Mathematical Difficulties Research Articles

Architecture-influenced stress and diffusion for hierarchical 3D thick electrodes with multi-layer nanosheets

Hierarchical 3D thick electrodes with multi-layer nanosheets represent an important step in the advancement of electrode design and fabrication that allows more efficient charge transport beyond the limits of traditional electrodes. However, there is still a lack of systematic theoretical investigations of microstructure and kinetic diffusion on the stress development for such electrode at the mesoscale. Therefore, in this work, we propose a comprehensive modeling framework with a light by using plate theory together with a mechanical concept model based on structure constraint that can fully address the chemo-mechanical environment accounting for the failure of electrodes. Through extracting the basic building block of thick electrode, the model can describe the typical characteristics of the elaborated 3D architectures with a compliant backbone. Bilayer and three-layer sandwich-like nanosheets with different mechanical constraints reflecting structure flexibility are considered. Theoretical investigations reveal the influences of the mechanical constraint and heterogeneous electrochemistry on the stress evolution in thick electrodes. Although the analysis of transient ion diffusion in composite solids has been developed for almost 50 years, an exact closed-form solution for general electrochemical conditions is lacking owing to the mathematical difficulty. Here, for transient diffusion in bilayer and three-layer slab under both galvanostatic and potentiostatic charging, theoretical solutions giving a complete description of the spatial and temporal variation of lithium concentration and allowing ion exchange between each layer are derived by using the natural eigenfunction expansion method, which is particularly convenient. Such investigation has potential avenues for guiding design of high performance 3D thick electrodes and catching sight of the underlying mechanisms in the view of mechanics and diffusion considerations.

Teacher Collaboration in Overcoming Learning Mathematics

In efforts to achieve the goals of learning Mathematics there are various problems that make the learning objectives not optimally achieved, one of which is due to difficulties in learning Mathematics. Indicators for determining student learning difficulties are students not being able to master the subject matter in accordance with the allotted time, students obtaining low learning achievement ratings compared to other students and students not being able to achieve learning achievements according to their abilities, this requires collaboration from the teacher BK and Mathematics teachers in overcoming it. This research uses a qualitative approach with a descriptive type. The subjects in this study were counseling teachers, math teachers and 2 class XI students. Data collection techniques used are observation, interviews and documentation studies. Data were analyzed through several stages, namely data collection, data reduction, data presentation and data verification. The results of this study indicate that there is collaboration between the counseling teacher and the mathematics teacher in alleviating students' learning difficulties. The establishment of close collaboration between the two parties, students not only overcome their problems but students can develop fully and optimally.

Conception of Learning Objects with Feedback for Self-Regulation of Learning Mathematical Concepts Necessary for Differential and Integral Calculus

Background: Due to the high failure rates in engineering courses, it is of fundamental importance to seek alternatives that minimise the difficulties that students entering Brazilian universities have in the disciplines of the area of mathematics. An alternative is to use learning objects (LO) that allow students to be aware of their errors and encourage them to formulate hypotheses and solve problem situations, aspects that are fundamental for the self-regulation of learning. Objectives: To present the conception and evaluation of an LO with feedback that allows the student to self-regulate their learning with regard to the concepts of mathematics necessary for differential and integral calculus. Design: The research is based on the design science research - DSR methodology. In the first stage, detailed in this article, we sought to present the relevance of the problem and the artefact’s design proposal and the first phase of assessing this design. Setting and Participants: The LO was submitted to an online assessment by seven mathematics teachers and two mathematics education researchers. Data collection and analysis: It was carried out through the transcription of the videos recorded during the assessment via Google Meet. Results: The experts pointed out the potentialities of the LO to diagnose and remedy/intervene before possible errors made by higher education newcomers. Conclusions: After the assessment, the artefact was restructured and improved following the specialists’ notes. The following steps of the research will be the implementation of the complete version of the Los, with questions that explore the strata of numerical, algebraic, and functional knowledge. We expect that the educational product of this research will help students with their mathematical difficulties in DIC.

