Math Learning Research Articles

What does play have to do with it? A concrete and digital spatial intervention with 3-year-olds predicts spatial and math learning.

Spatial skills like block building and puzzle making are associated with later growth in science, technology, engineering, and mathematics learning. How these early spatial experiences-both in concrete and digital platforms-boost children's spatial skills remains a mystery. This study examined how children with low- and high-parental education use corrective feedback in a series of spatial assembly tasks. We further ask whether this spatial learning increases near- and far-transfer spatial and math skills. U.S. preschoolers (N = 331) were randomly assigned to either a "business-as-usual" control or one of six spatial training groups (comprising concrete and digital training with modeling and feedback [MF], gesture feedback, or spatial language feedback). Children were trained for 5 weeks to construct 2D puzzles that match a model using a variety of geometric shapes. Pre- and posttests evaluated 2D and 3D spatial assembly, spatial language comprehension, shape identification, and math performance. Results indicate performance enhancement in trained 2D spatial assembly across all six trainings. Digital gesture feedback transferred, boosting 3D spatial assembly performance. Both concrete and digital spatial language feedback trainings increased shape identification performance. Concrete-MF significantly (and digital-MF marginally) increased word problem math performance for children with lower parental education. Finally, collapsing across conditions, both concrete and digital training increased overall spatial skills, especially for preschoolers with lower parental education. Transfer to overall mathematics performance was far less robust. Overall, early concrete and digital spatial assembly experiences seem to support preschoolers' spatial skill development but have a minor impact on mathematics skill development. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

Supplemental Material for What Does Play Have to Do With It? A Concrete and Digital Spatial Intervention With 3-Year-Olds Predicts Spatial and Math Learning

Supplemental Material for What Does Play Have to Do With It? A Concrete and Digital Spatial Intervention With 3-Year-Olds Predicts Spatial and Math Learning

Pengembangan Media Pembelajaran Audio Visual Berbantuan Aplikasi Geogebra Classic 5 3D Pada Materi Bangun Ruang Oleh Siswa Kelas V SDN 105380 Kramat Gajah Tahun Ajaran 2024

This project involves the development of audiovisual learning media using the Geogebra Classic program, which specifically focuses on building materials for Class V at SDN 105380. This study is based on the inadequate use of technology by educators, especially in the application of learning media for teaching mathematics. To improve the teaching of mathematics using building materials, audiovisual learning media using the Geogebra Classic 5 program was created to diversify math learning resources and increase student engagement in math classes. This study uses ADDIE paradigm. This Model represents analysis, design, development, implementation, and evaluation. This study involved a cohort of 32 students from Class V SDN 105380. This research instrument uses questionnaires that include validation questionnaires for two experts, instructor effectiveness questionnaires, and student effectiveness questionnaires. The findings of this study indicate the creation of appropriate resources for the learning process, achieving an average value of 80% in the very feasible category according to the material validator, and a value of 88% in the very feasible category according to the media validator. The efficacy of Learning media resulted in scores of 93% for teacher responses and 87% for student responses, indicating that the criteria for Learning media are very successful. Based on these results, it can be concluded that the audio-visual learning media assisted by the geogebra application has been declared very feasible and effective.

Development of Worksheets in Radical Expressions Embedded with Meranaw Cultural Elements for Grade 9 Learners

This research developed learning tools in the form of a culture-based learner worksheet using 4D model. The purpose of this study is to obtain culture-integrated learner worksheets for Grade 9 learners to enhance skills and engage learners with learning math. The achievement test of the participants in the control and experimental group was compared to check if there is a significant difference between them. Based on the result of experimental group there is a statistically significant difference between the pre-test and posttest scores, whereas the control group showed minimal improvement. This suggests that the worksheets had significant impact on the learner’s performance. This notable outcome of the worksheets was the positive impact on students’ overall learning experience and self-efficacy.

Distinct Behavioural and Brain Response Profiles Between Arithmetic Word Problem Solving and Sentence Comprehension in Third and Fourth Graders.

