Elementary Math Research Articles

Unplugged activities in the elementary school mathematics classroom: The effects on students’ computational thinking and mathematical creativity

The rapid development of artificial intelligence technology has led to the proliferation of computational thinking (CT) education. However, research on unplugged activities’ influence in elementary math classrooms is limited, despite some exploring programming's cognitive benefits. This study presents both qualitative and quantitative analyzes stemming from a ten-week quasi-experimental research endeavor, specifically tailored for third-grade students. The research devised a series of unplugged activities, encompassing mathematical games, hands-on construction of mathematical logic boards, and calculating shopping discounts. The overarching objective was to investigate the impact of these unplugged activities on students’ mathematical creativity and CT. Students participating in a mathematics curriculum based on unplugged activities (N = 47) were compared with students participating in a traditional lecture-based mathematics curriculum (N = 46). The results indicated that unplugged activities exhibited significant advantages in fostering students’ CT and mathematical creativity across three dimensions, namely, problem-posing creativity (t = 5.830, p < 0.01), problem-solving creativity (t = 6.633, p < 0.01), and creative self-efficacy (t = 7.554, p < 0.01). Furthermore, the study revealed a relationship between students’ mathematical creativity as a predictor of CT. The results of the quantitative analysis were supported by the teacher's and students’ interview data, and the students felt excited and interested in the unplugged activities, whereas some students using the lecture-based method reported boredom and lack of interactivity. This research offered valuable insights for mathematics and CT education practice, underscoring unplugged activity as an innovative instructional approach that brings forth new possibilities for traditional mathematics teaching, with potential applications in the K-12 curriculum.

The Effectiveness of Khan Academy in Teaching Elementary Math

The Effectiveness of Khan Academy in Teaching Elementary Math

Does a language model “understand” high school math? A survey of deep learning based word problem solvers

AbstractFrom the latter half of the last decade, there has been a growing interest in developing algorithms for automatically solving mathematical word problems (MWP). It is a challenging and unique task that demands blending surface level text pattern recognition with mathematical reasoning. In spite of extensive research, we still have a lot to explore for building robust representations of elementary math word problems and effective solutions for the general task. In this paper, we critically examine the various models that have been developed for solving word problems, their pros and cons and the challenges ahead. In the last 2 years, a lot of deep learning models have recorded competing results on benchmark datasets, making a critical and conceptual analysis of literature highly useful at this juncture. We take a step back and analyze why, in spite of this abundance in scholarly interest, the predominantly used experiment and dataset designs continue to be a stumbling block. From the vantage point of having analyzed the literature closely, we also endeavor to provide a road‐map for future math word problem research.This article is categorized under: Technologies &gt; Machine Learning Technologies &gt; Artificial Intelligence Fundamental Concepts of Data and Knowledge &gt; Knowledge Representation

More Evidence of Low Inter-Rater Reliability of a High-Stakes Performance Assessment of Teacher Candidates

From 2010 to 2015, our school of education used the Performance Assessment for California Teachers (PACT), a summative assessment designed to assess preservice teacher competence. Candidate portfolios were uploaded to an evaluation portal, and trained evaluators assigned a final score of Pass or Fail to the work samples. Three consensus estimates of inter-rater reliability of 181 candidate portfolios that were either double- or triple-scored were computed. Two chance-corrected estimates of inter-rater reliability (Cohen’s kappa and Gwet’s AC1) and percent agreement were computed and calculated within five content areas: elementary math, secondary history/social science, math, science, and English language arts. An initial Pass or Fail score was not more likely to be followed by either a Pass or Fail score given by a subsequent evaluator. Inter-rater reliability was interpreted as being low across all content areas that were examined. None of the percent agreement coefficients attained the minimum standard of 0.700 for consensus agreement. Increasing research access to proprietary double-scored data would lead to an increased understanding of, and perhaps improvement in, teacher performance assessments.