Impaired visuo-spatial statistical learning with mathematical learning difficulties

ABSTRACT Rapid extraction of temporal and spatial patterns from repeated experience is known as statistical learning (SL). Studies on SL show that after few minutes of exposure, observers exhibit knowledge of regularities hidden in a sequence or array of objects. Previous findings suggest that visuo-spatial statistical learning might relate to numerical processing mechanisms. Hence, the current study examines for the first time visuo-spatial SL in a population with a deficiency in the numerical system: individuals with mathematical learning difficulties (MLD). Thirty-two female participants (16 with MLD and 16 matched controls) were tested on a visuo-spatial statistical learning task. The results revealed that visuo-spatial SL was significantly worse in the MLD group than in a control group, although MLD performed as well as controls in a visual discrimination task. In addition, whereas the control group showed reliable visuo-spatial SL above chance, the MLD group did not. Because learned regularities can broadly facilitate cognitive processing, individuals with MLD may thus suffer from additional behavioural challenges beyond their numerical difficulties.

Online Psycho-educational Intervention in Mathematical Learning Difficulties

The present study shows the results of six case studies referring to an intervention applied to mathematical learning difficulties. Participants were 8 to 12 years old. The intervention considered mathematics as a language and it is theoretically based on Bronfenbrenner's bioecological model, Vygotsky's sociocultural theory and Peircean semiotics. The objective was to work on the development of academic skills associating mathematics with interactional social skills. The analysis was based on qualitative data collected during the intervention process and quantitative data from scales and instruments with pre- and post-intervention measures. However, due to the COVID-19 pandemic context, some methodological issues were affected, mainly because the evaluations took place before and in the midst of the pandemic. Social impacts of the pandemic have unevenly affected participants, especially adolescents and children. The pandemic had a worse effect on adolescents than on children, especially regarding procedures that involve memory, and those with attentional problems also had worse results.

Analysis of Mathematical Difficulties Facing Class IV Students in Dealing with Numeration Ability in the Age of Independent Curriculum

<p>Mayoritas siswa menganggap matematika sebagai mata pelajaran yang sulit, terlebih dengan adanya perubahan kurikulum yang digunakan sehingga banyak siswa mendapatkan hasil belajar matematika dibawah kriteria ketuntasan minimal yang menjadi salah satu patokan adanya kesulitan belajar. Tujuan dari penelitian ini yaitu untuk mendeskripsikan dan menganalisis kesulitan-kesulitan belajar matematika dan faktor penyebab yang dialami oleh siswa kelas IV SDN 1 Kalibagor dalam implementasi kurikulum merdeka. Pendekatan penelitian ini menggunakan metode deskriptif kualitatif yang digunakan untuk mendapatkan informasi kesulitan matematika pada kurikulum merdeka oleh siswa kelas IV. Dalam penelitian ini responden sebanyak 26 siswa dan 1 guru kelas IV. Hasil penelitian menunjukkan bahwa kesulitan yang dialami siswa meliputi kesulitan pemahaman konsep, penguasaan keterampilan matematika, serta kesulitan pemecahan masalah. Hal ini disebabkan karena adanya faktor internal dan eksternal. Oleh karena itu, perlu adanya bimbingan dan pendampingan dari guru maupun orangtua agar mampu mengatasi kesulitan belajar siswa.</p>

Identification and Academic Assessment Models for Students with Specific Learning Difficulties in Inclusive Elementary Schools

This study aims to identify students with special learning difficulties in inclusive primary schools and develop assessment models. The research subjects were inclusive elementary school students in Sleman Regency. Methods of collecting data were observation, tests, interviews, and surveys. The results showed that 85 students (18.27%) were identified as having certain learning difficulties. Male students have more specific learning difficulties than female students (55.3%: 44.7%). Specific learning difficulties were found in reading (26 students or 22.10%); in writing (23 students or 19.55%); and in mathematics (36 students or 30.60%). In assessing difficulties in writing, the researchers applied the practice of handwriting (beginner writing), spelling, and expressive writing. Informal and formal assessments were used to identify mathematical difficulties.