Word problems are essential for math learning and education, bridging numerical knowledge with real-world applications. Despite their importance, the neural mechanisms underlying word problem solving, especially in children, remain poorly understood. Here, we examine children's cognitive and brain response profiles for arithmetic word problems (AWPs), which involve one-step mathematical operations, and compare them with nonarithmetic word problems (NWPs), structured as parallel narratives without numerical operations. Behavioural results suggested that AWP performance was associated with both reading comprehension and arithmetic fluency, whereas NWP performance correlated only with reading comprehension. Neuroimaging results revealed distinct neural substrates: AWP solving primarily activated the anterior insula, middle frontal gyrus and intraparietal sulcus, whereas NWP solving engaged in the inferior frontal gyrus, middle temporal gyrus and angular gyrus. Critically, we observed a developmental shift: Children showed heightened prefrontal activation during AWP solving, contrasting with increased posterior parietal engagement in adults. Moreover, although adults demonstrated brain-behaviour associations, with slower AWP solving linked to stronger parietal activation, this relationship was absent in children. Taken together, these findings suggest that AWP solving recruits specialized arithmetic brain circuits that undergo a frontal-to-parietal trajectory. Our study thus provides a neurological basis for AWP solving in children, emphasizing the crucial role of the fronto-insular-parietal network. These insights into brain-based contributions to developmental differences may guide the development of targeted remediation strategies and educational interventions tailored to individual learning needs.

The Relationship Between Math Learning Anxiety, Time Management Ability, and Emotional Support with Academic Achievement of Junior High School Students in Indonesia

This research explores the relationship between anxiety over math learning, the ability of time management, and emotional support on students' academic achievement among junior high school students in Indonesia. The data collected from 120 participants is assessed within a quantitative research design where surveys were administered using the 1-5 Likert scale. The tool to be used for analysis is known as structural equation modeling, partial least square-PLS3. The results indicated that math learning anxiety negatively impacts academic achievement, while time management ability and emotional support facilitate improvement in academic achievement. Both time management ability and emotional support act as mediators in the relationship between math learning anxiety and academic performance. These results highlight the need to reduce anxiety, develop time management skills, and build emotional support to improve students' academic performance. The study provides actionable insights for educators, parents, and policymakers in providing a supportive educational environment that ensures holistic student development.

PD supporting CS and math integration: implications of teacher interest and confidence for workshop design

ABSTRACT Background and Context Integrating computer science (CS) and math in classrooms is an increasingly recognized way for schools to address national CS mandates. There is a need to understand how professional development (PD) can support teachers to integrate. Objective We examined math teachers’ interest, and confidence, in math, CS, and student learning, in relation to their participation in professional development (PD) designed to support them to integrate CS with math in their classrooms. Method We used mixed-methods to study participants in entry-level hybrid PD, and a sub-group of those participants who took the workshop a second time. Findings Results showed that not all math teachers have an interest in math, and that math interest significantly influenced whether teachers (a) returned to retake the entry-level workshop and (b) followed through to integrate CS in their teaching. Implications Findings suggest that workshop design include: (1) multiple points of entry, (2) pairing/grouping participants based on interest and confidence, and (3) opportunities to practice.

Systematic review: Barcode link modules for interactive science and math learning in Indonesian High Schools

There are still researchers who point out the need to strengthen the theoretical framework in developing QR-code based modules. Most of the articles reviewed pointed out relevant limitations or broader methods and a lack of mapping towards the use of QR-code based modules. This research aims to explore previous research related to the development of barcode-based modules (QR-Code) used in learning, especially for science and mathematics students in high schools in Indonesia. The authors used a systematic review following PRISMA guidelines. Articles sourced from EBSCOhost, Google Scholar, and Taylor and Francis. After reading the abstracts and conducting further searches, the authors identified 6 articles for systematic review. Researchers found that the barcode link-based module had a positive impact on learning. Most of the research articles were found in national journals, and most of the research was conducted on the islands of Java and Sulawesi. However, further analysis shows the need for growth in theoretical frameworks, development in other fields, and the availability of learning materials for research into learning media development, such as in chemistry education.

Learning Media Design for Flat-Sided Space Based on Articulate Storyline for Class VII SMP

Mathematics is a subject with quite abstract material. So, it is not uncommon to be seen as difficult by some students. The low achievement of students in understanding learning materials is because students tend to understand learning Mathematics materials procedurally not conceptually. When learning material is presented in a different form, students have difficulty in understanding the material. With the help of learning media, students have a positive attitude towards learning Mathematics. Learning Mathematics using interactive multimedia needs to be a concern for teachers to improve the learning process in the future. Therefore, the purpose of designing this learning media is to help students in understanding mathematics learning, especially the material of flat-sided space building. In addition, so that this learning media can be used in the learning process. The research was conducted with a descriptive research design. The design of interactive multimedia learning media is followed by media validation, so that the media can be used in the math learning process. There are 3 design activities carried out, namely: designing learning media in mathematics subjects, designing interactive multimedia teaching material content, designing articulate storyline-based interactive multimedia on flat-sided space building material. The design of articulate storyline-based interactive multimedia can increase the involvement of students in the learning process and increase students' understanding of the material of flat-sided spaces. From the results obtained, it can be concluded that the articulate storyline-based interactive multimedia learning media on flat-sided space material that has been designed is feasible to be utilized and developed in mathematics lessons.