The Effects of Out-of-School Learning Environments on STEM Education: Teachers’ STEM Awareness and 21st-Century Skills

This study was carried out within the scope of a nature education and science camp project. It aimed to investigate the effects of STEM activities conducted in out-of-school environments on teachers’ STEM awareness and 21st-century skills. The research was designed according to the explanatory sequential pattern of the mixed method, and the quantitative and qualitative methods are the continuation of each other. Twenty-three science, elementary math, technology, and design teachers who worked at public middle schools participated in a six-day program that integrated STEM subjects with out-of-school learning. Seven different STEM-integrated out-of-school activities were implemented for six days in one of the central Anatolian regions in Turkey. STEM awareness and 21st-century skills scales were implemented in the study for data collection. A semi-structured interview was also conducted with teachers. The aim was for the teachers who participated in the project to integrate out-of-school and STEM education and then transfer this newly gained knowledge to their students. Both quantitative and qualitative findings support that teacher’s acquisition of knowledge and skills throughout the science camp would support their students’ craft, analytical thinking, motivation, problem-solving skills, and self-esteem. As such, out-of-learning environments should be used more in both STEM and 21st-century skills education.

Implementation of Informal Formative Assessment in An Elementary Math Classroom: A Case Study

A large body of research has shown the effectiveness of formative assessment on student learning. Yet research on teachers’ implementation of formative assessment is relatively underdeveloped. In addition, there has been a lack of effective instruments for observing teachers’ formative assessment practices. This study focuses on the ongoing informal formative assessment and explores the nature of one experienced elementary teacher’s formative assessment practices by drawing on a sociocultural perspective and the tool of Formative Assessment Rubrics, Reflection, and Observation Protocol. Primary data sources include classroom observations, interviews, and artifacts. Using inductive and deductive coding approaches, the study found the importance of creating a classroom culture of valuing and foregrounding student ideas when teachers communicate learning targets and elicit students’ thinking. In addition, the study sheds light on the teacher’s questioning practice with variations during informal FA. The study has implications for future research.

Interactive Learning Media With Augmented Reality (AR) Geogebra for Teaching Geometry in Elementary School

In Semarang's elementary maths education, augmented reality (AR) and three-dimensional tech are underused in geometry instruction. These technologies promise an engaging and interactive presentation of three-dimensional objects. Presently, educators are confined to traditional tools like PowerPoint, providing a less immersive learning experience. This study addresses this gap with AR Geogebra, a tailored interactive tool for geometry instruction. Developed using the ADDIE model, the study involved fifty fifth-semester university students. Notably, material and media validation scored 90%, deeming it "extremely valid." Practicability, assessed by the experimental class and subject teacher, reached 90%, indicating high practicability. Post-test results showed an N-gain of 0.39 for the exposed group, surpassing the control group's 0.02. In conclusion, AR Geogebra proves an effective pedagogical approach for geometry instruction in elementary maths education.

Relationships between elementary mathematics specialist certification, knowledge, beliefs, and classroom learning environments

AbstractWe report on the differences in mathematics learning environments in classes taught by certified Elementary Math Specialists (EMSs) (n = 28) and their peers (n = 33) as determined by observations of instruction. We used path analysis to examine how variables such as mathematical knowledge for teaching, beliefs, and background characteristics were related to the learning environment. We used the Classroom Learning Environment Measure (CLEM) observation protocol, which attends to aspects of mathematics lessons such as opportunities for students to justify their reasoning and attend to mathematical concepts. Our analysis revealed that learning environments incorporating such elements were significantly more prevalent in classes taught by EMSs, and that there were two paths indicating mediation effects on the relationship between EMS status and learning environment. One path was related to teachers’ beliefs about the primacy of computation in learning mathematics; the other path was related to teachers’ mathematical knowledge for teaching and their beliefs about the extent to which mathematical knowledge is constructed by the learner. We share implications for EMS programs and recommendations for future research on the impact of EMSs in elementary schools.

The method of using the online course “Creative Thinking through Learning Elementary Maths” in the Mathematics teacher training system

The article offers the method of using the online “Creative Thinking through Learning Elementary Maths” and the results of checking the effectiveness of the implementation of this course in the mathematics teacher training system. The research substantiates the possibility of three methodological options for combining educational materials of the online course with the study of the educational discipline “Elementary Mathematics”. The methodological options are chosen depending on the number of credits assigned to the study of the elementary mathematics course at the university. Practical tasks of the course were focused on the organization of students’ activities (recognition, classification, solving and creation) with Rich tasks of three levels of complexity. The results of control tests in Elementary Mathematics give grounds for concluding about the effectiveness of the developed method.

