Grade Mathematics Research Articles

Preterm children born below 33-35 weeks of gestation have an increased risk of mathematical difficulties.

To investigate the association between gestational age (GA) and grade point averages by domains of language and mathematics at the end of lower secondary education. A nationwide register-based study including all Danish children born in 1992-1997 who completed lower secondary education. Grades were evaluated by GA. Domain-specific differences in grades were investigated, and academic profiles were made. The study population comprised 319 796 children. For language, only minor differences in grades were observed. The grades in mathematics ranged from 7.02 (95% confidence interval [CI]: 7.00-7.04) at GA = 40 weeks to 5.86 (95% CI: 5.61-6.11) at GA <28 weeks. Grade differences showed lower grades in mathematics, compared to language, below GA 33-35 weeks. The academic profile of mathematical difficulties was more prevalent among GA <32 weeks. Average/high grades within both domains represented the predominant academic profile, constituting 68.8% at GA 39-41 weeks and 56.6% at GA <28 weeks. Only in mathematics decreasing GA was associated with lower grades. Increased mathematical difficulties were found below GA 33-35 weeks. The academic profile of mathematical difficulties was more prevalent among GA <32 weeks. However, the absolute differences in grades were small, and the predominant academic profile was average/high grades within both domains across all GA.

Standard Setting with Artificial Neural Networks: TIMSS 2015 Mathematics Case

This study aims to demonstrate the optimal way to determine the cut-off score to be used to interpret the total scores obtained from an achievement test or scale using the Artificial Neural Networks method. To this end, the multiple-choice item responses in the Booklet-11 Mathematics subtest at the 8th grade level in the TIMSS 2015 Turkey sample dataset were used to determine the cut-off score for the achievement test. The item responses in the “Students Like Learning Mathematics Scale” in the TIMSS 2015 8th grade Mathematics Student Questionnaire were used to determine the cut-off score for the scale. The data were accessed from the TIMSS international database and the data were analyzed in MATLAB R2017b software. As a result of the study, the most appropriate cut-off score to be used for the evaluation of the total scores obtained from the TIMSS 2015 8th grade level Booklet-11 Mathematics subtest was determined as 45.5 out of 0-100 points with the Artificial Neural Network analysis method. The overall level of agreement between the cut-off score and the pass/fail classification based on 400 points, which is the lowest level of the TIMSS International Benchmark, was determined as 81%. The most appropriate cut-off score to be used for the evaluation of the scores obtained from the Students Like Learning Mathematics Scale (SLLSS) in the TIMSS 2015 8th grade student survey was determined as 19.6 out of 9-36 points. The overall level of agreement between the cut-off score and the classification of students who like/don’t like learning mathematics using the criterion based on the expression given in the original scale description was found to be 83%. The results concluded that the validity of the standard-setting studies conducted with the artificial neural network method was high. As a result, researchers are recommended to use the Artificial Neural Networks method to determine the cut-off score to be used in the interpretation of the total scores obtained from the achievement test or the total scale scores obtained from the scales.

Algebra essay questions: A validated instrument for evaluating the students' higher-order thinking skills

Indonesian pupils need help solving problems, particularly in mathematics, due to the need for practice questions with the higher-order thinking (HOT) type. This research aims to develop a reliable and valid tool for assessing students' higher-order thinking skills in mathematics. Developing a test involves gathering requirements, creating questions, assessing answers, running trials, analyzing data, making adjustments, and finally putting everything together. The instrument trial was conducted at SMAN at Majalengka, West Java. The total number of test subjects was 32 students. Research data were collected using a description test. The test instrument consists of 10 descriptions, but only 6 had good validity based on the value of V on the V-Aiken. In addition, the test package produces reliable questions based on Cronbach's Alpha scores. The test results of the instrument showed that the HOTS of mathematics for Grade X students was good. This step provides an overview to teachers in designing valid and relevant instruments.

