Enhance Mathematics Learning Research Articles

Local Language Explanation-Infused Learning Material (LLE) and Activity-Based Formative Assessment (AFA): Enhancing Mathematics Learning

The study employed mixed-method research, specifically a pre-experimental case study, to explore the influence of implementing local language explanation-infused learning material (LLE) and activity-based formative assessment (AFA) on mathematics learning. The t-test for dependent samples was used to analyze the influence of LLE and AFA on students' mathematics learning. Thematic analysis of the data from informal interviews, focus group discussions, and observations was used to support the findings. The participants were 38 Grade 9 students from one of the public secondary high schools in the Philippines, identified through purposive sampling and selection criteria. The findings showed that using LLE and AFA significantly improves mathematics learning along with illustrating, modeling, and problem-solving with small to medium effect sizes. The thematic analysis results show that the use of LLE is helpful for students to study independently because they find the lessons more straightforward to understand. The use of AFA helps students enjoy learning through individual and group activities, leading to the development of analytical and critical thinking. The study recommends integrating local languages into instructional materials, providing teacher training on LLE and AFA, ensuring resources of adequate sort for formative assessments, and strengthening monitoring mechanisms to enhance the implementation of these practices in the classroom.

Using social robots as inclusive educational technology for mathematics learning through storytelling

Introduction: This exploratory study investigates the potentials of social robots as an inclusive educational technology to enhance mathematics learning. Methodology: More specifically, we investigate the effectiveness of the social robot Pepper in engaging students in inclusive didactic activities through storytelling and providing them with immediate, personalized and emotional feedback. Our focus is on integrating innovative artificial intelligence (AI) with Universal Design for Learning (UDL) principles. The research sample consisted of five students, engaging with Pepper in inclusive mathematics sessions. Results: Our results suggest that the use of Pepper significantly increases student engagement by providing them personalized support. Discussions: The robot’s capacity for dynamic and empathetic student interaction creates a more stimulating and encouraging learning environment. Conclusions: This study shows the potential of social robots in inclusive education, especially when it comes to enabling tailored learning experiences for students in mathematics education that adapt to their various needs. The results of this study need to be validated through future research involving more participants over a long period of time

Enhancing Mathematics Learning Outcomes of First-Grade Students through the STAD Cooperative Learning Model

This study aims to investigate the enhancement of mathematics learning outcomes through the implementation of the STAD cooperative learning model. Employing a classroom action research approach, the study unfolds across two cycles. The subjects consist of 29 first-grade students, comprising 10 male and 19 female students. Data collection techniques encompass observation, tests, and documentation, facilitated by observation sheets and written tests as research instruments. Data analysis involves both qualitative and quantitative descriptive analysis. Results indicate that the utilization of the STAD cooperative learning model significantly improves students' mathematics learning outcomes. This improvement is evidenced by the progressive increase in the class's average test scores across each cycle, with average scores rising from 54.48 in the pre-cycle to 70.52 in cycle I and further to 82.6 in cycle II.

Grade 11 Learners' Ability to Formulate Mathematics and Mathematical Literacy Questions within a Real-World Soccer Context in Tshwane, South Africa

Learners are often tasked with activities that require them to solve problems in mathematics classrooms. Problem posing is one of the teaching strategies that can enable learners to appreciate the mathematics concepts to be extracted from familiar or everyday situations. However, problem posing, as a teaching and learning strategy, is mostly under-utilised, despite its potential to enhance mathematics learning. This article explores how Grade 11 learners pose Mathematics and Mathematical Literacy questions from a 2010 FIFA World Cup soccer match and determines the extent to which the questions posed by learners mirror the given soccer context. The study involved 42 participants, comprising 22 Mathematics and 20 Mathematical Literacy learners from a high school in the Soshanguve township in Tshwane, South Africa. Participants were selected through purposive sampling. Data were collected through a written task in which learners were given a scenario in the form of an extract from a 2010 FIFA World Cup soccer match report. The qualitative findings of the study show that learners were generally capable of posing or formulating questions based on the real-life soccer context provided. The analysis showed that (a) Mathematics learners formulated more questions with more mathematical terms in them than Mathematical Literacy learners did, and (b) Mathematical Literacy learners formulated questions that were more aligned to the analysis of the game than was the case with Mathematics learners. We argue that learners’ responses to the task were consistent with how they were socialised with the Mathematics and Mathematical Literacy discourse.

