Mathematics Education Learning Research Articles

EFFECT OF BLENDED LEARNING EDUCATIONAL MODEL ON SECONDARY SCHOOL STUDENTS’ MATHEMATICS CONCEPTUAL UNDERSTANDING

The study was conducted to assess the effect of a blended learning educational model on grade ten students' mathematics conceptual understanding in Ethiopia. A non-equivalent pre-test and post-test quasi-experimental design was employed. Two intact classes from different schools were randomly selected and assigned to experimental (n=38) and comparison group (n=45). From the previous semester, students’ record book revealed that both groups have almost an equivalent mathematics performance. A one-way ANOVA and paired sample t-test were used to analyze the data. Moreover, to check the equivalence of the groups, the same pre-test was developed and administered. The result indicates that both groups were equivalent. The test covers tenth-grade topics relations and functions, polynomial functions, exponential functions, and logarithmic functions. The study shows that students instructed through the blended learning approach surpassed those taught via the conventional method in their comprehension of mathematical concepts. The one-way ANOVA statistical result revealed there is a notable disparity between groups with effect size of η2 =.269, which is a large effect size. Moreover, a paired sample t-test shows the experimental group showed a substantial mean difference of 14.327 with a very large effect size (d=1.016) when compared with the comparison group. Thus, the study shows that blended learning was more effective in improving mathematical conceptual understanding when compared with a conventional method of teaching. Based on the findings, the researcher recommends blended learning in mathematics education and suggests stakeholders and policymakers incorporate the model into the curriculum. Keywords: blended learning, conceptual understanding, educational model, lab rotation model, mathematical concept

The Game of Dominoes as Teaching-learning Method of Basic Concepts of Differential Calculus

This paper will present teaching-learning mathematics strategies, specifically differential calculus in a variable, through a fun and competitive space in which action is manifested by the student and not only the repetition of information by the teacher. This action refers to motivate, problematise, summarise, and coordinate a dominoes game whose thematic cards are designed around the basic and main contents of differential calculus. The strategies for teaching this area are diverse and precisely the game of dominoes is one of the most used strategies in the practice of mathematics because it stimulates logical reasoning and mental skills. The objective is to identify the way in which the game of dominoes affects the learning and understanding of fundamental concepts of differential calculus in a variable by means of experimentation carried out on students of the first semester of the School of Engineering and Sciences of Technological of Monterrey. Finally, the results of this study will be presented and the use of this strategy in other topics around mathematics will be recommended to facilitate logical and meaningful learning in students.

Technology-supported problem-based learning in mathematics education for pre-service teachers: a systematic literature review

Technology-supported problem-based learning in mathematics education for pre-service teachers: a systematic literature review

Effect of Gamification-Based Teaching on Junior Secondary School Student's Academic Performance in Mathematics at Kwara State

Gamification is a cutting-edge pedagogical approach to addressing student social behaviour, motivation, and academic performance in the classroom, particularly in subjects that are perceived to be difficult such as mathematics where there was a perceived failure. Hence, this study investigated the effect of gamification-based teaching on junior secondary school student’s academic performance in mathematics in Kwara State. The study adopted a quasi-experimental pretest-posttest, non-equivalent group design. The population was all junior secondary students in Kwara State while the target population were all junior secondary students in J.S.S. 2 in Kwara-North Senatorial district. A purposive sampling technique was used to select two junior secondary schools based on the availability of computer laboratories. A total of 122 students (experimental group 64; control group 58) were involved. Three instruments were used for data collection. Split-half was used to test the reliability of the instruments and coefficients of .89 were obtained Data collected were analyzed using descriptive and inferential statistics at 0.05 level of significance. The study revealed that; gamification-based teaching had a significant effect on the experimental group (F (1,54) = 1.826; p< 0.05) and female students in the experimental group significantly performed better than male students after the treatment. This study concluded that the use of gamification-based teaching in mathematics enhanced teaching-learning effectiveness in mathematics. The study, therefore, recommended among others, that mathematics teachers should use gamification in teaching mathematics to reduce the level of abstractness associated with teaching-learning of mathematics.

