The majority expressed high satisfaction with the platform. Conclusions: Khan Academy has a meaningful and positive impact on mathematics learning among university students at UNDAC. The platform not only promotes content mastery but also fosters learning autonomy. These findings advocate for the adoption of innovative educational technologies in teaching, especially within STEM disciplines.

Project-Based Learning Model: Its Implication in The Initial Training of Mathematics Teachers

Objective: The objective of the study was to analyze the benefits of a study curriculum under the competency-based approach and to analyze the implications of the implementation of the project-based learning model in the initial training of mathematics teachers in the context of university higher education. Theoretical Framework: The concepts related to the project-based learning model, its characteristics, its phases and educational competencies in the twenty-first century are systematically addressed. The relevance of the curriculum under the competency approach in university education is also analyzed from a critical perspective. Method: The research approach was mixed, non-experimental design, 30 teachers and 54 students in initial training for mathematics teachers participated in the study; the data were collected through a Likert questionnaire, the analysis and interpretation of the results was carried out with the Minitab software, complemented with the information from the semi-structured interview applied to the teachers. Results and Discussion: On average, more than 77% of teachers and more than 72% of students who attended the study have a favorable opinion about the implementation of project-based learning (PBL) in university education; therefore, it favors and strengthens the development of mathematical skills and competencies in the initial training of mathematics teachers based on the realization of mathematicsof tasks and problem solving through collaborative activities for efficient learning of mathematical concepts and procedures. Research Implications: This research highlights the importance of the project-based learning model from the theoretical and practical perspective of competency-based curricular implementation. Theoretically, the concepts of project-based learning are deepened and contextualized, while the practical implication translates into collaborative work between students and the teacher in problem solving. Originality/Value: The findings value the PBL model as a viable alternative for the efficient initial training of secondary school mathematics teachers, with a broad mastery of conceptual, procedural and digital technology knowledge in problem solving.

Early grade pupils’ development of Mathematics skills: Perceived challenges and culturally relevant strategies for parental involvement

The current study investigated challenges facing parental involvement and culturally relevant strategies for improving parental involvement in the development of mathematics skills among grade two pupils. A phenomenological qualitative design was employed. A semi-structured interview was used to gather data from 12 early-grade teachers and ten heads of schools. Focused group discussion (FGD) was used to collect data from 63 parents. Thematic analysis procedures guided the data analysis procedure, which was aided by pivotal analysis. The study findings revealed that teachers focused on parents’ negative attitude towards the subject while parents reported lack of time and economic hardship as factors affecting their participation in engaging in children’s mathematics learning. However, all participants agreed that parents’ mathematics knowledge is a factor that affects their involvement. Regardless of the participants’ category, the provision of interactive mathematics homework and communication through parents’ meetings (group and individuals) were regarded as the best strategies for involving parents in learners’ development of mathematics skills. The study concludes that the parents agree with the critical role of their involvement despite the challenges facing parental involvement. Therefore, the study recommends that awareness programs and the use of interactive mathematics homework activities are critical to improved parental involvement in their children’s learning.

Exploring the Effects of Mathematics Laboratory Usage on students’ Skills Development: A Case of Selected Public Secondary Schools in Musanze District, Rwanda