Analysis of Students Motivation and Mathematics Learning Outcomes on the Material Simplifying Algebra

Each student has a different view of math lessons. For those who consider math fun, there will be motivation in students to learn mathematics and be optimistic in solving challenging problems in mathematics lessons. Learning motivation has a significant role in students' math learning outcomes. Several studies have shown a positive relationship between learning motivation and math learning achievement. A descriptive qualitative method was used in this study. The results obtained from the motivation questionnaire for students with low motivation were 42.86%, students with moderate motivation were 35.71% and students with high motivation were 21.34%. For each indicator of student learning motivation with an average of moderate. or the student learning outcomes test, the average was 62.31 with a medium category.

Analisis Kemampuan Pemecahan Masalah Pada Materi Barisan dan Deret Kelas XI SMA

Mathematics is a very important lesson that is used in various aspects of life. NCTM math learning improves communication, problem-solving, relationships, and positive attitudes toward mathematics. Polya says problem solving consists of four stages: understanding problems, planning solutions, implementing plans, and producing results. The study investigated the ability of eleventh-grade students to solve problems with row and row material using Polya indicators. The study involved twenty students from UT Karya Dharma High School and used qualitative methods. The results of the analysis show that the problem-solving process is influenced by inexperience in understanding the problem. Students who understand the problem well tend to make mistakes in the application and evaluation formula, while students who lack understanding the problem solve through the stages correctly. Ineffective solutions arise from a less thorough understanding of the problem. It shows how important it is to understand the problem accurately before proceeding to the solution stage.

DEVELOPMENT OF MATHEMATICS LEARNING MODULES BASED ON CREATIVE PROBLEM-SOLVING ON TRIGONOMETRY MATERIAL

The development of effective and innovative mathematics learning modules is an important effort to improve the quality of the learning process, especially in materials that require concept understanding and creative thinking skills, such as trigonometry. One model that can be used to achieve this goal is creative problem solving (CPS), which invites students to find innovative and effective solutions to complex mathematical problems. This study aims to develop a math learning module based on creative problem-solving on trigonometry material that is valid, practical, and effective. The module development was conducted using the ADDIE model which consists of five stages, namely analysis, design, development, implementation, and evaluation. The test subjects involved students of SMAN 21 Gowa. The research instruments were module validation sheets, educator and learner response questionnaires, observation sheets, and learner learning outcomes tests. The research data analysis focused on analyzing the validity, practicality, and effectiveness of the creative problem-solving-based mathematics learning module on trigonometry material. The results showed that the creative problem-solving-based math learning module on trigonometry material had met the criteria of validity, practicality, and effectiveness. Thus, this learning module is suitable for use in the implementation of mathematics learning, especially in trigonometry material.

Research on the Accuracy of Machine Learning-Based AI Grading Systems in Handling High School Math Function Problems: A Comparative Study of MathGPTPro and Zuoyebang

As artificial intelligence (AI) technology becomes more prevalent in education, AI automatic grading systems have emerged as essential tools for enhancing homework grading efficiency and alleviating teachers' workloads. The two leading platforms, Zuoyebang and MathGPTPro, are widely utilized in mathematics education. This study employs an experimental research method to compare the performance of these platforms in automatically grading function solution problems. The sample consists of 30 questions from the Function Solution Problems section of China's National College Entrance Examination. The focus will be on four key dimensions: logical steps, final answers, expression symbols, and analysis feedback to assess accuracy rates. A t-test will then examine differences in their handling of complex solution steps. The results show that MathGPTPro can achieve higher accuracy in complex reasoning, and its AI system has more potential to be applied to homework correction and math learning. However, there are still problems of inaccurate identification and wrong judgment in the process of Zuoyebang step recognition. This study offers insights into the application of AI automatic grading systems in education and suggests areas for system optimization.

Exploring students' perceptions of using interactive E-books for math learning

The study explored students' perceptions of using interactive E-books in math learning. The study sample included 50 male and female students who were randomly selected. The researcher prepared a questionnaire for the students according to the study questions, objectives, and problems. The questionnaire focused on the students' perceptions of four areas: motivation, attractiveness, relevance, and effectiveness. The data collected from the students were collected and analysed using the statistical package for the social sciences (SPSS) data processing program. The data were analysed descriptively by calculating the frequencies of each variable. The results of the study indicate that 77% of students were attracted to E-book in learning math, 70% of students were effective in using E-book in learning math, 81% of students were relevant to using E-book in learning math, the student's perceptions about the use of E-books in mathematics in its four aspects: effectiveness, attractiveness, motivation, and importance were positive, which led to improving and developing students' learning.

