Mathematics Education Learning Research Articles

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.

Penerapan Pendekatan Realistic Mathematics Education untuk Meningkatkan Kemampuan Pemahaman Konsep Matematis Siswa pada Materi Statistika Kelas VIII-1 SMP Nurul Islam Indonesia Medan

This research aims to determine students' ability to understand mathematical concepts through the application of the Realistic Mathematics Education learning approach and to find out how the students' answers process in solving problems on tests of students' ability to understand mathematical concepts after applying the Realistic Mathematics Education learning approach in class VIII-1 of SMP Nurul Islam Indonesia Medan. This type of research is classroom action research through cyclical learning stages. The subjects of this research were 13 students in class VIII-1 of SMP Nurul Islam Indonesia Medan and the object of this research was the students' ability to understand mathematical concepts by applying the Realistic Mathematics Education learning approach to statistical material. Based on the research results, it was found that by applying the Realistic Mathematics Education learning approach, students' ability to understand mathematical concepts in statistical material in class VIII-1 at Nurul Islam Indonesia Middle School in Medan was improved, namely in cycle I the average student ability was only 30.76 with a completion percentage of only 8% of students completed. In cycle II the average student ability increased to 92.95 with a student completion percentage of 100%, so that students had met the classical completion percentage, namely ≥85%. The results of this research show that by applying the Realistic Mathematics Education learning approach to statistics material in class VIII-1 of Nurul Islam Indonesia Middle School in Medan, students can improve their ability to understand mathematical concepts.

Online game-based learning in mathematics education among Generation Z: A systematic review

In contemporary education, game-based learning (GBL) has become a captivating instructional method applied across various academic subjects, including mathematics. The utilization of online GBL in mathematics education constitutes a segment of the activities that mathematics educators can employ during their lessons to teach students and enhance their educational progress. The primary goal of this study was to examine recent research endeavors involving the use of online GBL in mathematics education for Generation Z cohort. To achieve this objective, a systematic review (SR) was carried out to investigate the types of online games employed, analyze previous research methodologies, and explore the educational contexts relevant to mathematics education that align with the needs of Generation Z. An SR process was conducted to gather relevant articles from three databases, namely Science Direct, Scopus, and Springer. Full-text articles were meticulously assessed based on predetermined eligibility criteria. The review revealed many online games suitable for mathematics education, including Augmented Reality, Digital Inquiry Game, E-Rebuild, Math-Island Game, NanoRoboMath, Quizizz, and Wuzzit Trouble. The incorporation of online games in mathematics education offers numerous advantages.

Pengaruh gaya belajar dan belajar matematika realistis terhadap hasil belajar Siswa kelas V SDN 11 Lubuk Buaya Padang

This research was conducted because researchers wanted to know the influence of learning styles and the Realistic Mathematics Education (RME) learning model on student learning outcomes in fifth grade elementary school mathematics subjects. This research method is quantitative and is a type of Non Equivalent Pre-Test and Post-Test Control Group Design. The research sample for the experimental class was all class V students at SD Negeri 11 Lubuk Buaya, totaling 27 students and the control class was all class V students at SD Negeri 11 Lubuk Buaya, totaling 27 students. The data collection technique is in the form of 20 multiple choice test questions. The Independent Sample T-Test serves to test the hypothesis obtained by Sig. (2-tailed) of 0.000 < 0.05. Based on the results, it shows that Ha is accepted and Ho is rejected. It can be concluded that the application of the Realistic Mathematics Education learning style and learning model has an influence and the learning outcomes of class V students at SD Negeri 11 Lubuk Buaya Padang increase. It is known that the experimental class obtained an average pretest result of 65.25 and the control class pretest average was 65. Meanwhile, the posttest average of the experimental class was higher than the control class, namely 84 > 72.5.

Pre-Algebra Student Negative Sign Computer-based Learning

Middle school students who struggle with manipulating math expressions involving the negative sign have demonstrated difficulty learning pre-algebra content that prepares them for higher-level math courses. This study involved a multimedia intervention to improve middle school students' negative sign proficiency and math self-efficacy. A mixed-methods action research study was implemented involving 28 middle school students who participated in an intervention three days a week, working on 12 computer-based math learning modules. The module's learning goals focused on students evaluating negative sign expressions supported by Realistic Mathematics Education learning theory, cognitive theory of multimedia learning, and multimedia self-efficacy instructional strategies. The results showed a statistically significant improvement in negative sign math proficiency, a non-significant improvement in math self-efficacy, and that student perceptions of learning through the modules were favorable. This research contributes to understanding technology intervention learning environments that include middle school math self-efficacy instructional strategies.

