Mathematical Learning Difficulties Research Articles

Teaching Materials Using the Discovery Learning Learning Model to Facilitate the Mathematical Communication Skills of Junior High School Students

Indonesian students are in the low category where students only have basic mathematical abilities. It is caused by difficulties in learning mathematics in the circle material, requires teacher creativity in developing learning, namely in terms of teaching materials, media, and methods used in the learning process. Learning materials that are integrated with good learning models are needed to facilitate students in learning mathematics. Therefore this study aims to develop teaching materials using the discovery learning model to improve students' mathematical abilities in the circle material for class VIII junior high school. This type of research is development research with reference to the ADDIE development model (Analysis, Design, Development, Implementation and Evaluation). The subjects of this study were teachers and students of class VIII junior high school. Based on the subject teacher and student questionnaires, it can be concluded that the teaching materials have good criteria. Students' response to the media was positive, this can be seen from the value of students' positive responses which reached 83.83%. When viewed from the students' mathematical abilities, it can be said to be quite good, that is, seen from the score of the students' completeness test results reaching 44%. Based on all this, it can be concluded that these teaching materials can facilitate the improvement of students' mathematical abilities.

DIAGNOSIS KESULITAN BELAJAR MATEMATIKA PADA POKOK BAHASAN BILANGAN BULAT NEGATIF PADA SISWA KELAS V DI SDN 108 BANOA

Difficulty in learning mathematics is an obstacle to problems in everyday life so it needs to be mastered well, but most students consider mathematics to be a difficult subject, especially fifth grade students at SDN 108 Banoa, the perception that mathematics is a difficult subject is reinforced by learning outcomes in mathematics which is still low. The purpose of this research is to identify difficulties in learning mathematics and the factors that cause difficulties in learning mathematics, especially for negative integers. Observations, interviews, and documentation are used as data collection methods in descriptive qualitative research. It uses triangulation to check the accuracy of the data and through the process of data collection, data presentation, and drawing conclusions, the data is analyzed. Based on the results of the study that students' learning difficulties in mathematics are still low, in this way the teacher must be more creative in choosing the learning method.

ANALISIS KESULITAN BELAJAR MATEMATIKA SISWA KELAS IV SD 6 KANDANGMAS DITINJAU DARI GAYA BELAJAR

This research aims to analyze the difficulty of learning mathematics in terms of students' learning styles. This study uses a qualitative descriptive research design with a case study approach. In this study the subjects used were all students of grade IV, totaling six students. Data collection techniques in this study were observation, questionnaires, interviews and documentation. The data analysis technique uses a qualitative approach using the Milles & Huberman model including the stages of data reduction, data presentation, and drawing conclusions. The results showed that the learning styles obtained by fourth grade students at SD 6 Kandangmas were 1 student with a visual learning style, 3 students with an auditory learning style, and 2 students with a kinesthetic learning style. Students with a visual learning style have difficulty learning mathematics in terms of weaknesses in counting and transferring knowledge, students' difficulties in learning mathematics with an auditory learning style tend to experience difficulties in all indicators, this indicates that students with an auditory learning style experience various difficulties. subject difficulties include aspects of weakness in arithmetic, difficulties in transferring knowledge and errors in visual perception, while students with a kinesthetic learning style experience difficulties in learning mathematics in aspects of weakness in arithmetic and transferring knowledge.

The Effects of Visual Cueing on Students with and without Math Learning Difficulties in Online Problem Solving: Evidence from Eye Movement.

This study investigated the impact of visual cueing on attention guidance, deep-thinking promotion, and performance optimization in arithmetic word problem solving for students with mathematical learning difficulties (MLD). The participants included eight students with MLD and twenty students without MLD who attempted to solve mathematical word problems with and without visual cueing. Eye movements were recorded during the tasks. A repeated-measure design and nonparametric tests were applied to enhance the statistical power of the study. The data analysis results indicated that visual cueing effectively guided and sustained the attention of students with MLD, reducing their off-task duration. However, it showed limited influence in facilitating deep thinking and performance improvement for these students. There were no significant attention-guidance or performance-improvement effects observed in the problem-solving processes of students without MLD, who initially demonstrated better concentration levels and performance. The potential explanations for these findings are further discussed in this paper.