KESULITAN BELAJAR TARUNA DALAM PEMBELAJARAN MATEMATIKA TEKNIK TERHADAP KETERAMPILAN PEMECAHAN MASALAH

The objectives to be achieved in this study are to find out the causes of cadets' learning difficulties in learning Engineering Mathematics and provide solutions to overcome cadets' learning difficulties in learning Engineering Mathematics. The approach in this study uses a qualitative descriptive approach. This research was carried out in the DIII Aviation Rescue and Fire Fighting Study Program at the Palembang Aviation Polytechnic. The data sources used are words and actions, photos, written data sources, and graphics. Methods of data collection using interviews, observation, and documentation. The sampling technique used is sampling with a sample of cadets. The results of this study obtained that the factors of learning difficulties for cadets in learning Engineering Mathematics were the lack of learning time, the lack of varied sample questions, the lack of learning resources, the lack of understanding of the material, and the absence of peer tutors. The solution in this research is to provide a collection of questions and how to solve them, add learning resources with books or modules, and appoint peer tutors as tutors when

Discourses of risk and hope in research on mathematical learning difficulties

Discourses of risk and hope in research on mathematical learning difficulties

Twenty years' experience of immune thrombocytopenia and intracranial haemorrhage in the Nordic countries-A NOPHO study.

Twenty years' experience of immune thrombocytopenia and intracranial haemorrhage in the Nordic countries-A NOPHO study.

Mathematics difficulties are related to mathematics anxiety in children with epilepsy: An online study

AimChildren with epilepsy have an increased risk of difficulties with mathematics. Research into the mathematics difficulties of children with epilepsy, however, is limited. This study sought to determine whether the mathematics difficulties of children with epilepsy are related to mathematics anxiety over and above other previously identified factors (reading difficulties, generalized anxiety, and working memory). MethodSeventy-nine parents of children with epilepsy and 72 parents of typically developing children completed online questionnaires on their child’s mathematics and reading difficulties (CLDQ; Colorado Learning Difficulties Questionnaire), mathematics anxiety (mAMAS; Modified Abbreviated Math Anxiety Scale), general anxiety (SCAS; Spence Child Anxiety Scale), and working memory (BRIEF-2; Brief Rating Inventory of Executive Function-2nd Edition). Questionnaires also collected demographic information and epilepsy variables. ResultsChildren with epilepsy had higher scores on the CLDQ mathematics subscale (CLDQm) and the mAMAS compared to typically developing children. Younger age of epilepsy onset, higher seizure frequency, and a greater number of anti-seizure medications accounted for 20.4% of the variance on the CLDQm. The CLDQ reading subscale (CLDQr) justified an additional 14% of the variance on the CLDQm. Finally, the mAMAS explained 20.2% of the variance on the CLDQm, after controlling for epilepsy variables and CLDQr. In contrast, the BRIEF-2 and SCAS did not account for a significant amount of variance on the CLDQm. SignificanceMathematics anxiety is the most significant contributor to mathematics difficulties experienced by children with epilepsy. Difficulties with reading and epilepsy factors also have significant, albeit smaller contributions to mathematics difficulties in this clinical population. Given the multiplicity of factors contributing to mathematics difficulties, a comprehensive, multidisciplinary treatment is needed.

Analisis Kesulitan Belajar Matematika Siswa Di Kelas VI SD Negeri 101944 Deli Muda


 
 
 
 Decreased student learning outcomes indicate the occurrence of difficulties in learning. This research was conducted to determine students' learning difficulties in mathematics in grade VI, the level of students' learning difficulties in mathematics, and to find out the causes of students' learning difficulties in mathematics in class VI SD Negeri 101944 Deli Muda. The research design is descriptive analysis, where this research uses quantitative research methods. the level of learning difficulties of students, especially in learning mathematics in class VI amounted to 63.1% which were identified as having learning difficulties in class, or in other words there were 12 out of 19 students / I who experienced learning difficulties with the type of learning difficulties in mathematics (Discalculia) which included difficulties in understand the concept of arithmetic in the material for addition of integers, mixed arithmetic operations, and understand how to solve problems in the material for solving area and perimeter problems in plane and geometric shapes. There is 5.2% at the level of difficulty with the type of reading difficulty or (dyslexia) or in other words there is 1 student who experiences an error when reading the questions. The level of difficulty with the type of writing learning difficulty (Disgraphia) is 0%, because there are no students in grade VI who have difficulty writing. There are several factors that cause learning difficulties in mathematics to occur, namely internal factors that occur from within the student, which include student interest and motivation in learning, study habits, and the health condition of the student's body. While external factors that occur from outside the student's self, which include environmental conditions, the relationship between teacher and student, and media/learning aids.
 