The aim of this study was to explore how the use of mathematics laboratories affects the development of mathematics skills in learners from selected public secondary schools in Musanze District, Rwanda. Adopting constructivism theory, the study utilized a descriptive research design and a mixed-methods approach to collect both quantitative and qualitative data from surveys, interviews, and classroom observations, respectively. The study randomly sampled 348 learners and 16 mathematics teachers from the targeted population of 2679 participants. In relation to students' standardized test scores and teacher assessments, the analysis examined the frequency of lab use, lab activities, resource quality, and teacher training. Findings from quantitative data revealed positive correlations between lab usage and skill development across all measures. The frequency of lab use and teacher training were particularly strong predictors of improved performance. The results show that how often teachers use the lab (B =.122, p <.001) and their training and support (B =.150, p =.010) have a big effect on their evaluations, which means that these things have a positive effect on evaluations. In contrast, the types of lab activities and the quality of lab resources have no significant impact. These findings suggest that enhancing lab use frequency and providing robust training and support for teachers are crucial for improving teacher assessments. Interview results show that hands-on activities significantly boost critical thinking and the real-world application of mathematical concepts. From classroom observations, the study revealed remarkable discrepancies in student participation and resource availability between day and boarding schools. The findings suggest that the school administration should incorporate lab activities into the curriculum, enhance the frequency of lab use, and facilitate continuous teacher training by providing sufficient resources. Teachers should integrate engaging lab activities to strengthen theoretical concepts and encourage active learning. Students are urged to actively participate in lab sessions and look for help when necessary. These results help us understand how mathematics laboratories can improve learning outcomes in Rwandan secondary schools.

Enhancing Early Mathematical Skills Through Math Games

The aim of this study is to examine the impact of game-based mathematical activities on the development of preschool children's mathematical skills. A total of 54 children, aged between 60-72 months, participated in the research, with 26 in the experimental group and 28 in the control group, using a semi-experimental model with a pre-test post-test control group design. The children in the experimental group designed their own mathematical games with the guidance and support of their parents. Subsequently, they introduced these games to their classmates and played them together in their classrooms. Data were collected through the Revised Early Numeracy Test and focus group interviews. The findings have shown that the intervention significantly improved the children's mathematical skills. The initial score difference in mathematical skills favoring the control group was closed after the intervention. In addition, a significant increase with a big effect size in mathematical skill scores was observed in the experimental group children. It was also revealed that children in the experimental group enjoyed the mathematical activities and expressed their willingness to participate again. The findings were discussed, taking into account the role of game-based mathematical activities and parental support in the development of early math skills.

An Overview of Dyscalculia from the Perspective of Mathematics Teachers

This study was conducted using the phenomenological research design to examine mathematics teachers’ common experiences who were aware of dyscalculia and who thought they had students with dyscalculia diagnosed with learning disabilities.The study also aimed to reveal the common perception. The participants were seven elementary mathematics teachers from public schools in the provinces Van and Urfa. Ethical permission was obtained from the Scientific Ethical Evaluation Committee of the Dean of the Faculty of Education of Yüzüncü Yıl University on: 24.03.2024 with the number: 21788. Semi-structured interview was used, supported by video and audio recordings. The data were analyzed using descriptive and content analyses. Reflecting on their experiences, the teachers said students with dyscalculia were mostly introverted and asocial and they had problems in many areas of mathematics like performing four operations, rhythmic counting, multiplication tables, reading clock and expressing place and direction. As the most appropriate teaching approach to be applied to students with dyscalculia, the teachers mentioned demonstrating and teaching how to do, teaching mathematics through games, individualized teaching, associating with daily life, applying activity-based and technology-supported teaching approaches. Moreover, the teachers reported they needed family and expert support regarding the interventions for the development of children's mathematical skills.

Analysis of the Development of Environmental Culture and Mathematical Skills for Solid Waste Management in Schools

Objective: Contribute to the development of environmental awareness in the face of the global problem related to the inadequate management of solid waste; This is promoted within a didactic process that takes place in the relationship between the areas of mathematics in a communication environment and the area of natural sciences and environmental education. Theoretical Framework: Based on the criteria of “environmental education”, “mathematics”, “communication” and “solid waste”; Since the relationship between them and solid waste benefits the comprehensive management of urban solid waste (MSW), by promoting solid waste management, this proposal was focused on educational aspects. Method: A qualitative approach is used through emerging categories, characterizing the development of environmental awareness and mathematical communication competence. The action research method was implemented as a dialectical instrument between knowledge and practice where its articulating axis is a socio-environmental problem. Results and Discussion: As a result, the described intervention guide was applied, there is a central task called “The production of solid waste per capita (PPC)”. This task included the most important aspects of the mathematics learning activity within the intervention guide. Implications of the Research: Research shows that there are models and training methods in environmental management issues and mathematics teaching methods, but little in the articulation of the two disciplines for practical teaching that generates development in the integral management of solid waste; as well as little state or private investment in these issues, as it does not generate economic benefits. Originality/Value: This study contributes to a literature that clearly shows how natural sciences and mathematics integrate to contribute to better solid waste management, generating awareness and environmental culture to impact sustainability.