Metode Peer-Assisted Learning Srategies (PALS) untuk Meningkatkan Hasil Belajar Matematika Siswa SMK

Peer-Assisted Learning Strategies (PALS) is a teaching method that has been relatively underexplored in current research. PALS aims to enhance the academic performance of 10th-grade students at TJKT 2 Vocational School, Muhammadiyah 5 Jember, and to determine the impact of utilizing Peer-Assisted Learning Strategies (PALS) on the mathematical learning outcomes of these students. This method is a form of cooperative learning with peer assistance serving as tutors. This study employs an action research approach to improve the teaching process. The research process involves several steps, including initial idea generation, pre-survey, diagnosis, planning, action implementation, observation, and reflection. Students are organized into several groups to carry out the Peer-Assisted Learning Strategies (PALS) learning method. The subjects of this research are 24 students in the 10th-grade Computer Networking and Telecommunications program at SMK Muhammadiyah 5 Jember during the second semester of the 2022/2023 academic year. Data collection is conducted through mathematics test results. The research findings indicate that, prior to the intervention, only 38% of the students passed the assessment, while 62% did not. After implementing the Peer-Assisted Learning Strategies (PALS) method, the mathematical learning outcomes significantly improved, with 75% of the students passing and 25% remaining below the passing threshold. Based on these results, it can be concluded that the implementation of Peer-Assisted Learning Strategies (PALS) can enhance mathematics learning.

Student Perceptions and Experiences in Mathematics Classrooms: A Thematic Analysis

Classroom experiences contribute to learners' perceptions and interest in a particular subject. The present study aims to understand students' perception of mathematics learning by exploring their classroom experiences. The study sample consisted of 17 eighth-grade students in English-speaking urban schools in South India. The data was collected through a semi-structured interview schedule. The thematic analysis presents five themes – student personal factors, teacher-related, content-related, classroom environment and utility value. Teachers’ characteristics and mathematics content were the essential factors contributing to students' perceptions and experiences. The study highlights the utility value of the content to help students see the application of the subject in real-world situations. Understanding students' perception of mathematics learning would help to choose appropriate content and teaching methods in the curriculum. The study highlights the need for educational and psychological interventions, focusing on student-teacher engagement and curriculum development to enhance mathematics learning.

Unveiling problem-solving strategies of pre-service mathematics teachers: A visual and discursive exploration

This study explores how pre-service mathematics teachers (PMTs) in South Africa use visualization and self-discourse to solve mathematical problems. Visualization is known to enhance mathematics learning, while effective communication skills are critical for teaching and learning mathematics, especially in contexts, where the language of instruction may not be the first language of students or teachers. By understanding the visualization techniques and discursive properties employed by PMTs, insights can be gained into how to improve mathematics learning and teaching. The study is informed by the commognitive framework and uses qualitative data from a purposive sample of 10 PMTs who participated in a performance test and semi-structured interviews. The study found that PMTs rely on mental visualization for simpler mathematical problems but use both symbolic and iconic visual mediators for more complicated problems. The use of language to engage in self-discursive activity during problem-solving was found to be key for successful visualization.

Adaptive Neuro-Fuzzy Inference System(ANFIS) Formulation to Predict Students' Neuroscience Mechanistic: A Concept of an Intelligent Model to Enhance Mathematics Learning Ability

Students' mathematics learning ability should always be assessed, predicted and given appropriate interventions. However, due to lack of exposure and knowledge to mechanisms of neuroscience and Adaptive neuro-fuzzy inference system (ANFIS), both elements are not optimally applied in educational measurement and evaluation settings. Therefore, based on the findings of neuroscience through the AGES model and the ANFIS formulation as well as the mathematics learning model, this paper will discuss the development of a conceptual model for predicting students' neuroscience mechanistic. The significance of this model is to reveal students' mathematical learning ability and analyze the causes of weaknesses or attributes that affect learning.