FAKTOR-FAKTOR YANG MEMPENGARUHI KURANGNYA MINAT BELAJAR MATEMATIKA SISWA KELAS VI SD NEGERI 10 KOTA BARU

The purpose of this studi was to determine the factors affecting the lack of interest in lerning mathematics for sixth grade students of SD Negeri 10 Kota Baru. The subjects in this study were students and teacher of mathematics six grade SD Negeri 10 Kota Baru.This study uses qualitative research methods, data collection techniques in this study using interviews and documentation, research instruments using interview sheets. Data analysis in this study is data collection, data reduction, data presentation and conclusion drawing. While the validity of the data used is triangulation data sources.The results of the study found that the factors that influence the lack of interest in learning mathematics for grade VI students of SD Negeri 10 Kota Baru are factors from within students (internal) and factors from outside (external). The internal factors include student attitudes, student motivation and intelligence, while external factors include the family environment, social environment, as well as teachers and how to educate. The attitude of students who are not good, and low motivation towards a learning and the level of student ability that is less can result in a lack of student interest in a learning. In addition, the way teachers teach is less effective, the family environment and social environment are not good also affect students' interest in learning mathematics.

Mapping Design Principles to Instructional Realities in Early Grade Mathematics in South Africa: A Framework for Designing and Evaluating Learning and Teaching Support Materials

The majority of children in mainstream (no fee, poorly resourced, African language dominant) public schools in South Africa fall significantly behind curricular norms in mathematics by Grade 3; the early learning gap grows across time. The provision of quality instructional materials is a well-recognised component of effective strategies to improve early grade mathematics in low- and middle-income contexts. However, there has been little explication of what constitutes quality instructional materials, nor long-term design work to contribute theory to this instructional design challenge. Across 15 years, the author has been working in an education design hub with teacher educators and teachers in the rural Eastern Cape, with the goal of improving early grade mathematics. The gains in mathematics performance have been among the most significant reported in research literature. This paper presents the design principles emerging from the work. Engaging the theoretical layers discussed by diSessa and Cobb, the paper contributes to design theory by emphasising the relationship between explicit instructional assumptions and design principles, integrating four ontological categories (motive, pedagogy, language use and mathematical meaning-making). Since 2011, the Department of Basic Education has provided learner workbooks to support teaching and learning in foundation phase mathematics at system scale. It is hoped that this paper will contribute to the ongoing development of this vital national resource. The paper makes explicit instructional assumptions and design principles (available for critique, adaptation, and refinement), and provides a more nuanced framework through which to assess and improve materials across time.

Content Analysis of the Fourth Grade Mathematics Curriculum in Palestine in Light of Thinking Skills

هدفت الدراسة إلى تحليل محتوى منهج الرياضيات للصف الرابع الأساسي في فلسطين في ضوء مهارات التفكير (الدنيا والعليا) في مجالات الأعداد والعمليات الحسابية، الهندسة، الجبر، والاحصاء والبيانات. واستخدم الباحثان المنهج الوصفي التحليلي الذي يقوم على وصف المحتوى الظاهر وصفاً موضوعياً وكمياً. وأظهرت نتائج تحليل محتوى منهج الرياضيات أن مستوى التفكير المتدني المبني على المعرفة يتوافر في كتاب الرياضيات بنسبة (39%)، ومستوى التفكير المتوسط المبني على الفهم والتطبيق، يتوافر بنسبة (44%)، أما بالنسبة لمستوى التفكير العالي المبني على التحليل والتركيب والتقويم فإنه يتواجد بنسبة قدرها (17%). وأوصت الدراسة بضرورة تضمين مهارات التفكير في كتاب الرياضيات، وذلك من خلال الأنشطة التعليمية المختلفة التي تشجع على مهارات التفكير بشقيها العليا والدنيا مثل: الألعاب التعاونية، والمناقشات الجماعية وكذلك حل المشكلات، والتفكير خارج الصندوق وأيضا الابتكار وتوليد الأفكار الإبداعية، بالإضافة إلى ضرورة إعداد برامج توعية للمعلمين حول إثراء مساق الرياضيات بأسئلة تشجع على توظيف مهارات التفكير الدنيا والعليا.