 
 

Kesulitan Belajar Siswa dan Penanganannya pada Pembelajaran Matematika SD

One of the subjects that most students experience problems and find it difficult to understand the concepts is mathematics. The task of a teacher is not only to transfer knowledge or convey learning knowledge to students in the classroom. Meanwhile, most of the students explained that subjects related to calculations were subjects that were difficult to understand. The aim is to find out strategies for dealing with learning difficulties in mathematics at the elementary school level. The writing of this article uses a qualitative type. The results of this study are that learning difficulties in mathematics can be caused by internal factors, including study habits, students' attitudes and motivation, students' interest in learning, and sensory abilities. While the description of external factors, including learning facilities, the relationship between students and teachers, and teaching methods used by educators. The conclusion is the way of handling students' mathematics learning difficulties at the elementary school level, including blended learning is used, self-resilience curriculum is implemented by well, using IT is optimized in the learning process, additional learning-based mathematics remedial is given to students, and students' learning difficulties in mathematics are diagnosed as early as possible.

Unlocking Students Areas of Difficulties in Mathematics through the Teachers Creativity Fostering Behaviours

Creativity fostering behaviours of teachers are essential in every teaching and learning environment. It promotes teachers’ consistent efforts that are aimed at enhancing independent and flexible thinking. It also equips students with a variety of knowledge and materials for divergent thinking, encourages novel ways of solving problems and helps students cope with obstacles and failures. Unlocking students’ academic potential is a priority for many researchers and practitioners within the educational context. Reports on students’ academic achievement in mathematics revealed that there are areas of difficulties among the students. It could be that these areas of difficulties have led to poor academic achievement in mathematics over the years. On issues relevant to this study, teachers should give students direct feedback, encourage autonomy, re-word assignments to promote creativity and also create an accepting environment. Mathematics anxiety, inadequate problem-solving skills, lack of conceptual understanding and language barriers in mathematics were all highlighted as challenges of students’ difficulties in mathematics. Theoretically, this study was anchored on Self-Determination Theory. Practically, students, teachers, parents, educational administrators, government and researchers are all expected to benefit from the findings of this study. The ability to be creative, to create something from personal feelings and experiences, can reflect, nurture and unlock students’ understanding of mathematical concepts. The educational implications was highlighted and it was recommended among others that teachers should provide opportunities for students to share strengths and weaknesses as this in turn increases students’ active participation in the classroom.

WizardOfMath: A top-down puzzle game with RPG elements to hone the player's arithmetic skills

As one of the important education subjects’ mathematics difficulties can lead to tension and be described as the most hated or feared subject. This study aims to create a puzzle game application with RPG elements called WizardOfMath to increase a user's interest in mathematics subject. The research method includes a method called Game Development Life Cycle (GDLC), which has a pre-production stage that is suitable for game development rather than the Waterfall method. A game application is built based on the prior requirement gathering. The evaluation was arranged using the Game Experience Questionnaire (GEQ) survey which is performed by providing an online form to the public. Reliability test of GEQ modules meets Cronbach's Alpha value above 0.7 and the validity test of the r table is greater than 0.05. The results calculation of the Game Experience Questionnaire (GEQ) from a total of 55 participants and 3 modular structures, which are the Core module, In-game Module, and Post-game Module obtained an average score of 4.06, 3.88, and 3.57 for positive aspects and 2,72, 2.67, and 2,61 for the negative aspect. The contribution of this study shows this puzzle game application with RPG elements decreased user tension and the negative effect of being involved with mathematics subjects.