VALIDITY OF ENGAGEMENT INSTRUMENT DURING ONLINE LEARNING IN MATHEMATICS EDUCATION

The current study aimed to assess the validity of the engagement instrument during online learning in mathematics education. This study used a survey research design as its approach. The current research participants were 203 Generation Z students in West Nusa Tenggara Barat, Indonesia. Convenience sampling techniques were used to assess who had completed the online survey. Three procedures were used to analyze the data in this research: exploratory factor analysis (EFA), confirmatory factor analysis (CFA), and Rasch analysis. EFA revealed that the online engagement instrument had two sub-components: behavioral engagement and emotional engagement. At the same time, the CFA results showed that the model fit indices established the first- and second-order model's two-factor structure. Finally, the results showed that the online engagement instrument’s item and person reliability were good. The findings indicate a potential for enhancement even though the Rasch analysis largely supported the results of EFA and CFA. The current research’s novelty is that it provides a valid and reliable instrument to assess student`s engagement during online learning in a mathematical education context. Using the current instrument can ensure the accuracy, reliability, and credibility of research on student engagement during online learning in mathematics education.

Applications of deep learning in mathematics education: A review

Traditional classroom settings often fail to account for individual differences, leading to disparities in student performance. Deep learning models offer a solution by analyzing performance data to provide targeted interventions and immediate feedback, thereby personalizing educational experiences. This review examines the transformative potential of deep learning in mathematics education through various applications and methodologies. Studies show that deep learning models, such as convolutional neural networks (CNNs) and recurrent neural networks (RNNs), can analyze complex student data, identify learning patterns, and offer real-time, personalized support. Notable applications include automated classroom feedback systems, intelligent tutoring systems, and predictive models for student performance. Despite the promising results, challenges such as data quality, computational resources, model interpretability, and potential biases remain. Future research should focus on creating inclusive datasets, improving computational efficiency, and enhancing model transparency to fully harness the benefits of deep learning in educational settings.

Using Digital Game-Based Learning in Mathematics Education: A Case Study with Teacher Training Students

Using game-based learning (GBL) and digital game-based learning (DGBL) as a teaching and learning environment can be a pedagogical resource and a good strategy in the classroom to support mathematical learning (Santos et al.,2023). Even though primary school teachers are demonstrating strong preferences for using non-digital games instead of digital games to support mathematics instruction, much of the research review literature has focused on learning outcomes associated with digital mathematical games (Russo et al., 2024). In this paper, I conduct a quasi-experiment using an empirical action research method and the same logical problem-solving environment–game-based or digital game-based learning–that I designed and used with two groups of pre-service teacher university students. I tested three digital games with their non-digital equivalent and observed the problem solvers primarily from a qualitative point of view. Most of the participants enjoyed working with both physical cards and digital games, which effectively engaged students in solving the tasks. My findings suggest that students found the task-solving enjoyable in both types of game-based learning and that solving tasks non-digitally with cards could be more flexible for the problem solvers.

The Importance of Neuroeducation in the Teaching-Learning of Mathematics in Preschoolers

The Importance of Neuroeducation in the Teaching-Learning of Mathematics in Preschoolers

Developing Skills in Designing Experiential Learning Activities in Mathematics Teaching for Primary Education Students at Tan Trao University, Tuyen Quang Province

The enhancement of educational practices through the integration of experiential learning activities in mathematics teaching is increasingly recognized as essential for fostering student engagement and comprehension. This study delves into the development of skills required for designing such experiential activities among primary education students at Tan Trao University in Tuyen Quang Province. By implementing a structured training program, this research aims to equip future educators with both the theoretical knowledge and practical skills necessary to create dynamic and interactive mathematics lessons. The methodology encompasses a blend of qualitative and quantitative approaches to assess the effectiveness of the training program. Pre- and post-training evaluations, along with detailed observations and interviews, provide a comprehensive understanding of the improvements in the students' abilities. The results demonstrate a marked enhancement in the competency of the students to design and execute experiential learning activities, reflecting a deeper understanding of pedagogical techniques and a more profound engagement with the subject matter. The findings underscore the transformative potential of experiential learning in primary education, highlighting how such approaches can make abstract mathematical concepts more tangible and relatable for young learners. This study also addresses the challenges and obstacles encountered during the implementation of these activities, offering insights and recommendations for overcoming such barriers. Furthermore, the research contributes to the broader discourse on educational innovation by illustrating the impact of well-designed experiential activities on student motivation and academic performance. It emphasizes the need for ongoing professional development and support for educators to continuously refine their teaching strategies in response to evolving educational demands. This study not only reinforces the value of experiential learning in mathematics education but also provides a practical framework for developing and implementing these activities. By preparing primary education students at Tan Trao University with these essential skills, the research paves the way for a more interactive, engaging, and effective educational experience for future generations. This underscores the critical role of innovative teaching methodologies in nurturing the intellectual and personal growth of young learners, ultimately contributing to the advancement of primary education in Vietnam.