국내외의 문해력 이슈와 그에 대한 대응 및 지원 사례 연구

In this study, we attempted to obtain implications for pending literacy issues by examining issues related to literacy in the United States, Japan, Germany, France, Canada, and Korea, as well as national policy support and countermeasures. As the pandemic progressed, the gap in public education grew, and concerns over the decline in basic education began to grow. In the United States, we are preparing an intensive support strategy for immigrants with limited English use. In Japan, we are striving for policies such as individual and cooperative learning, the use of big data, the development of basic literacy and mathematical thinking skills, the ability to use information technology, and literary convergence. In Germany, parents lay the foundation for literacy by conducting activities to read books to young children. France is expanding literacy education by increasing the number of hours spent learning Korean and making reading hours mandatory. By considering literacy countermeasures in these major countries, improvements and implications for domestic literacy countermeasures can be drawn.

Developing next-generation educational mobile games in light of technological trends: a study on the "Obstacle Run" game

The focus of this study is directed towards the examination of the design, development, and analysis of user feedback for the hyper-casual game known as "Obstacle Run," with the aim of enhancing mathematical skills. A comprehensive analysis of the game's design, mechanics, and user experience is conducted. The primary objective of the game is to foster the improvement of mathematical skills in an enjoyable manner and to provide support for the learning process through straightforward game mechanics. An in-game mechanism, requiring players to engage in solving mathematical calculations and problems, is presented by the game titled "Obstacle Run." Increasing the character count within the game is envisioned as a means to bolster mathematical proficiency. This study meticulously focuses on the detailed examination of this unique game, where game design, mechanics, and mathematical calculations come together. Additionally, an exploration of the potential of gamification within game development and education is carried out. The results have been derived from the testing of the game prototype and the subsequent analysis of player feedback. This research is also regarded as a step towards comprehending the connection between hyper-casual games and mathematics education, with the aim of presenting a novel perspective in this domain. It is to be noted that this study is intended to serve as a valuable guide for game developers and educators alike. Its findings are poised to serve as a significant resource for future game projects and strategies in mathematics education. In conclusion, this study provides a summary of a significant endeavor aimed at elucidating the potential of hyper-casual games, such as "Obstacle Run," in facilitating the development of mathematical skills and exploring the possibilities of gamification in the realm of education.

A complex methodology for the development of mathematical modeling skills in engineering education

AbstractToday, the role of humans is changing rapidly in both industrial production activities and services. Mediocre, easy-to-learn activities can be performed more efficiently by machines; mediocre knowledge is being devalued while the importance of high-level skills is increasing. As a result, in all sectors of the economy, and especially in engineering, new approaches to expert training are needed; people must learn to hand over certain decision-making roles and to control the processes supported by AI rather than compete with it. STEM education has a responsibility to achieve these goals and must develop appropriate tools for engineering education. This paper presents a complex didactic methodology for competency-based education in engineering bachelor programs. An important element is the mathematical competency map, which shows the importance and place of mathematical and algorithmic (coding) knowledge in engineering topics. Another element is the systematic testing of mathematical knowledge in non-mathematical contexts in engineering courses. We provide an overview of our achievements in applying the developed toolset and improving the efficiency of mathematics teaching in engineering bachelor programs.