Identification of Dyscalculia in Children Special Needs for the Impaired Knowing Numbers

This study aims to identify and describe the difficulties in learning mathematics or dyscalculia experienced by children with special needs with disabilities in learning mathematics the subject of knowing numbers. The type of research used in this research is descriptive research with a qualitative approach. Research instruments include observation, tests, and interviews. The results obtained were that the S1 subject experienced the characteristics of dyscalculia which included difficulties in language and reading, abnormalities in visual perception disorders, perseveration, and disturbances in body perception. While subject S2 experienced the characteristics of dyscalculia, namely language and reading difficulties. This study concludes that S1 and S2 subjects were identified as having dyscalculia.

ANALISIS KESULITAN BELAJAR MATEMATIKA PADA ANAK BERKEBUTUHAN KHUSUS TUNAGRAHITA RINGAN KELAS IV SDN PERWIRA

Education is a basic need for humans to achieve an expected goal, because without education we will not be able to develop the potential of ourselves optimally both cognitive, pricomotor and affective. Education is realized through the teaching and learning process. The government states that every citizen has the same right to receive quality education and citizens with physical, emotional, mental, intellectual and social disabilities are entitled to special education. Education is needed to develop the potential of children with special needs for their survival which must always be dynamic and optimistic. As a prospective teacher, you should know the learning difficulties experienced by students in class, especially the difficulties of students in learning mathematics. The purpose of this study was to determine the factors of difficulty in learning mathematics for children with special needs for mild intellectual impairment. The subjects of the study were 1 grade IV student with the initiative "D". This study used qualitative descriptive method. Observation place at SDN Perwira Kota Bogor. Information collection is carried out by observation and interviews. The factor that causes difficulty learning mathematics is that "D" has a lack of self-confidence. Must do repetition in counting. Lack of motivation, lack of focus in concentration, having problems with the health of his body which resulted in "D having difficulty learning mathematics.

Learning Difficulties of Mathematics at Primary Level

The aim of this study was to identify the causes of difficulties in learning mathematics for students at the primary level. For this purpose, I selected a primary school in Ru Ru 04 of Gulmi District. I selected four students studying in Lamakharka Jhamadi primary school at grade five by applying purposive sampling. I used phenomenology within qualitative research design. I triangulated the collected data from students, teachers, and the parents of respective students. From this study, I found that language differences, parent’s carelessness, low economic status, an unfavorable school environment, and a lack of practice at home are the main causes of learning difficulties for students in mathematics.

Developmental dyscalculia is not associated with atypical brain activation: A univariate fMRI study of arithmetic, magnitude processing, and visuospatial working memory.

Functional neuroimaging serves as a tool to better understand the cerebral correlates of atypical behaviors, such as learning difficulties. While significant advances have been made in characterizing the neural correlates of reading difficulties (developmental dyslexia), comparatively little is known about the neurobiological correlates of mathematical learning difficulties, such as developmental dyscalculia (DD). Furthermore, the available neuroimaging studies of DD are characterized by small sample sizes and variable inclusion criteria, which make it problematic to compare across studies. In addition, studies to date have focused on identifying single deficits in neuronal processing among children with DD (e.g., mental arithmetic), rather than probing differences in brain function across different processing domains that are known to be affected in children with DD. Here, we seek to address the limitations of prior investigations. Specifically, we used functional magnetic resonance imaging (fMRI) to probe brain differences between children with and without persistent DD; 68 children(8-10 years old, 30 with DD) participated in an fMRI study designed to investigate group differences in the functional neuroanatomy associated with commonly reported behavioral deficits in children with DD: basic number processing, mental arithmetic and visuo-spatial working memory (VSWM). Behavioral data revealed that children with DD were less accurate than their typically achieving (TA) peers for the basic number processing and arithmetic tasks. No behavioral differences were found for the tasks measuring VSWM. A pre-registered, whole-brain, voxelwise univariate analysis of the fMRI data from the entire sample of children (DD and TA) revealed areas commonly associated with the three tasks (basic number processing, mental arithmetic, and VSWM). However, the examination of differences in brain activation between children with and without DD revealed no consistent group differences in brain activation. In view of these null results, we ran exploratory, Bayesian analyses on the data to quantify the amount of evidence for no group differences. This analysis provides supporting evidence for no group differences across all three tasks. We present the largest fMRI study comparing children with and without persistent DD to date. We found no group differences in brain activation using univariate, frequentist analyses. Moreover, Bayesian analyses revealed evidence for the null hypothesis of no group differences. These findings contradict previous literature and reveal the need to investigate the neural basis of DD using multivariate and network-based approaches to brain imaging.