Incorporating Nutrition Education into an Elementary Math Camp

Incorporating Nutrition Education into an Elementary Math Camp

THE IMPORTANCE OF MASTERING MATHEMATICAL CONCEPTS IN SOLVING MATHEMATICAL PROBLEMS IN ELEMENTARY SCHOOLS

Teachers realize that mathematics is often considered a subject that is less desirable, feared, and avoided by most students. Various alternatives are used by teachers in learning mathematics, both the mathematical approach and the methods used so that students can master mathematical concepts and can solve problem solving problems. The purpose of this article is to describe the importance of mastering mathematical concepts in solving elementary math problems. Mastery of mathematical concepts is the basis for being able to solve mathematical problems with higher order thinking. In basic education students are directed to have cognitive abilities, namely analyzing (C4), evaluating (C5) and even creating (C6). These abilities are closely related to many of the questions that lead to solving mathematical problems. So that the teacher trains students to be able to solve mathematical problems, where students must have the ability to master mathematical concepts.

Penguatan Konten Matematika bagi Guru Sekolah Dasar di Kecamatan Takari Kabupaten Kupang

Mathematics material for some elementary school teachers in Takari District, Kupang Regency, NTT is difficult material. So that learning mathematics tends to only train technical skills in counting while understanding and thinking skills are ignored. In general, there are three main problems, namely: 1) many teachers have misconceptions about elementary mathematics material, 2) many teachers have difficulty solving elementary math problems, 3) many teachers are not able to plan mathematics lessons according to the cognitive level of elementary students. So that mathematics is seen as an arithmetic procedure which causes more drill methods to be given to students, there is anxiety in learning mathematics, and learning activities are not innovative. The objectives of this PKM are 1) increasing understanding of elementary mathematics content, 2) developing teacher skills in solving problems and designing elementary mathematics learning, 3) cultivating teacher quality commitment to self-development related to their professional duties. The Strengthening Mathematics Content Activity for Elementary School Teachers was held in the SDI Bokong 1 Hall on June 21-23 2022. The participants in this activity were elementary school teachers in Takari District from 34 elementary schools totaling 50 people. The material presented is numbers and geometry as well as learning. The results obtained by the category of teachers' understanding of elementary mathematics material tended to be good, namely 38% of teachers were in the good category and 62% of the teachers were in the very good category.

Students Helping Students: Implementation of Elementary Math Facts Fluency Interventions by High Schoolers

Many schools face barriers that hinder access to services, including limited funding and staff trained in evidence-based interventions. In particular, rural schools must provide targeted intervention to promote academic growth and narrow achievement gaps despite these barriers. One seldom-considered solution to ease the resource costs in the provision of intervention services is to provide high school students with the training and supervision necessary to carry them out. Thirty elementary students participated in an explicit timing intervention administered by either a high school student or graduate student in school psychology. A 2 × 2 mixed factorial ANOVA found significant growth from pre- to post-test with no effects of interventionist education level. These findings imply that school-based interventionists may be able to expand the reach of their practice by recruiting and training older students to carry out interventions.

The use of blended learning to promote learner-centered pedagogy in elementary math classrooms

The use of blended learning to promote learner-centered pedagogy in elementary math classrooms

코로나19 발생 전후 초등학교 3, 4학년의 수학 학업성취도 변화

Objectives The purpose of this study is to empirically verify whether there is a change in the mathematical achievement of 3rd and 4th grade elementary students before and after COVID-19, focusing on latent profile analysis. Methods For this purpose, tests were conducted using the Elementary Math Word-problem Curriculum Based Assessment before the COVID-19 pandemic(2019) and after the COVID-19 pandemic(2020). Excluding the data with missing values, the main results obtained by analyzing the data of 324 3rd graders and 280 4th graders, total 604 students in 2019 and 389 3rd graders and 317 4th graders, total 706 students in 2020 are as follows. Results First, as a result of examining the difference in mathematical achievement for each sub-domain between the 3rd and 4th graders in 2019 and 2020, it was found that there was no significant difference in the 3rd grader, but the 4th grader showed a decrease in mathematical achievement. In particular, the decline in academic ability was remarkable in the areas of figures and measurement, which is important to understand concepts using concrete objects. Second, as a result of latent profile analysis for 3rd grader, the number of latent profile from 4 in 2019 decreased to 3 in 2020. Third, as a result of latent profile analysis for 4th grader, It was confirmed a polarized distribution with decreasing middle class ratio. Conclusions This means that elementary school students also have an achievement gap due to COVID-19. Based on the results of this study, the significance and limitations of this study were discussed.