Enhancing Spatial Ability among Undergraduate First-Year Engineering and Architecture Students

Spatial ability (SA) refers to the ability to generate, retain and manipulate abstract visual images in one’s head. Research of this ability conducted during the last few decades had shown that SA is an essential ability to the development of mathematical skills in children. Later studies addressed adult SA development and accordingly found that SA was a predictor of success in Science, Technology, Engineering and Mathematics (STEM) fields of academic studies. Recently, focus has also been directed to another related field which is architecture. This group has not been extensively researched in relation to its spatial thinking abilities. The current research examines the efficiency of a new training program aimed at improving engineering and architecture student’s SA abilities. This program was based on previous intervention programs but was innovative in its combination of both traditional and computer-based teaching methods and combining frontal learning, hands on model building and augmented reality (AR) tools, all in a short program of 20 h. We asked whether the training program will be effective in improving student’s SA ability and whether this improvement will remain across different factors such as gender, faculty and math level. The results showed a significant improvement in SA abilities among the students who took the training program, compared with the control group. These results were true for both engineering and architecture students. Moreover, the results showed the training program to be efficient regardless of gender or prior math level.

Mathematics and Language: A One-to-One Correspondence in Bilingual Environments

Previous research has shown that language is an essential part of the development of mathematical skills and, specifically, in solving verbal problems. We know that using a different language from one’s mother tongue is highly beneficial for students, and that language plurality and bilingualism is more and more habitual and present in current educational environments. However, what is still not clear is how it influences certain tasks, especially the most naturalistic ones, such as the formation of the concept of numbers and in tasks with a greater verbal component, such as solving problems in the early ages. The present research examined the problem-solving performance of first- and second-grade elementary education students in bilingual environments, comparing the problem solving of students whose language of instruction (LI) is the same as their mother tongue (MT) and those whose MT differs from the LI. Through an analysis of variance, the results showed that there exist differences in change and combination problems. Discrepancies in performance were also found, depending on the evolutionary moment. These results suggest that it is necessary to study how the LI can shape mathematical skills in the early years.

유아의 코딩놀이 경험에 따른 수학적 문제해결력과 스마트폰 중독의 차이 및 관계 분석

Objectives The purpose of this study was to examine the difference between mathematical problem-solving ability and smartphone addiction according to the experience of coding play in 5-year-old children, and the relationship between mathematical problem-solving ability and smartphone addiction.
 Methods To achieve the objectives of this study, 135 5-year-old children enrolled in early childhood education institution located in Gyeonggi Province were selected as research subjects. Data were collected through interviews with the children and questionnaires administered to their parents. Descriptive statistics, t-tests, and correlation analyses were conducted using the SPSS WIN 24.0 program to analyze the collected data.
 Results First, it was found that children with coding play experiences demonstrated higher mathematical problem- solving abilities than those without such experiences. Additionally, children with coding play experiences showed higher abilities in number and operation, algebra, and measurement. Smartphone addiction was also higher in children with coding play experiences, and they exhibited higher severity and resistance to smartphone addiction. Second, as the mathematical problem-solving abilities of children with coding play experiences increased, smartphone addiction decreased, and impulsive-compulsive use of smartphones was lower. Moreover, among the subfactors of mathematical problem-solving abilities, higher geometric and statistical abilities were associated with lower severity of smartphone addiction, withdrawal symptoms, daily life issues, and interpersonal conflicts. In contrast, there was no significant correlation between mathematical problem-solving abilities and smartphone addiction in children without coding play experiences.
 Conclusions The study suggests that early experiences with coding play can contribute to the development of mathematical problem-solving skills in 5-year-old children. However, it also indicates a potential risk of smartphone addiction. Nevertheless, the study demonstrates that higher mathematical problem-solving abilities in children with coding play experiences are associated with a lower risk of smartphone addiction. This highlights the importance of mathematical problem-solving skills, which can reduce the risk of early childhood smartphone addiction while enhancing the educational effects of coding play.