Peningkatan Prestasi Belajar Matematika Siswa Sekolah Dasar dengan Media Tangga Pintar

Mathematics in everyday life has a significant contribution. Some students still think that mathematics is difficult. The results of observations of mathematics learning achievement in class III are low by 73% of students who have not finished yet. One of the materials considered difficult by students is the unit length and weight material. The purpose of this study is to improve student achievement in the subject matter of units of length and units of weight in mathematics in grade 3 SD NU Insan Cendekia using smart ladder media. This type of research is classroom action research with a cyclical flow of planning, action, observation and reflection. The research subjects were 12 male students and 9 female students in grade 3 of SD NU Insan Cendekia. Instruments in the form of tests, observations, documentation and field notes. Data were analyzed using descriptive analysis. The study used 2 cycles with the result that in the first cycle the average value was 78 with a percentage of 81% of students completing. The average score in cycle II reached 89. 100% of students achieved the KKM score. Based on these results, smart ladder media can improve mathematics learning achievement.

The formation of subject-specific values as a two-step process: Self-concepts mediate the relation between achievement and values

Within the framework of a generalized internal/external frame of reference model, influences of social and dimensional comparisons of academic achievement on the formation of subject-specific values (or related constructs) are empirically well documented for secondary school students. Furthermore, a wide range of theories also hypothesize an effect of subject-specific self-concepts on values. Accordingly, prior studies suggested a mediating effect of self-concepts on the achievement–value relationship. However, these studies have been limited to two school subjects or exclusively math and science subjects. Based on data from N = 1,339 ninth- through twelfth-grade students, we extended prior research by relating students’ grades in mathematics, physics, social studies, German, English, and the second foreign language to value scores in these subjects; subject-specific self-concepts were included as mediators. Our results support the hypothesis of a full mediation of the relationship between grades and values through self-concepts. Additional analyses showed a comparable fit between a mediation model with direct paths from grades to values and a mediation model without these direct paths. We discuss which subject-specific self-concepts are the most important mediators for the achievement–value relationship and the importance of self-concepts for forming values above grades.

A 20-year review of South African Early Grade Mathematics Research Articles

In this article we share the findings emanating from a 20 year (2003–2022) review of South African Early Grade Mathematics (EGM) research articles published in key international and local/regional journals. The review shows a substantial increase in the volume of published EGM articles in the second decade (2013–2022), nationally and internationally. These increases are marked across the key clusters of articles seen in our analysis: Teachers and Teaching, Learners and Learning, Language and Multilingualism, and Assessment. The emergence of the South African Journal of Childhood Education as a phase-specific journal in 2011 has been a particularly important factor within the increasing volume of publication. We note too, that whilst the base of publication across institutions has broadened in the local/regional publication space, international publications are tied primarily to projects linked with established South African Research Chairs.

Peer-Tutor Assisted Problem-Based Learning Model on Mathematics Critical Thinking

The mid-semester summative mathematics results stated that grade IV students needed remedial because the ability to solve problems was still low, indicating low critical thinking skills. Based on observations, this occurs because of the need for more interaction that activates students, and the learning process does not invite students to solve problems. The application of learning models affects the improvement of critical thinking skills and being able to activate learning. This study aimed to analyze the significant effect of the Peer Tutor assisted model on the Ability to Think Critical Mathematics in Grade IV Elementary School. This type of research used quasi-experimental (quasi-experimental) with a nonequivalent posttest-only control group design. The research population was ten groups of class IV elementary schools in Cluster IV. Determination of the sample using a random sampling technique with 2 groups, namely experimental and control. The data collection method is a description test method of 6 items. Data analysis was carried out descriptively and inferentially. This study's results are the experimental group's average posttest score, 90.20, and the average posttest score of the control group, 52.94. So, the average post-test score of the experimental group is greater than the control group. The results of the hypothesis show a significant effect of the peer tutor-assisted model on the critical thinking skills of students in grade IV elementary school. It was concluded that the peer tutor-assisted model significantly improves critical thinking skills in mathematics.