Analytical Study of Cooperative Learning in Mathematics

This exhaustive study delves into the application and impact of cooperative learning in mathematics education, specifically focusing on the context of Nepal. The primary aim is to assess the effectiveness and prevalence of cooperative learning strategies employed by mathematics teachers at both school and college levels. The investigation centers on small-group cooperative learning as an alternative pedagogical approach, contrasting it with traditional whole-class expository instruction and individual instruction systems. The study outlines practical and realistic strategies for utilizing small groups in mathematics teaching, emphasizing their applicability across different age groups and curricula. Furthermore, the study encompasses three computer-based cooperative learning strategies designed for classroom implementation, various learning activities aimed at establishing a cooperative classroom setting, and procedures for group problem-solving and inquiry specifically in algebra, geometry, and trigonometry. The implications of this finding underscore the need for further efforts to enhance the adoption of cooperative learning among mathematics teachers in Nepal.

Overview of Cooperative Learning Strategies in Mathematics Teaching and Learning

This conference paper aims to provide an overview of the potential benefits and challenges associated with implementing cooperative learning strategies in mathematics education. By examining various cooperative learning models and their impact on students' learning outcomes, the paper highlights the importance of collaboration and group work in promoting deeper understanding, higher achievement, and improved attitudes toward mathematics. Traditional instructional methods often rely on individual work and teacher-centered approaches, which may limit students' engagement and development of mathematical reasoning abilities. Cooperative learning, however, emphasizes collaboration, active participation, and peer interaction, creating a supportive and interactive learning environment. This paper reviews the literature on cooperative learning in mathematics education, discusses its benefits, and provides practical recommendations for implementing cooperative learning strategies in mathematics classrooms.

Augmented Reality Learning in Mathematics Education: Systematic Literature Review

Augmented reality is known as a type of technology that improves the physical world through computer-generated content that can be applied in mathematics education. The primary objective is to review and explore existing research on the characteristics of augmented reality (AR) learning through a systematic literature review (SLR). The study identified various research papers that discussed the utilization of AR in mathematics education, as well as studies that assessed the effectiveness of AR learning in this domain. The review process involved identification, screening, eligibility, inclusion, and data analysis using three search engines: Springer Link, Scopus, and Science Direct. The study adhered to the PRISMA guidelines for reporting. A total of 20 articles were selected from the included studies after sorting. The findings revealed that AR learning was distributed in studies in terms of trends and countries. There were several features or characteristics in AR learning and AR learning was implemented in different areas of mathematics, such as Trigonometry, STEM, Linus Mathematical Modeling, Calculus, Geometry, Statistics, and Algebra. Besides that, teacher preparation in using AR to teach mathematics learning also will be a focus. This SLR also states the challenges or limitations of AR learning. In conclusion, Augmented reality has emerged as a promising tool for mathematics education, enhancing student engagement, comprehension, and problem-solving abilities by providing immersive, interactive, and visual learning experiences.

Digital Pedagogy for Self-Paced Learning in Mathematics Education

This paper examined the contribution of digital pedagogy (DP) to self-paced learning in higher mathematics education. The research question was: In what ways does DP contribute to a resourceful learning environment to address individual learning styles and preferences in higher mathematics education? The study used a quantitative approach, employing a critical Action Research design with pre-test and post-test measures. The study participants were 126 third-semester students taking a Differential Geometry course in 2017. The tool used was the self-paced learning (SPL) index survey questionnaire. Based on analysis and discussion with relevant literature, this paper highlights the benefits of digital pedagogy, including the promotion of 21st-century skills, the provision of anytime and anywhere learning opportunities, and the creation of an e-resource repository to ensure SPL. Moreover, digital pedagogy provides adaptive learning experiences that can be adjusted to each student’s learning pace and style, enabling them to learn effectively and achieve their full potential.

Influence of Internet Addiction on Pre-Service Mathematics Teachers’ Learning and Motivation in Nigerian South-West Universities

The widespread use of the internet has led to a growing concern about the impact of internet addiction on pre-service Mathematics teachers' learning. This paper investigates the impacts of internet addiction on the learning and professional development of pre-service Mathematics teachers. The population covers the undergraduate Mathematics education students from public universities in south-west Nigeria. The sample was randomly selected from 100 to 400 levels while the sample size was 200 pre-service teachers across the levels from one selected university. A well-structured questionnaire was used to get data from pre-service Mathematics teachers on internet addiction. This study employed a descriptive and inferential research design to create responses to the research questions. The data collected were analysed using mean and standard deviation for the two research questions while Pearson Product Moment Correlation Coefficient was used to test the hypothesis raised. There is a significant relationship between internet addiction and Mathematics learning. This yields a positive result that, the students who access the internet more frequently learn more effectively and highly motivated in learning Mathematics. It was suggested that the internet can be a useful tool for learning but must be used responsibly. However, addressing internet addiction through education, prevention, and intervention efforts should be integrated into the teacher education program to support pre-service mathematics teachers in developing healthy internet use habits and maintaining high levels of motivation to learn.