An Analysis of Student’s Difficulties in Learning Mathematics at Madrasah Ibtidaiyah

An Analysis of Student’s Difficulties in Learning Mathematics at Madrasah Ibtidaiyah

Enhancing Time Reading and Recording Skills in First-Grade Children with Learning Difficulties Using the "Clock Motor Game".

This study aimed to explore the effect of the motor game, "Clock Motor Games", on the improvement of "Reading and Recording of Time" (RRT) in children with Grade 1 mathematical learning difficulties (MLDs). A within-school cluster-randomized intervention study was conducted with 232 children (aged 6-7 years) with limited physical education experience (0.7 ± 0.3 years). The participants were divided into two groups: a control group, which received conventional teaching on time without any additional motor activities, and an experimental group, which incorporated the concept of time with the "Clock Motor Game", for 3 weeks. The Clock-Reading Test was administered before the intervention (T0), immediately after each session (T1), and five weeks after the intervention (T2) in both groups. The results demonstrated that the experimental group exhibited significantly greater improvements in RRT performance compared to the control group (U = 4416.5; p < 0.001; r = 0.3; medium effect). Additionally, the experimental group was more likely to show progress and less likely to experience regression or stagnation compared to the control group (25% vs. 38.4%). The findings suggest that practicing "Clock Motor Games" can positively contribute to the RRT ability in children with Grade 1 MLD.

Teaching Multiplication Based on Realistic Mathematics Education to Students at Risk of Mathematics Learning Difficulties

This study aimed to develop, implement, and evaluate an RME-supported instructional design for primary school students with MLD risk who had difficulty in multiplication at the third-grade level. In this study, a design-based research method was utilized since it was aimed to apply and assess the RME-supported instructional design to primary school students with MLD risk. The study selected the participants from primary school students with mathematics learning difficulties who had difficulty in number concepts and operations with natural numbers at the third-grade level. Participant students were determined using the criterion sampling method. As data collection tools, the Numbers and Operations Mathematics Achievement Test (NOMAT), Learning Disabilities Symptom Screening Test, curriculum-based assessment, interview, and researcher diary were used. The content analysis method was used to analyze the data obtained from qualitative data collection tools. Descriptive statistics methods were used to analyze the data obtained from quantitative data collection tools. The data obtained from the research are presented under three themes: findings on analysis, design, and development, findings on implementation, and findings on evaluation. The research results show that teaching with RME-supported instructional design is effective in students' multiplication instruction and contributes to their permanent learning.

Effects of Principled Digitalized Interactive Components on Geometry Computer-Based Assessment in High Schoolers With Learning Difficulties in Mathematics: A Preliminary Investigation

This study investigated the effectiveness of four Digitalized Interactive Components (DICs) designed based on cognitive principles to accommodate individual differences among students with learning difficulties in geometry during computer-based assessments. The four DICs were annotations (allowing students to make notes on the screen), pop-up glossary (providing definitions of math terms upon clicking), signaling (displaying corresponding visual information upon clicking verbal information), and rotation (allowing students to rotate shapes). Sixteen high school students with mathematics difficulties participated in the study and were tested with and without the principled DICs. The findings indicate that the principled DICs statistically significantly improved students’ accuracy on the majority of tested problems and increased the average duration engaged in solving geometry problems. Analysis of video data revealed that the pop-up glossary was the most frequently used DIC, followed by signaling, while annotation was the least used.