Cooperative Learning in Mathematics of Grade 7 Students of Calamba Bayside National High School

This study compared the effectiveness of individual, partner and group learning in enhancing the learning of Grade 7 students in Statistics, Number Sense and Linear Equation. An action plan that can improve their performances in Mathematics was developed. This study used the experimental research method on the 72 Grade 7 students of Calamba Bayside National High School. The statistical treatments applied were the mean, t-test and one-way Analysis of Variance (ANOVA) with Tukey's Honest Significant Difference post-hoc test. The study revealed that in Statistics, Number Sense, and Linear Equation pre-test, the students belonged to the beginning level. In the conducted post-test in Statistics, they landed in the beginning (individual), developing (partners), and approaching proficiency (group) levels. In Number Sense and Linear Equation, they were beginners in individual, partners and group learning. There were significant differences between the pretest and posttest scores in terms of individual, partner and group learning in Statistics. There were significant differences between the Grade 7 students’ pretest and posttest scores under partner learning as well as group learning in Number Sense. In Linear Equation, there were significant differences between pretest and posttest scores in Linear Equation in individual, partner and group learning. In Statistics and Number Sense, there were no significant differences among the posttest scores of the three groups of Grade 7 students in individual, partner and group learning. In Linear Equation, there was significant difference between the means of partner and group learning.

Research on the Cognitive Degree of Pre-service School Mathematics Teachers for Operation Ability Literacy in China

Currently, the education of operation ability literacy has attracted wide attention from all walks of life. So far, many scholars have studied this aspect, but there is no research on the cognitive degree of pre-service junior high school mathematics teachers for operation ability literacy. In this study, 20 educational master degree students majoring in subject teaching (mathematics) of grade 2022 in the School of Mathematics and Statistics and undergraduate students majoring in mathematics at a university in China were investigated, and their cognition of operation ability literacy was investigated by interview. After that, through data analysis, it can be found that the current pre-service junior high school mathematics teachers' literacy of operation ability: 1. The cognitive scope is not wide, and less than half of the people can recognize more than half of the content; 2. The cognitive clarity of operation ability literacy is low, although all points of operation ability literacy can be recognized, the expression error rate is high. Therefore, it is suggested that pre-service junior high school mathematics teachers should pay more attention to the literacy of operation ability through training; Pre-service junior high school mathematics teachers should learn and study curriculum standards independently to improve their understanding of operation ability literacy.

Hubungan Persepsi Siswa Terhadap Pelajaran Matematika Dengan Hasil Belajar Matematika Kelas V SD Negeri Percontohan Kabanjahe

This study aims to find out whether there is a relationship between students' perceptions of Mathematics lessons and the learning outcomes of Mathematics in fifth grade at SD Negeri Pilot Kabanjahe in the Academic Year 2022/2023. The type of research used is quantitative. The subjects used as the sample in this study were 26 students. While the data collection technique uses a questionnaire on students' perceptions of Mathematics lessons, and documentation of students' Mathematics learning outcomes. The data analysis used is product moment correlation analysis, to find out whether there is a correlation in student perceptions of fifth grade Mathematics at SD Negeri Pilot Kabanjahe in the 2022/2023 academic year.The results of this study are: 1) seen from the calculation of descriptive statistical analysis that students' perceptions of fifth grade mathematics at SD Negeri Pilot Kabanjahe for the 2022/2023 academic year are obtained in the moderate category (69.3%). 2) student learning outcomes in the moderate category (96.2%). 3) there is a positive and significant correlation between students' perceptions of Mathematics and the Mathematics learning outcomes of fifth grade students at SD Negeri Pilot Kabanjahe for the 2022/2023 Academic Year with a significant value of 5% of 0.404 and a positive Pearson correlation value of 0.578 with the degree of closeness of the relationship between the two low.&#x0D;