Approaches for Enhancing Mathematics Learning of Students with Learning Difficulties

Mathematics, commonly taken as a complicated subject, has been further challenging for students with learning difficulties. Learning difficulties are the difficulties of learners acquiring the knowledge and skills to the average level expected of those of the same age, primarily because of mental disability or cognitive disorder. Effective teaching approaches are required to meet the needs of diverse students in enhancing mathematics learning. This paper explores the approaches for enhancing mathematics learning for students with learning difficulties. The armchair research adopts document study or library study to explore the techniques to enhance students’ mathematics learning with learning difficulties. The findings showed students’ perception of the learning of mathematics greatly affects students’ motivation to engage in learning mathematics and achievement. The positive perception of students encourages them for effective learning. Some of the approaches to enhance mathematics learning for students with learning difficulties include: giving praise at the appropriate time; developing problem-solving abilities; guiding to identify the reasons other than personal factors; finding the reasons for lacking effort in the subject, providing opportunities for students to showcase their abilities in the classroom; encouraging and supervising learning habits and analyzing the attributions of success and failure after each exam. These approaches are useful to enhance the learning of students with learning difficulties in our classroom situation, and they become helpful to the teachers.

Enhancing Mathematics Learning by Integrating Growth Mindset Principles in Ninth-Grade Supplementary Materials

This paper determined the supplementary materials in ninth-grade mathematics which may be enhanced to integrate growth mindset principles to improve students’ procedural fluency and foster their growth mindset in mathematics. This study employed a descriptive-developmental method by administering a quasi-experimental design and mixed-method research approach to determine the research questions. The respondents in this study were the 60 ninth-grade students at a state secondary high school in the Philippines. The study implemented the validated researcher-made procedural fluency test and growth mindset questionnaire in determining students’ performance in procedural fluency and mindset in mathematics, respectively. Thematic analysis was employed to investigate students’ responses in Focus Group Discussions (FGD), informal interviews and learning journals in scrutinising the learning experiences and mindsets of the students. Findings displayed that the supplementary materials which can be developed in incorporating growth mindset principles were motivational activities, reflection activities, and instructional videos. Utilising the developed supplementary materials elevates students’ procedural fluency. It influences students to shift from fixed mindsets to growth mindsets in mathematics by providing them with significant learning experiences that help students enhance a growth mindset. Furthermore, the implementation group performed better than the comparison group, particularly with developing growth mindsets. The study results are limited to the participants encompassing; similar research employing the developed supplementary materials to other learning areas with a larger sample is recommended for more generalisable results.

The Effect of Flipped Classroom Learning in Enhancing Mathematics Learning Outcomes of Blind Students During The Pandemic

This study aims to analyze the effect of Flipped Classroom learning on the mathematics learning outcomes of blind students during the Covid-19 pandemic. This type of research is Quasi-Experimentals with Nonequivalent Control Group Designs. The population used in this research is the blind students of class V and class VI of SLBN ABD Kedungkandang Malang city with 12 students. Samples were taken using a saturated sampling technique. The experimental class uses the Flipped Classroom learning model for class VI students, and the control class uses a direct learning model as a comparison, namely for class V students. The data results show Normal and Homogeneous with the resulting significance value > 0.05. Then the final test is the independent sample t-test to determine whether there is a difference in the average of the two unpaired samples from the data. Depending on the first decision by observing the column value Sig.t count (2-tailed) or P-value, required if the value of Sig. t-count 0.05, then H0 is accepted, and if the value of Sig. t-count 0.05, then H0 is rejected. From the second decision, H0 is rejected, and H0 is not enough to be accepted. The results showed that learning mathematics with the Flipped Classroom learning model for blind students in the covid-19 pandemic had a more positive effect than the results of learning mathematics in a direct learning class or without any treatment with the Flipped Classroom model.