A Systematic Review of Instructional Interventions Applied to Primary School Students with Mathematics Learning Difficulties

This study was undertaken to systematically analyze instructional interventions employed to enhance the mathematical performance of elementary school students with Math learning difficulties (MLD). Over 20 years (2003-2023), 34 articles that met the inclusion criteria were included in the analysis. The articles in the study were analyzed in terms of methodological and intervention characteristics. Methodological characteristics were analyzed in two categories: participant characteristics and tests for identifying students. Intervention characteristics were analyzed in six categories: grade level, instructional intervention, implementer, implementation method, intervention duration, and mathematics learning area. It was found that the articles examined generally targeted students with MLD, and standardized achievement tests were used to identify students. The articles reviewed determined that third grade students were studied as participant students and strategy teaching was frequently used as an intervention programme. In the reviewed studies, the instructional interventions applied to students with math learning difficulties were implemented mainly by expert implementers in small-group teaching. It was observed that the number of sessions for instructional interventions ranged from 4 sessions to 96 sessions, with an average intervention duration of 16.91 hours. Finally, it was determined that the instructional interventions in the analyzed studies mainly focused on the learning domain of numbers and operations as the mathematics learning area.

Development of &lt;i&gt;algebrameter&lt;/i&gt; for remediating junior secondary school students’ learning difficulties in mathematics

The purpose of the study was to develop mathematical instructional card game titled &lt;i&gt;algebrameter&lt;/i&gt; and determine its efficacy in remediating junior secondary school (JSS) students’ learning difficulties in algebra and geometry. The study employed research and development design. A sample of 120 JSS II students drawn from a population of 4800 JSS II students in Nsukka Education Zone, using multi-stage sampling procedure participated in the study. Algebra and geometry achievement test (AGAT) comprised 30 multiple choice questions developed by the researchers was used for data collection. The internal consistence of AGAT was determined using Kuder-Richardson formula 20 (KR-20) formula, which yielded α value of 0.82. Research questions were answered using mean and standard deviation while the hypothesis was tested using analysis of covariance. The results of this study revealed that students who were exposed to &lt;i&gt;algebrameter&lt;/i&gt; significantly performed better than students who were not exposed to &lt;i&gt;algebrameter&lt;/i&gt; package.

A meta-analysis on the effectiveness of strategies and programs used to address the mathematics learning difficulties

The present study aimed to obtain an empirical evidence about the effectiveness of strategies and programs used to address mathematical learning difficulties through studies published in some Arab periodicals and through adopting the meta-analysis method. Furthermore, the study investigated whether the efficacy of these strategies and programs differ according to the independent variables and educational stage in the selected studies. A systematic search of experimental and quasi-experimental studies published between 2012 and 2022 was conducted. 47 studies from a total of 154 studies met the study selection criterion. The results revealed that the average standard effect size (ES) for all studies included in the meta-analysis was 3.19, with a huge ES. The results also showed no difference in the efficiency of strategies and programs in the selected studies according to the independent variables and the educational stage.

ANALISIS FAKTOR INTERNAL KESULITAN BELAJAR MATEMATIKA KELAS V DI SEKOLAH DASAR QUR’AN AL- MUWAFFAQ KABUPATEN TANGERANG

Learning mathematics is one of the subjects that students are less interested in. One of the reasons is that mathematics is a subject that is difficult to understand or understand. The low interest of students in learning mathematics causes low student learning scores in mathematics. This study aims to determine the factors that cause learning difficulties in fifth grade students. The method used in this research is descriptive qualitative using data collection techniques in the form of kuesioner interviews. and documentation. Checking the validity of the data using triangulation. Data is analyzed through the steps of data collection, data reduction, data presentation, and drawing conclusions. The subjects in this study were students and teachers of class V with a total of 16 respondents, namely teachers of class V and students of class V. Based on the results of the study it was found that there were factors of learning difficulties in mathematics that caused low student learning scores.

Analisis Faktor Kesulitan Belajar Matematika Siswa Pada Materi Penyajian Data Di MIS TPI Sei Bamban Kec. Batang Serangan Kab. Langkat

This study aims to describe students' difficulties in learning mathematics in mathematics subject data presentation material in class V MIS TPI SEI BAMBAN. The goal is: 1.To find out the difficulties experienced by students in learning mathematics in the material for presenting data at MIS TPI SEI BAMBAN, 2.To find out the factors that cause students to have difficulty learning mathematics in the material for presenting data at MIS TPI SEI BAMBAN 3.For find what efforts were made in overcoming students' learning difficulties in Mathematics in the Data Presentation material at MIS TPI SEI BAMBAN Kec. Batang Serangan Kab. Langkat. This study used qualitative research methods. The techniques used to collect data are observation, interviews, and documentation. The conclusion from the results of this study namely : 1.Types of learning difficulties experienced by students, namely difficulties in understanding formulas, multiplication, division and in data presentation material, namely in line charts. 2.Then the factors that cause student learning difficulties consist of internal factors and external factors. Internal factors include attitudes in students and external factors, namely factors from outside the student's self. 3.Efforts made by the teacher, namely motivating students, learning in a fun way and increasing practice questions.