Mathematics Teaching-Learning Methodology and Its Impact on Academic Performance

Mathematical logical thinking is essential for the development of cognitive constructs of complexity, where the symbolic and abstract take shape, hence the importance of teaching-learning of mathematics, however the strategies in the educational process are not always diverse. which may have an impact on academic performance. Objectives: identify the main methodological elements of teaching-learning mathematics and their relationship with academic performance. Methodology: the research was developed based on a quantitative, non-experimental and descriptive approach. An instrument designed with 12 questions was used, whose Cronbach's Alpha validity was .890, indicating internal consistency. The sample was 383 teachers from public and private educational entities, characterized by not having normality with a value of p .000. Results: The type of classes in public and private educational institutions is generally synthetic-analytical libraries, the institutional guide text and sources from institutional are used as guide materials, in addition, educators reinforce memory and understanding in students to enhance learning significantly, they implement problem solving and presentations, and evaluating through tests and projects. Conclusions: the mathematics teaching-learning methodology that the educators of the Sierra regime apply implies a synthetic-analytical modality, in addition, strategies are used that vary according to the type of educational entity.

Efforts to improve mathematics learning outcomes using the Realistic Mathematics Education (RME) learning model assisted by student number card media Class IV SDN-1 New Kasongan

Background: Mathematics is a universal science that underlies the development of modern technology, has an important role in various disciplines and advances human thinking. There are still many students who seem less motivated, The results of initial observations at SDN-I Kasongan Baru show that interest in learning is low and tends to do things that are beyond their obligations as students, both in the learning process in class and outside the classroom. So the researcher concluded the need to apply a realistic mathematics education learning model assisted by card media to improve student learning outcomes. Objectives: This study aims to: (1) Determine the Mathematics learning activities of students and teachers using the Realistic Mathematics Education (RME) learning model in grade IV SDN-1 Kasongan Baru, (2) find out the improvement of learning outcomes with the Realistic Mathematics Education (RME) learning model. Method: This study uses the type of PTK research with the Realistic Mathematics Education (RME) research model. This research was carried out in grade IV of SDN-1 Kasongan Baru in the even semester of the 2023 academic year with the subjects of the study being 21 grade IV students. Data collection is carried out by Observation and Test methods. Data analysis uses qualitative and quantitative. Results and Dıscussion: The results showed that: 1) teacher and student activity after the observation results in cycle I showed that the average activity score of teachers and students was in the range of scale 2.7 and 2.9 with a fairly good category while in cycle II the observation results of teachers and students increased in the range of 3.3 and 3.3 with good category, 2) there is an improvement in Mathematics learning outcomes after applying the Realistic Mathematics Education (RME) learning model in grade IV SDN-1 Kasongan Baru. Conclusion: The realistic Mathematics Education (RME) learning model assisted by number card media can improve the mathematics learning outcomes of grade IV students of SDN-I Kasongan Baru.

Desain Pembelajaran Matematika Topik Transformasi Geometri dengan Pendekatan Realistic Mathematics Education Berbasis Etnomatematika

The purpose of writing this article is to present a learning design using the Ethnomathematics-based Realistic Mathematics Education learning model to provide several learning design options that can be used by junior high school teachers in providing learning material on geometric transformations. This learning design is devoted to material on geometric transformations, reflection, rotation, dilation and translation which relate to regional culture. This learning design uses steps based on the characteristics of RME. As well as using needs analysis, student analysis, and task analysis.