Reflection on Lesson Study and Implementation for Enhancing Mathematics and Science Teaching and Learning in Rwandan Schools

The impact survey of report on teaching and learning mathematics and science in Rwandan schools indicated different challenges featuring teachers in implementation of curriculum. Some of the challenges in mathematics and science topics for teachers and students are; inadequate skills for conducting science practical works and lack of permanent friendly professional development programme. This paper reflects on how these challenges could be addressed through lesson study approach in Rwandan context. The interpretivism approach will be used in this study and some of the related model about the lesson study description and implementation. Data were collected from the existing literature pertaining to lesson study and the accessed writings from countries which have embraced and implemented the lesson study in mathematics and science were considered. The analyzed data confirm positive impacts of lesson study towards the quality of teaching and learning of mathematics and science by improving teachers’ teaching competences as well as students’ academic achievement in the countries that have implemented it. Based on the findings, a lesson study is urged to be implemented and spread in Rwandan primary and secondary schools and also being initiated in teacher preparation programmes as one of school community of practice to nurture teachers’ competences for implementing the curriculum.

Communicating to Learn Multivariable Calculus: Students' Blackboard Presentations as a Means for Enhancing Mathematics Learning

This paper reports observations and reflections from a pedagogic intervention intended to enhance mathematics students' learning of course content in a course in multivariable calculus. The intervention design required students to structure, practice, and deliver an oral presentation that was a synthesis of the teacher's weekly lectures, for the benefit of themselves and their peers. The intervention appears to have incentivized students to engage with and learn mathematics contents in an effective way, and it also helped the mathematics teacher to reflect on, adapt, and develop his teaching strategies. To conclude, it would seem that both students and teachers in mathematics have much to gain from giving students opportunities to develop their own voice in learning contexts otherwise relying on books and lectures.

Forming Positive Identities to Enhance Mathematics Learning among Adolescents

Learners' participation in mathematics decreases during their transition from primary to high school. This is despite adolescents' cognitive growth equipping them with enhanced cognitive ability [1];[2] to learn mathematics. Hence low participation in mathematics does not result from cognitive deficiency. Rather, lack of motivation to learn mathematics may be the factor [3]. According to self-determination theory, motivation results from nurturing three human basic needs: autonomy, connectedness and competence [4]. Since identity is linked to autonomy, identities in mathematics learning impacts motivation to learn the subject. Hence, this paper reports on the action research intervention which took advantage of adolescents' preoccupation with identity formation. In line with continuous cycles of action research, the intervention is the pilot of the ongoing study that seeks to enhance mathematics learning by utilizing non-cognitive factors that resonate with the characteristics of adolescents. The paper reports on how the autonomy to form their identities in mathematics learning, impacted the adolescents' learning and attitude towards mathematics. Qualitative results show that learners lived up to their self-formed identities and this enhanced their motivation to learn mathematics. Further studies that forge positive identities in mathematics classrooms to enhance motivation to learn mathematics are recommended.

Notice, Explore, and Talk About Mathematics: Making a Positive Difference for Preschool Children, Families, and Educators in Australian Communities That Experience Multiple Disadvantages.

Let's Count is a preschool mathematics intervention implemented by The Smith Family from 2012 to the present in "disadvantaged" communities across Australia. It is based on current mathematics and early childhood education research and aligns with the Australian Early Years Learning Framework. Let's Count has been shown to be effective in enhancing mathematics learning and dispositions of young children, early childhood educators, and families through a longitudinal evaluation undertaken from 2012 to 2015. In this chapter, the authors explore the development, implementation, and evaluation of Let's Count and highlight the importance of adults noticing, exploring, and talking about children's mathematics. The findings from the longitudinal evaluation of Let's Count suggest that when adults notice children's mathematics, then children's learning thrives, and the positive dispositions and confidence of parents and educators increase. Let's Count has made a positive difference for many children and adults across Australia.

Using Short Video Lectures to Enhance Mathematics Learning - Experiences on Differential and Integral Calculus Course for Engineering Students

Mathematics' skills and knowledge lay the basis for engineering studies. However, the resources targeted to mathematics' teaching are in many cases very limited. During the past years in our university the reduction of mathematics' contact hours has been significant while at the same time the study groups have grown. However, the mathematical proficiency of incoming students has not increased. Consequently, during the contact hours, the learning of basics requires more time and the need of personalized learning is increasing. In this article a method based on short video lecturing to enhance mathematics' learning is pre- sented. The study explored how the students experienced the mathematics' studying from videos. In addition, it was investigated if the video lectures have an influence on students' motivation towards mathematics' learning. Overall, the results were encouraging and the short video lecturing seems to be worth considering while developing methods for mathematics' learning. This paper summarizes the observations during the examination.