Center manifold theory for the 1-dimensional collective motions of camphor disks with delta functions in the <inline-formula><tex-math id="M1">$ L^2 $</tex-math></inline-formula>-framework

Camphor boat and disk are types of interfacial self-propellers that rely on the modification of forces present at the air-liquid interface. In a one-dimensional circuit, self-organized congestion and clustering phenomena are observed experimentally and numerically [11,43]. Although the center manifold theories proposed in [5,7] are useful in the analysis of collective motions, the requirement in the reduction process is not fulfilled because the linearized operator involves Dirac delta functions. To overcome such mathematical difficulties, a theory in the $ (H^1)^* $-framework was developed in [17]. However, the reduced equation does not include any nonlinearity. Thus, information on the collective motions could not be obtained. The objectives of the present study are to propose a new approach to establish the existence and uniqueness of a center manifold in a system with delta functions in the $ L^2 $-framework and to derive a reduced system with suitable nonlinearity from the original model in [33].

OPTIMAL TEMPERATURE DISTRIBUTION FOR A NONISOTHERMAL CAHN-HILLIARD SYSTEM IN TWO DIMENSIONS WITH SOURCE TERM AND DOUBLE OBSTACLE POTENTIAL

In this note, we study the optimal control of a nonisothermal phase field system of Cahn-Hilliard type that constitutes an extension of the classical Caginalp model for nonisothermal phase transitions with a conserved order parameter. It couples a Cahn-Hilliard type equation with source term for the order parameter with the universal balance law of internal energy. In place of the standard Fourier form, the con­stitutive law of the heat flux is assumed in the form given by the theory developed by Green and Naghdi, which accounts for a possible thermal memory of the evolution. This has the consequence that the balance law of internal energy becomes a second-order in time equation for the thermal displacement or freezing index, that is, a primitive with respect to time of the temperature. Another particular feature of our system is the presence of the source term in the equation for the order parameter, which entails further mathematical difficulties because the mass conservation of the order parameter is no longer satisfied. In this paper, we study the case that the double-well potential driving the evolution of the phase transition is given by the nondifferentiable dou­ble obstacle potential, thereby complementing recent results obtained for the differentiable cases of regular and logarithmic potentials. Be­sides existence results, we derive first-order necessary optimality condi­tions for the control problem. The analysis is carried out by employing the so-called deep quench approximation in which the nondifferentiable double obstacle potential is approximated by a family of potentials of logarithmic structure for which meaningful first-order necessary opti­mality conditions in terms of suitable adjoint systems and variational inequalities are available. Since the results for the logarithmic poten­tials crucially depend on the validity of the so-called strict separation property which is only available in the spatially two-dimensional situ­ation, our whole analysis is restricted to the two-dimensional case.

Mathematics difficulties in early primary children

Mathematics difficulties in early primary children

The relationship between approximate number system and mathematical ability of children with mathematical difficulties

The relationship between approximate number system and mathematical ability of children with mathematical difficulties

Optimum Use of LMS for Dynamic Mathematics Classrooms in Blended Mode

Recently the education industry has moved at an increasing pace towards quality assurance programs. There is a high demand for efficient use of Information and Communication Technology (ICT) in education, especially to improve the quality of mathematics education. After COVID-19 lockdowns, ICT has become essential in the era of blended learning. Variations in pedagogy and assessments in mathematics are always challenging. Due to difficulties in learning mathematics, the need for innovative mathematical pedagogy is rising daily in online and blended learning environments. Through this paper, the authors attempt to provide more opportunities to mathematics teachers and students to learn through LMS. Through KJSCE-LMS (Moodle based LMS specially customized for students of K J Somaiya College of Engineering (KJSCE), Mumbai), the authors demonstrate the optimum use of innovative Teaching-Learning-Evaluation (TLE) techniques that can be easily practiced in online or blended mode of mathematics education. These technology-enhanced TLE methods were applied in the first year undergraduate engineering mathematics classroom in the urban part of India. To check the promethean ways to enhance pedagogical learning experiences by students, qualitative and quantitative surveys were conducted. Results of the survey reveal that teachers' systematic usage of KJSCE-LMS can make mathematics learning easy, effective and meaningful. 98% of the students agreed that the contents uploaded on LMS helped them to understand the concepts effectively. LMS can also help strengthen the learning process, motivate students, improve their learning outcomes, and positively impact their wholesome development. Keywords—Assessment; Blended learning; Innovative teaching techniques; LMS; Mathematics education; Pedagogy; Online assessments