Indonesian Realistic Mathematics Education: Alternative Mathematics Learning Approach to Improve Fifth Grade Numeracy Literacy Skills

According to the findings of observations, students’ literacy numeracy skills are still considered to be weak. The findings of the computer-based national assessment show that fewer than 50% of pupils have attained the required level of ability. This study aims to analyze the impact of Indonesian realistic mathematics education on numeracy literacy skills of fifth grade students. The type of research used in this study is a quasi-experimental design with a non-equivalent control group design. The population of this study were all fifth-grade elementary school students as many as 123 people consisting of 8 classes contained in 8 public elementary schools. The entire population is equalized with a one-way ANOVA test after giving a pretest. If the entire population is declared equal, the sampling technique used is cluster random sampling. The data collection method was collected using a 3 questions description test, then the data was analyzed using descriptive statistical analysis techniques and inverential statistical analysis techniques with the Polled Variance T-Test. The result found that the Indonesian realistic mathematics education learning approach affects the Numeracy Literacy Skills of Fifth Grade Students by 52.9%. The findings of this study provide a theoretical foundation for applying the PMRI approach to mathematics instruction in elementary schools, with a focus on students’ numeracy literacy skills.

The role of interactive learning in mathematics education: fostering student engagement and interest

This article examines the role of active learning in mathematics and its impact on stimulating students' interest in the subject. It analyses contemporary methods of active learning, such as group projects, discussions, and problem-based tasks, and considers their applicability in teaching mathematics. The article discusses different methods of stimulating students' interest in mathematics, including the use of practical examples, interactive teaching methods, and support for independent research. Based on the analysis conducted, recommendations are provided for creating a learning environment that fosters the maximum development of students' interest in mathematics and enhances the effectiveness of their learning. The article highlights the significance of contemporary teaching methods in mathematics. These methods concentrate on fundamental mathematical concepts and foster critical thinking, communication skills, and independent research skills. The article discusses the importance of studying formal geometry in mathematical education and proposes original methods for solving classical and authorial problems based on new dependencies that were previously unknown. In conclusion, the article highlights that active learning is a crucial component of successful mathematics education. It promotes not only the assimilation of material but also the development of skills necessary for successful adaptation and application of knowledge in various life spheres and careers.

Bilingual instruction practices and students’ performance in teaching-learning mathematics: A case study (June 2023)

This study delves into bilingual instruction practices and their impact on students' participation patterns within a classroom environment. The research aims to understand how students engage during classes where bilingual instruction practices are employed. Qualitative research methods were used for the purpose of data collection and analysis in this study. The selection of participants was carried out through purposive sampling, focusing on the forty-six (46) students from Grade 11 Agarao at Laguna Senior High School at Sta. Cruz, Laguna. To gather the data, a video recording and observation of a one-hour class discussion were conducted. The findings were analyzed through the application of thematic analysis. The results reveal that code switching, encompassing extra-sentential, intra-sentential, and inter-sentential types, is a prevalent bilingual instruction practice used by teachers. Notably, intra-sentential code-switching was the most frequently utilized by the teacher. Additionally, the study identifies four distinct participation patterns: total integration, conditional participation, marginal interaction, and silent observation. The study found that a significant portion of Grade 11 Agarao students exhibited conditional participation and marginal interaction tendencies out of the total cohort of forty-six (46) students. Understanding these dynamics provides insights into how bilingual instruction influences students' involvement and contributions within the classroom. Base on the following findings, it is recommended for schools to include bilingual instruction in their school improvement plan and school development program. It is also recommended to add another research instrument, such as an audio recorder, to easily transcribe the data and yield better results.

Kemandirian belajar siswa kelas VII berdasarkan analisis pedagogik pembelajaran matematika

This research aims to analyze the pedagogical aspects influencing student’s self-regulated learning in mathematics education. The method applied in this study is a qualitative approach with a descriptive method. The research subjects consist of 25 seventh-grade students in a junior high school in Bandung. Data collection was conducted through observation of the mathematics learning process, distribution of a questionnaire on self-regulated learning in mathematics, and interview with both teachers and students. Data analysis was performed by calculating the percentage of student responses from the questionnaire and analyzing the pedagogical aspects of mathematics education. The result of the study show that the average self-regulated learning in mathematics is 69.92%, indicating a moderate category. The lowest indicator of self-regulated learning in mathematics is the ability to establish and choose learning strategies. Based on the analysis of pedagogical aspect in mathematics education regarding students’ self-regulated learning, it is related to the teacher’s ability to use teaching methods and technology. This is associated with pedagogical instructional knowledge (PIK) and pedagogical curricular knowledge (PCrK). Therefore, teaching methods and technology are esencial factors in enhancing self-regulated learning in mathematics.