Faktor Penyebab Rendahnya Motivasi Belajar Matematika Siswa Kelas IV Sekolah Dasar Negeri 12 Andaleh Baruh Bukit

The low motivation to learn mathematics students is a problem that must be solved. This study aims to describe the factors causing the low motivation to learn mathematics for grade IV students of SDN 12 Andaleh Baruh Bukit. Researchers use qualitative descriptive research designs with case studies. The informants of this study are teachers and students of grade IV. Samples were selected by purposive sampling technique. The instrument of this study is the researcher himself, in the implementation assisted by interview guidelines, observations, and recording devices. Data collection techniques use interviews, observations, and documentation. Data analysis uses a Miles and Huberman model consisting of data reduction, data display, and inference. The validity of the data is carried out by triangulation techniques. The results of this study show that the factors causing the low motivation to learn students in the mathematics learning process in grade IV are: 1) students' ability to memorize multiplication and most students who forget multiplication of 10 students; and 2) teachers as educators use special techniques to raise enthusiasm for learning. The efforts made by grade IV teachers to increase student learning motivation are to use finger techniques.

Analisis Pembelajaran KPK dan FPB Kelas 4 SD

The purpose of this study was to see how the learning of the Least Common Multiple (KPK) and Greatest Common Factor (FPB) learning is carried out in grade 4 of Elementary School (SD). The concepts of KPK and FPB have important relevance in the development of students' understanding of mathematics, but are often taught fundamentally without regard to prerequisite concepts and variations of effective learning models. In this study, using the literature study method, we explore the concepts of KPK and FPB, effective teaching strategies, and their benefits in developing students' understanding of mathematics. We also identify challenges that may arise in KPK and FPB learning and provide solutions to overcome these challenges. The results of the study found that with a strong understanding of KPK and FPB, students can develop better mathematical skills and be ready to face more complex mathematical concepts in the future. By implementing appropriate teaching strategies and handling challenges that arise, learning from KPK and FPB is expected to improve students' understanding of mathematics in grade 4 elementary school.

SAARMSTE’s role in building and connecting Early Grade Mathematics research: A review of SAARMSTE Proceedings 2003–2022

This paper focuses on the Southern African Association for Research in Mathematics, Science and Technology Education’s (SAARMSTE’s) role as a platform supporting research dissemination and connecting researchers in early grades mathematics (EGM) in the Southern African region. A review of the Long Papers in SAARMSTE over the last 20 years supports the finding of the other review papers in this Special Issue: that there has been substantial growth of attention to EGM since 2013. However, two distinctions are marked when looking at conference papers rather than journal papers. Firstly, there is a particularly large expansion of work in the last 5 years, with a broadening base of participation in this work. Second, looking across all the formats of conference presentations indicates SAARMSTE’s role in supporting and building EGM as a key focus of research attention, and bringing together regional and international groups with interests in this area. Given that conference proceedings usually offer a broader picture of emerging interests than journal papers, we reflect on the range of foci of attention within EGM in the SAARMSTE Proceedings, and trends within this. These trends also help us to point to areas that are likely to be of key interest in the next decade.

Examining the Impact and Moderating Effects of an 8-Week Mindfulness-Based Program in Grade 4