Go Game and Mathematics Learning in Third-Grade Elementary Classrooms: An Explorative Study

This article presents findings from a classroom-based research project examining the innovative integration of the ancient board game Go in third-grade classrooms within a suburban U.S. school district. The study involved six teachers and over 100 students. In Phase 1, the Go teacher provided six weekly on-site lessons and four monthly lessons in Phase 2 . Each lesson consisted of approximately 10-15 minutes of instruction and 20 minutes of gameplay. The research sought to answer three key questions: 1) What adaptations are necessary for implementing Go as a game-based learning tool in classrooms? 2) What natural opportunities for learning and using mathematics arise from playing Go? 3) How do teachers and students perceive the game of Go? Adapting the Go game was essential to make it better suited to the practical demands of the classroom setting. Smaller boards allow Go to fit easily within class periods and match students’ beginner levels. Emphasizing the “natural” objective of the game — ensuring stones survive forever on the board — along with a simplified scoring rule based on counting surviving stones provided a student-friendly, concrete approach to gameplay. Additionally, rearranging the remaining stones into recognizable number shapes helped students count, recognize numbers quickly, and easily calculate and verify scores. These key adaptations also created a low-pressure, interactive wayfor students to practice foundational math skills in a game-based learning environment. Data analysis revealed that students employed essential math skills aligned with the Common Core State Standards for Mathematics (CCSS-M) during Go games. Students with varying mathematical abilities demonstrated high levels of engagement and focused attention during Go lessons and games. As the project progressed, students moved away from counting stones individually and using skip counting to more efficient approaches to calculating their final scores, such as using number shapes and arrays for multiplication. This practice allowed students to engage in perceptual and conceptual subitizing - critical number sense skills that promote mastery of arithmetic. Arrays also helped students grasp the critical concepts of commutative and distributive properties of multiplication, which are visually evident on the Go game board. This research provided empirical support for the connections between Grades K-3 CCSS-M standards and Go. Teachers observed that their students frequently applied math skills during Go gameplay and experienced valuable opportunities to reinforce concepts from their ongoing math curriculum. Students reported using their math skills while playing Go. For example, when asked how to introduce Go to their friends, they noted that it can help them learn how to be a good leader and help them practice math skills. Some students described Go as “a cool, fun strategy game that’s sometimes challenging and uses a lot of math skills.” Notably, students with special needs, including those with Attention Deficit/Hyperactivity Disorder and Autism Spectrum Disorder, actively participated in Go games with their peers without disabilities, without needing their classroom aides. Teachers noted that Go games created an alternative low-anxiety math learning space in their mathematics classrooms. In addition to its mathematical benefits, teachers recognized that Go improved students’ attention, engagement, collaborative learning, and decision-making.

The effect of using the educational game Quizizz on student motivation and math learning in grade 8

The integration of technology in education has introduced innovative tools to enhance learning experiences, including the use of educational games. This study examines the impact of the educational game Quizizz on the motivation and mathematics performance of eighth-grade students. The research utilized a quasi-experimental design with a Non-Equivalent Control Group Design. The sample was selected using cluster random sampling, consisting of 25 students from class VIII B as the control group and 25 students from class VIII C as the experimental group. Data were collected through questionnaires and mathematics tests. The analysis employed an Independent Sample t-Test to evaluate the effect of Quizizz on student motivation and a Mann-Whitney test to assess its impact on mathematics learning outcomes. The results revealed a significant positive effect of Quizizz on motivation, with a p-value of 0.042 (p < 0.05). Similarly, Quizizz significantly improved mathematics learning outcomes, as indicated by the Mann-Whitney test (p = 0.047). These findings suggest that Quizizz is an effective interactive learning tool that enhances both student motivation and academic achievement in mathematics. Thus, incorporating Quizizz into classroom activities can be a strategic approach to fostering student engagement and improving learning outcomes in mathematics.

The Design of Game-based Learning for Elementary Mathematic Based on Learning Science Perspective

Mathematics was regarded as a fundamental subject and plays a critical role in students' cognitive development and future career prospects in STEM fields. However, due to the abstract nature of mathematics and the extensive practice required, students often find it monotonous and challenging. Thus, games have become an urgent need to stimulate students interest, maintain long-term engagement, and promote effective math learning. This study analyzes the types of math games and the features and effects of games for math learning, it was concluded that games for math classrooms should primarily consist of tabletop analog games that are simple and easy to integrate into learning segments. Long-time, exploratory digital games are not recommended for classrooms. For out-of-class math practice, context-based role-playing games are preferable to foster students' long-term motivation for training. Then this study proposes a design model that combines digital and analog games to promote math learning both in-class and outclass based on learning science, a case was designed to show the application of the model and development of game-based learning in mathematics education.