Blurring the lines to promote access and equity in 2‐ and 4‐year Hispanic serving institutions

AbstractPartnerships between two‐ and four‐year Hispanic Serving Institutions (HSI) can provide high‐quality, in‐depth learning experiences for traditionally underserved students. Blurring the lines between these institutions allows for more seamless transitions for prospective teachers (PTs), and maximum collaboration and program impact. This article contributes to the growing literature on such partnerships and collaborations. We describe how our partnership between Northwest Vista College (2‐year institution) and University of Texas at San Antonio (4‐year institution) supported PTs and their development of mathematics pedagogical content knowledge and skills to facilitate in diverse settings (i.e., mathematics sensemaking, questioning, teaching through problem solving, soft teaching skills). To describe the nature of our partnership, in this article we (1) explain some of the main elements of the partnership between the two‐ and four‐year campuses, (2) review the unique, collaborative nature of the Community Mathematics Project, and (3) discuss outcomes that have resulted among Mathematics Fellows who have gone through the program.

Using interactive learning objects in teaching accounting sciences: a case study

Interactive learning objects (ILOs) are tools that can enhance and promote teaching in various fields of knowledge. For instance, GeoGebra is free educational software designed for teaching and learning mathematics. It is interactive mathematical software that can help students better understand accounting concepts and visualize complex financial relationships, making it easier to learn abstract concepts. Additionally, it can be used to explore what-if financial scenarios, which can help students develop their decision-making skills. The purpose of this article is to investigate the impact of GeoGebra on the development of mathematical skills among accounting science students. It contributes to the literature by demonstrating the effectiveness of teaching financial concepts through the application of five linear functions and their mathematical relationships in GeoGebra. This approach bridges the gap between differential calculus knowledge and the ability to achieve a geometric understanding and interpretation of the lines that can be created with this dynamic software. It also enables the interpretation of financial statement concepts based on the variations of the lines. GeoGebra, mathematical software, will feature a comprehensive income statement (CIS) as one of its relevant financial statements in financial accounting. Starting with an equation containing 15 variables, 2 are selected to represent the abscissa and ordinate axes, while the remaining 13 are considered parameters that can be adjusted by the user in the OIA windows. By changing these values, the equation will produce a straight line. It is worth noting that using OIA can be an effective strategy for enhancing one’s understanding of the basic sciences. The study emphasizes the significance of accuracy in financial management, the interplay among variables, and the utilization of technological tools to aid in comprehending these concepts.

DEVELOPING MATHEMATICAL COMMUNICATION ABILITIES FOR VIETNAMESE PRIMARY SCHOOL STUDENTS

Mathematical communication is an essential component of math lessons. It facilitates the exchange of mathematical information between teachers and students. Moreover, effective mathematical communication can enhance students' understanding of Mathematics. However, both teachers and students face numerous challenges in this area. Therefore, developing mathematical communication skills in students is a critical responsibility for Vietnamese teachers under the 2018 General Education Program. This article examines the challenges related to mathematical communication faced by teachers and primary school students in Vietnam. Additionally, it proposes solutions to address these challenges while contributing to the development of mathematical communication skills among Vietnamese elementary school students.

Integrating Adaptive E-Learning Platform to Enhance Mathematical Problem-Solving Abilities

The use of adaptive e-learning in enhancing mathematical problem-solving abilities has garnered attention in the education world. This article presents an in-depth review of the implications of adaptive e-learning on the development of mathematical problem-solving skills in an educational context. The literature review involves the analysis of over 20 references discussing the role of adaptive technology in personalizing learning, boosting student motivation, and cultivating metacognitive skills. The main findings indicate that adaptive e-learning has a positive impact on improving mathematical problem-solving abilities. Nevertheless, technical challenges, technology accessibility, and the educator's role remain relevant in optimizing implementation. Practical implications encompass the development of responsive curricula, innovation in mathematics education, and the enhancement of educational technology. Recommendations for further research highlight the need for long-term studies, comparative research, and exploration of contextual factors influencing the effectiveness of adaptive e-learning.