Toward Smart School: A Comparison between Smart School and Traditional School for Mathematics Learning

The quality of nation's political, social and economic future will depend on the capabilities of their young generation. Smart schools have been proposed as a solution to increase the capabilities of the new generation in the era of ICT. Recently, many smart schools have been established in Iran and other developing countries. The aim of this study is to compare smart training method and traditional training method in learning-retention processes of Mathematics. Among 9724 grade 3 students in Yazd, 60 students were selected from a traditional school by using cluster random sampling method. They randomized into two equal classes. After getting a pre-exam, the multiplying section of grade 3 Mathematics was presented in six sessions every week by using the researcher-made multimedia software in “smart class” and traditionally in other class. The “learning score” was assessed at the end of every session, while the “retention score” was assessed two weeks after each session. Independent-samples T test was used to compare learning and retention scores between two groups and paired-samples T test to compare retention and learning scores in each group. The mean learning score is significantly higher in the smart training group (19.33+0.9 vs. 17.66+0.68; P<0.001) than traditional group. Also, the mean retention score is significantly higher in the smart training group (18.57+1.91 vs. 16.65+1.95; P<0.001) than traditional group. We propose that developing and using appropriate educational technology could enhance Mathematics learning and retention in primary schools

Enhancing Math Learning Using Synchronous Online Teaching

In today’s world, digital technology enables us to access knowledge from anywhere, anytime and learn at our pace. This online learning process when made interactive and collaborative can lead to effective learning. Synchronous online learning satisfies these requirements of online and distant learning with focus on the quality of instruction and how effectively learners are engaged. As the name implies, synchronous learning allows instruction and learning to happen in real-time, but not necessarily in the same place. It provides all the advantages of digital, online and distant learning with an added benefit of bringing human interaction to the learning environment which is not available in an asynchronous learning platform. This paper focuses on using synchronous learning environment to enhance mathematics learning. While an abundant source of materials are available online related to mathematics, support from the teacher is always an added advantage especially since mathematics includes problem-solving and logical reasoning. The students will remain engaged and motivated in a synchronous learning environment than in an asynchronous one since immediate feedback is highly appreciated by the students when faced with a critical and challenging concept. If both the teacher and the students are familiar with the use of the synchronous technology tools, synchronous learning can combine the benefits of both face-to-face and online digital learning while bringing the learners together through collaborative learning. Collaboration brings in new ideas and methods of learning. Hence it is inevitable that the present educators make use of this opportunity to humanize online and distant learning by familiarizing themselves with efficient tools and making use of the discoveries and inventions in the field of education, computer science, anthropology, and psychology. There are many tools and software packages available for implementing synchronous learning, and the choice depends on the type of interactions and the pedagogy preferred by the teacher.

Connecting Mathematical Reasoning and Language Arts Skills: The Case of Common Core State Standards

Many relationships exist between language arts and mathematics. These relations become apparent in NCTM's process standards (2000). McIntosh, (1991) emphasized the importance of using various language art skills to enhance mathematics learning. Curriculum standards have potential to show teachers the possible ways and targeted objectives of a content area (Clements et al., 2009). As a result, in this study through content analyses of Common Core State Standards- English Language Arts (CCSS-ELA) we aim to identify potential contribution of the targeted objectives and skills mentioned in ELA standards K-2 to children's mathematical reasoning and practices. Results of the study indicate that language art standards emphasize the importance of using the tools such as communication, multiple representation and understanding in mathematical reasoning.

Aprendizaje de las matemáticas mediante el ordenador en Educación Primaria

This article is about the implementation and use of ICT as a means of learning in Primary Education. In order to enhance mathematics learning, the Ikastolas organism from the Basque Country (cooperative of private and state-subsidised schools) developed the Ikasys Programme with the purpose of integrating computers in the learning of mathematics. This paper briefly describes the contents of the Ikasys Programme, and outlines the results of research undertaken to date on this area. Methodological complementarity with quantitative and qualitative procedures was used to assess the programme. Students in all levels participating in the programme (2nd, 4th and 6th grade) achieved better results that those not involved in the programme. There was, however, variation in terms of the competencies assessed.