ObjectivesThere is a growing interest in mindfulness-based programs. Yet, research in the area is limited, and little is known about the factors that moderate the effects of these programs. The two-fold aim of this study was (1) to examine the effects of a mindfulness-based program on dispositional mindfulness, inattention and emotional lability, handwriting fluency, spelling accuracy, and composing quality, as well as school achievement; and (2) to evaluate the moderating role of lesson absences, intervention-related knowledge, and social validity.MethodUsing a quasi-experimental design, 257 fourth graders were assigned to an experimental group receiving a mindfulness-based program (n = 130) or an active control group receiving a health-based program (n = 127). Both programs were implemented in the classroom for 8 weekly units, which included two 30-min sessions delivered by psychologists, followed by three 5-min sessions delivered by teachers. All children were evaluated before and after the programs.ResultsCompared to the control condition, the mindfulness-based program resulted in higher levels of internal and external awareness, and decentering and nonreactivity, as well as better composing quality and mathematics grades. Lesson absences, intervention-related knowledge, and social validity did not moderate the effects of the mindfulness-based program.ConclusionsThese findings support the integration of mindfulness practices in primary school as a means to improve children’s academic-related skills and ability to be mindful.

Anova dan Tukey HSD Analisis Kesalahan Siswa dalam Menjawab Soal Cerita Matematika Berdasarkan Kriteria Watson

Error Analysis is a technique to identify, classify and interpret systematically the mistakes made by students who are learning to find out the circumstances, causes and various other aspects that are in it. This study analyzes the types of errors made by students in working on mathematics story problems based on Watson's criteria in class IX students of SMP Negeri 1 Bangkinang Kota. The purpose of this study was to see if there was a significant comparison of the results of the 9th grade Mathematics daily test. Before conducting the ANOVA test, first the data normalization test is carried out, then the homogeneity test and then conduct the ANOVA test. The ANOVA test used in this study is a one-way ANOVA test. After testing the data on the results of the daily test scores of Mathematics class IX SMP Negeri 1 Bangkinang Kota, the data obtained from the daily test scores of class IX B, class IX I, class IX J which means that the average daily test scores of the five classes do not have significant differences. In other words, the average daily test scores of class IX B, class IX I, class IX H are the same. There is data on the daily test scores of class IX I, class IX H, class IX F which means that the average daily test scores of the three classes are the same.

Pendekatan Pemecahan Masalah (Problem Solving) dalam Pembelajaran Matematika Kelas Tinggi di SDN Karang Anyar 2 Kota Tangerang

Critical thinking is an important skill that must be mastered by students in learning mathematics. An effective problem solving approach for upper grade mathematics learning at SDN Karang Anyar 2 Kota Tangerang is the focus of this research. The exploratory technique used is writing class reviews and perceptions. Information gathering was carried out through a written survey linked to a critical thinking approach in science learning, as well as through direct perception of educational experiences in the elegant environment of SDN Karang Anyar 2. The use of a problem-solving approach in high school mathematics learning at SDN Karang Anyar 2 Kota Tangerang has a number of advantages, including Another is the development of students' creative thinking, critical thinking, and confidence in solving problems. This method also encourages students to develop logical thinking and problem solving skills that can be used in everyday life. In conclusion, the mathematics program for SMA SDN Karang Anyar 2 Kota Tangerang uses a problem solving approach to help students better understand and solve math problems. With this methodology, students are expected to be able to develop critical thinking skills that are useful in their wider life environment.

Online Teaching Competencies, Attitude Towards Mathematics and Academic Achievement of Grade 10 Learners in Geometry: a Path Analysis

This study aimed to determine the influence of online teaching competencies and attitude toward mathematics on the academic achievement of grade 10 learners in geometry. Also, it sought to find out the best fit model that would explain the academic achievement in geometry. Grade 10 learners from selected private schools that utilized online learning modality were chosen using complete enumeration. An adapted set of questionnaires were used in obtaining the data. A quantitative research design using the descriptive-correlational method was employed. The collected data were treated using the mean and standard deviation, Pearson product moment correlation, linear regression analysis, and path analysis. Findings revealed that the levels of online teaching competencies, mathematics attitude, and academic achievement in geometry were high, moderately high, and low, respectivelyFurthermore, a respecified model showing the indirect effect of the online teaching competencies on the academic achievement in geometry through the attitude towards mathematics as a mediator was found to be the best fit model for the academic achievement in geometry.