Analysis of artificial intelligence chatbots and satisfaction for learning in mathematics education

The use of artificial intelligence (AI) is becoming increasingly widespread in today's society. This type of technology, and more specifically chatbots as virtual assistants, can be implemented and integrated as a support tool in educational environments. This article proposes the creation of chatbots in the subject of didactic of geometry of the Degree of Primary Education of the Faculty of Education at the University of Málaga, carried out by 120 students in two groups. The aim is to analyse these chatbots, as well as the students' evaluation and satisfaction with them. To this end, the students were given brief training so that they could generate their own bots and know how to integrate them into a social network and then use them. The results of the questionnaire show that the students have shown interest in the generation of their chatbot and its integration into the social network, have improved their digital competence, as well as demonstrating a high degree of satisfaction with their AI creations, along with the idea that this type of experience can be transferred to other subjects and educational contexts.

A review of flipped learning in innovative math education

<span lang="EN-US">Many systematic reviews have examined flipped learning models in various fields. However, there is little research on the use of the flipped learning model in mathematics education, which could help researchers and practitioners use and develop a model to implement mathematics learning processes. To fill this gap, this study aimed to analyze and synthesize current knowledge and practices in the implementation of flipped learning in mathematics education. Systematic literature review was adopted as the research method following an article selection and screening process using the preferred reporting items for systematic review and meta-analysis (PRISMA) protocol. Articles published from 2012 to 2021 in some reputable databases (Web of Science, Scopus, and ERIC) were reviewed, and 17 of 137 articles were included for detailed analysis and synthesis. The findings of this study showed that research in the implementation of the flipped learning model in mathematics education focused on documenting the affectivity of the implementation of the flipped learning model, developing learning processes, and sharing preliminary findings and student feedback. Future research is highly recommended to examine different aspects of flipped learning implementation, promote longitudinal data based on multi-year research for implementing flipped learning, and review various learning media to strengthen students’ understanding of mathematics.</span>

Mathematics for the Visually Impaired, a Retrospective of Teaching Materials and Computer Technologies in Mexico

At present there is slight dissemination of didactic material and computer technologies for the teaching-learning of mathematics for the visually impaired in secondary and high school, despite the need for these to assist in the learning of this discipline, so necessary for the development of the others. The results of the bibliographical review show that there are proposals for didactic material and technologies to assist the teacher in the teaching-learning process of mathematics in students with visual impairment, which, although it is a preliminary review that was not exhaustive, shows that they can be many more, so it is recommended to do it and based on this make a proposal so that the students benefit.

Model Pembelajaran Realistic Mathematic Education (RME) terhadap Peningkatan Hasil Belajar Matematika Siswa Sekolah Dasar

This research aims to describe the implementation of the Realistic Mathematics Education (RME) learning model in a fifth-grade classroom at one of the elementary schools in the Bonegunu district and to improve students' mathematics learning outcomes on the subject of spatial structures. The subjects of this classroom action research are 26 fifth-grade students in the school. The research design adopts the Kemmis and Taggart model, which includes planning, action, observation, and reflection. Data collection techniques include observation, interviews, tests, and documentation. Data were analyzed descriptively qualitatively. The results show that the implementation of mathematics learning using the Realistic Mathematics Education (RME) learning model proceeded well according to the prepared plan. Students' learning outcomes in Cycle I were in the good category with a learning completeness percentage of 57.69% and an average of 66.35. It then increased to the very good category with a completeness percentage of 92.31% and an average of 87.50 in Cycle II. These findings indicate that the implementation of the Realistic Mathematics Education learning model in the classroom has a positive impact on improving students' mathematics learning outcomes in elementary school.Keywords: Realistic mathematic education (RME), student’s activity, matehematics learning outcomes.

Relevancy of Online Classes in Mathematics Education

This research study entitled Relevancy of Online Classes in Mathematics Education was carried out to identify the views of students on relevance of online classes in mathematics education. The main objective of this study was to analyze student's barriers to online learning in mathematics education in the context of Nepal and to analyze the opportunities that students entertain while taking online class in mathematics education. The sample was 100 Students for questionnaire and 10 students for interview they were studying at first and fourth semesters of master degree in mathematics education during academic year 2077 at Tribhuvan University. The questionnaires and interview were used for the collection of data containing close-ended and open ended questions. The Campus and the students were selected by using probability proportional sampling procedure. The collected data were analyzed by descriptively and statistically. In the conclusion the opportunities of online class outweigh the barriers that students face. Online class provides great opportunity for universities in developing countries to improve their teaching and learning processes. Moreover, the findings of this study states that master level students of mathematics education had positive opinion towards the online classes in mathematics education. From all the finding the researcher concludes that online class is relevant for the students of mathematics education in Tribhuvan University.