Pengaruh Disiplin Belajar Terhadap Hasil Belajar Siswa Kelas 4 Pada Mata Pelajaran Matematika Di SD Negeri Jombatan 6 Jombang

This study was conducted to evaluate the discipline of learning in mathematics education as a means to enhance students' academic achievement. The data collection method used was quantitative. The total sample size for this research was 20 participants. The sampling technique employed was the One Group Pretest-Post-test Design. Data analysis was carried out using SPSS version 23 software. Based on the findings, it can be concluded that there is a relationship between discipline of learning and mathematics achievement. This is indicated by the calculated t-value of -20.237 with a significance level of 0.000. The calculated t-value (-20.237) is smaller than the critical t-value (-2.093), and the significance level (0.000) is smaller than 0.05. Therefore, the null hypothesis (Ho) is rejected. The Paired Samples Test analysis reveals a disparity between the pretest and posttest activities, as indicated by a significance level below 0.05. Looking at the calculated t-value, which is greater than the critical t-value (2.093), the final outcome is that the alternative hypothesis (H1) is accepted, and the null hypothesis (H0) is rejected.

Digital game-based learning in mathematics education at primary school level: A systematic literature review

In recent decades, digital game-based learning (DGBL) has become a trend among scholars and practitioners in many parts of the world. Therefore, there were some systematic literature reviews in the past few years conducted to identify the trends of DGBL research with diverse subjects and educational levels, however, there is a lack of review that focuses only on mathematics education at primary school levels. This study seeks to provide a comprehensive overview of DGBL research within the context of elementary mathematics learning. Using PRISMA (2020) flow diagram, this study identified 45 articles related to the topic during the period of 2006-2023. Papers were coded and analyzed by years, regions, elementary mathematics topics, research issues, outcomes, research approaches, research design, data collection tools, game genres, and gameplay mode. The results from this systematic review identified the trends in DGBL research related to elementary mathematics learning, highlighted gaps in existing literature, provided insights, and oriented future studies on the topic. The findings of the research reveal a pronounced interest among scholars in the content topics of elementary mathematics, highlighting the research issues that attract attention, the methodologies employed in studies, and the types of games and gaming modes frequently utilized for elementary school children. The article discusses the trends of DGBL within elementary mathematics education, offering in-depth analyses and identifying research gaps that could guide future directions.

PENGARUH PENDEKATAN REALISTIC MATHEMATICS EDUCATION (RME) TERHADAP HASIL BELAJAR MATEMATIKA SISWA KELAS VII DI SMP NEGERI 2 BANGKINANG KOTA

This research is motivated by the less than optimal mathematics learning process caused by mathematics learning that is fixated on the teacher. This study aims to determine the effect of the Realistic Mathematics Education learning approach on mathematics learning outcomes for class VII SMP Negeri 2 Bangkinang City. This research is an experimental research with a pretest posttest control group design model. The research subjects were seventh grade students of SMP Negeri 2 Bangkinang City. The sampling technique in this study was random sampling, consisting of 29 experimental group students and 29 control group students. The method of data collection is done by test. Data analysis used parametric statistics with t-test (independent sample t-test) with SPSS for windows version 25.0. The results showed that the Realistic Mathematics Education learning approach had a positive effect on improving mathematics learning outcomes. This is evidenced by the results of the independent sample t-test analysis with a significance value of 0.000 <0.05. Based on the analysis and discussion, there are differences in the final average increase in mathematics learning outcomes, namely the experimental group of 83.45 and the control group of 72.24. The results of the study can be concluded that the use of realistic mathematics education learning approach has a positive effect on improving mathematics learning outcomes.

Investigation of the Effect of Gamified Learning on Motivation and Success in Math Class

Purpose: Educators are consistently seeking ways to enhance classroom engagement. In response to declining student achievement in mathematics, traditional teaching methods are gradually giving way to more innovative approaches such as gamified learning. Gamified learning complements conventional instruction by creating an engaging virtual and augmented reality environment in which students can actively interact with the subject matter. This study revolves around a highly significant research question: the impact of gamified learning in mathematics education on student motivation and achievement. In this domain, investigations into the latest developments in designing and testing mathematical games have been examined.
 Methodology: To this end, a literature review method has been employed, and document analysis has been conducted.
 Findings: The results indicate that gamified learning proves to be a promising tool for enhancing short-term motivation and student achievement.
 Unique contributor to theory, policy and practice: However, further research is necessary to determine if these gains can be sustained over the course of a semester.