Pengayaan Materi Matematika Bagi Siswa Kelas 3 di SD Negeri 040457 Berastagi

The purpose of this service activity is to provide enrichment of math material for grade 3 students who support in solving elementary math problems, and provide training in working on elementary math problems. This service activity lasts for a month and is carried out after school hours are finished. Free tutoring activities are carried out with the aim of teaching students to be able to overcome the problem of decreased interest in learning and low ability of students in mathematics, due to the length of the online learning process due to the Covid-19 pandemic. The community service team carried out PKM activities at SD Negeri 040457 Berastagi from February 2 2022 to February 26 2022, every Tuesday to Friday for one and a half hours. This service activity is carried out with an emphasis on strategies for working on short questions and description questions. Evaluation of the implementation of activities is carried out by holding a free test / giving questions to work on before the activity and the post test is retested after the activity. The learning process is carried out with guidance in small classes and using learning media such as lists of numbers, addition tables, multiplication tables, etc. to attract students' interest. The results of the activity showed an increase in students' interest in learning and math skills up to 75%. This proves that students can be more enthusiastic about learning if mentoring and direct interaction are provided.

Pelatihan Pembelajaran Matematika Inovatif di Sekolah Dasar

Community service activities in the form of elementary mathematics learning training. This activity was carried out at SDN 032 Kebun Sari, Wonomulyo District, Polman Regency, West Sulawesi, Indonesia. Participants in the community service activities were elementary school mathematics teachers who were members of the Teacher Working Group in Wonomulyo District, Polewali Mandar Regency. The objectives of the community service activities are: (1) Increasing knowledge of innovative mathematics learning strategies for elementary school teachers; and (2) Increasing the knowledge of elementary school teachers about elementary math concept knowledge. Community service activities have increased elementary mathematics teachers' understanding of learning strategies and knowledge of elementary math concepts for math teachers in the Wonomulyo sub-district.

Analysis of Elementary Math Word Problems Based on AI Deep Learning

Analysis of Elementary Math Word Problems Based on AI Deep Learning

Elementary math in elementary school: the effect of interference on learning the multiplication table

Memorizing the multiplication table is a major challenge for elementary school students: there are many facts to memorize, and they are often similar to each other, which creates interference in memory. Here, we examined whether learning would improve if the degree of interference is reduced, and which memory processes are responsible for this improvement. In a series of 16 short training sessions over 4 weeks, first-grade children learned 16 multiplication facts—4 facts per week. In 2 weeks the facts were dissimilar from each other (low interference), and in 2 control weeks the facts were similar (high interference). Learning in the low-similarity, low-interference weeks was better than in the high-similarity weeks. Critically, this similarity effect originated in the specific learning context, i.e., the grouping of facts to weeks, and could not be explained as an intrinsic advantage of certain facts over others. Moreover, the interference arose from the similarity between facts in a given week, not from the similarity to previously learned facts. Similarity affected long-term memory—its effect persisted 7 weeks after training has ended; and it operated on long-term memory directly, not via the mediation of working memory. Pedagogically, the effectiveness of the low-interference training method, which is dramatically different from currently used pedagogical methods, may pave the way to enhancing how we teach the multiplication table in school.

Capturing Multiple Sources of Change on Triannual Math Screeners in Elementary School

AbstractBayesian latent change score modeling (LCSM) was used to compare models of triannual (fall, winter, spring) change on elementary math computation and concepts/applications curriculum‐based measures. Data were collected from elementary students in Grades 2–5, approximately 700 to 850 students in each grade (47%–54% female; 78%–79% White, 10%–11% Black, 2%–4% Hispanic/Latino, 2%–4% Asian, 2–4% Native American or Pacific Islander; 13%–14% English learner; 10%–14% had special education individualized education plans). Results converged with common nonlinear growth patterns from the assessment norms and prior independent findings. However, Bayesian LCSMs captured practically relevant sources of change not observed in prior studies. Practical and methodological implications for screening and data‐based decision‐making in multitiered systems of support, limitations, and future directions are discussed.