Analysis of Student Difficulties in Learning Mathematics in Class VIII Students at SMP Negeri 2 Hiliduho Academic Year 2021/2022

Learning difficulties are one of the external factors (from outside themselves) of students that have been identified as resulting in low student achievement in mathematics. These learning difficulties can be caused by many factors. This research aims to: (1) analyze students' difficulties in learning mathematics. (2) describe the student's mathematics learning difficulties in mathematics learning. This research was carried out at SMP Negeri 2 Hiliduho. This research is qualitative research with a descriptive approach. The results of data analysis show that: (1) in mathematics learning in Class VIII of SMP Negeri 2 Hiliduho, 69% of 23 students had difficulty learning mathematics. (2) Difficulty learning mathematics is caused by difficulty understanding concepts, difficulty finding the correct solution or formula to solve problems, students' lack of ability in operating numbers and students being unable to write answers correctly.

PENERAPAN TEKNIK SCAFFOLDING DALAM MENGURANGI MATHEMATICS ANXIETY SISWA PADA MATERI PELUANG

One of the difficulties in learning mathematics is anxiety. The level of anxiety can be seen from the students' responses in solving math problems. The process of minimizing these conditions in order to obtain better learning outcomes requires learning techniques that are in accordance with students' cognitive abilities. The learning technique that corresponds to this is the scaffolding technique. This study aims to analyze the factors that cause learning difficulties in mathematics in terms of math anxiety in the opportunity material for class X SMAN 2 Seunuddon and the results of applying scaffolding techniques to overcome the level of anxiety. The research approach is in the form of a qualitative descriptive type. X-2 grade students' research subjects. Data collection techniques used observation, tests, questionnaires, and interviews which were then analyzed using reduction, presentation and conclusion of data. Based on the test results, it was found that the difficulty of learning facts, concepts, operations and principles was 58%, 50%, 58% and 75%, respectively. Through interviews, it was found that the factors that caused students to experience learning difficulties were: difficulties in understanding the opportunity material, there were physical disturbances to students, lack of interest in studying mathematics, lack of self-motivation, teachers were less interesting in presenting material, lack of motivation from parents and inadequate facilities. Next, the scaffolding technique of the environmental provisions type was carried out. The test results after the technique was carried out found difficulty learning facts, concepts, operations and principles of 8%, 8%, 8% and 41%, respectively. Thus it was concluded that the use of scaffolding techniques of the environmental provisions type provided a significant reduction in students' difficulties caused by anxiety in working on word problems on probability material.

Evaluation of Students' Difficulties in Learning Mathematics in Complex Variable Material

Prospective mathematics teachers are required to be able to master facts and be able to give examples that exist in everyday life. A prospective mathematics teacher is expected to be skilled and mature in using media when operating, explaining and demonstrating direct objects that exist in any complex variable material. The aim of this study is to analyze the obstacles and difficulties of students in Mathematics. Two indicators for assessing mathematics learning outcomes: 1) Direct objects (Facts, Concepts, Skills, and Principles), and 2) Indirect objects (Internet and friends). Mixed methods research method. The subject of the complex variable mathematics course and the student object. Qualitative data collection techniques by observation, interviews, documentation and quantitative survey method collection techniques by distributing instruments. Analysis with, presentation, reduction, presenting bar charts, data synchronization and drawing conclusions. The findings, students' difficulties lie in the direct object, namely mastery of mathematical facts 95.55% and concept difficulties 91.11%, principle (formula) difficulties 91.11% and algorithms 75.55%. Students who get good grades online are assisted by indirect objects, namely the internet and other student discussion partners. In conclusion, students' obstacles and difficulties lie in the direct objects of fact indicators (definitions) and concepts. Material design, facts and concepts with group discussion models are learning solutions.