Development of Ludo Math Props to Improve Student Learning Interest in Logarithm Material

This study aims to develop learning media in the form of LUDO MATH that can increase student interest in learning Logarithms. This type of research is R D using the ADDIE development model which consists of analysis, design, development, implementation, and evaluation. Data collection in this study was carried out by means of observation and interviews. Descriptive analysis is used to describe the results of the development of LUDO MATH from the analysis to evaluation stage. The results of the material expert validation showed that LUDO MATH media obtained a percentage of 80% in the valid category. While the results of the media expert validation obtained a percentage of 80% with a valid category. For the assessment of the practicality of teaching aids seen from the results of the assessment by teachers and students. Where the results of the assessment by the teacher obtained a percentage of 76.67% with a practical category, while the results of the assessment by students obtained a percentage of 84.55% with a very practical category. To see the effectiveness of teaching aids, it is seen from the results of observations during the trial and supported by the results of interviews on the trial subjects. The results showed that the LUDO MATH learning media developed proved to be valid, effective, and practical so that the use of this media can be an alternative for teachers in increasing student interest in learning Logarithms.

The cognitive gap in the mathematical thinking abilities of high school leavers for college: Are they ready?

After students spend approximately 12 years of formal math learning from high school, they bring a store of enormous “learned” mathematics factual knowledge to face the challenges and prepare for college/tertiary level learning. However, research has shown that early tertiary-level students struggle to learn college mathematics. The ability to think mathematically and use this learned factual knowledge (mathematical thinking) to solve higher-order thinking skills (HOTS) problems is essential to tertiary education. Thus, do these high school leavers have access to previously learned factual knowledge and use it effectively in solving these HOTS problems? This sequential research design study was conducted among 640 high school leavers who received an A in their national examination. In the first phase, the researchers investigated their mathematical thinking ability, followed by interviews with selected students on the difficulties and challenges they faced in solving the underlying problems. The findings showed that these students lack the ability to effectively use the previously learned factual knowledge from school mathematics to solve mathematical thinking problems. Secondly, they lack the habitual mind to check their answers after deriving a solution to a given problem. Thirdly, most rarely used heuristics to devise a strategy to solve fundamental math problems. Although the expectation of the school math curriculum over the last decade has been re-engineered towards “teaching students to think,” this expectation has yet to be fulfilled. Thus, university educators must do more to guarantee that high school leavers can deconstruct their mathematical knowledge and reconnect it with the underpinnings and linkages of college mathematics requirement.

THE INFLUENCE OF THE PROBLEM-BASED LEARNING MODEL ON THE MATHEMATICS LEARNING ACHIEVEMENT IN RELATION AND FUNCTION MATERIAL OF GRADE X STUDENTS AT SMK NEGERI 1 TOMA.

The specialist's point is to decide the impact of the Issue Put together Getting the hang of learning model with respect to the math learning accomplishment of class X understudies at SMK Negeri 1 Toma. This exploration utilizes quantitative strategies with a Semi Trial approach. Inspecting was done utilizing the Group Irregular Examining procedure, where the class was picked arbitrarily from every one of the populaces utilized by the scientist. There was likewise a complete exploration populace of 47. The classes picked by the specialists were the ATPH-X class with 18 understudies as the exploratory class and TKJ-X with 20 understudies as the control class. The instrument utilized is a test. The aftereffects of exploration information handling showed that the typical score for the trial class pretest was 45.48 and the control class was 41.00 and the exploratory class posttest was 78.61 and the control class was 61.75. Speculation testing utilizes the Free Examples Test where the Sig (2-followed) esteem is 0.000 < 0.05. It tends to be reasoned that there is a tremendous contrast in the Posttest of the two classes, implying that the Issue Based Getting the hang of learning model affects understudy learning accomplishment in relationship material and capability. This is impacted by understudies who assume a functioning part in tackling issues connected with regular day to day existence. The findings of this study ought to be taken into consideration by future researchers when choosing a learning model. They propose that: (1) the Problem Based Learning model becomes an alternative for teachers in order for students to maximize their learning outcomes, particularly with regard to the Relationship and Function material; (2) students are advised to improve their ability to understand the material through their knowledge of everyday life; and (3)