Mathematics Learning Research Articles

THE INFLUENCE OF STEM EDUCATION ON MOTIVATION TOLEARN IN MATHEMATICS LESSONS

This study examined the impact of STEM (Science, Technology, Engineering, and Mathematics) education on 8th-grade students' motivation towards learning mathematics at a Nazarbayev Intellectual School in Almaty. The research aimed to assess how STEM education influences motivational factors such as intrinsic value, self-regulation, self-efficacy, utility value, attainment value, and test anxiety. An experimental design was employedwith 52 participants divided into two groups: a control group using traditional teaching methods and an experimental group engaging in STEM approaches.The Mathematics Motivation Questionnaire (MMQ), adapted from the Science Motivation Questionnaire (SMQ), was utilized for data collection before and after the intervention. Results from paired samples T-tests and descriptive statistics showed significant enhancements in the motivational levels of students in the experimental group, indicating that STEM education effectively boosts motivation towards mathematics learning. This research underscores the significance of incorporating STEM educational practices into mathematics curricula to create a more engaging and motivating learning atmosphere. These findings are crucial for educators, curriculum designers, and policymakers focused on improving mathematics education and fostering a greater interest in STEM fields among middle school students, contributing to the existing literature on educational motivation.

Designing and Implementing Sustainable Professional Development Programs: Embodied Curriculum and Instruction for Kindergarten Teachers

Embodied design is a theory-to-practice and pedagogical framework and emphasizes the role of embodied and situated activity. Since embodiment has a powerful impact on young children’s learning, implementing embodied deign in kindergartens is essential and beneficial to their future mathematical learning and performance. Therefore, this qualitative study aimed to develop a professional learning community composed of eight kindergarten teachers and university teacher educators (researchers) and to co-construct a professional development model for curriculum design and instructional implementation of embodied design in mathematics. Accordingly, the main research objectives were to obtain a sustainable professional development model and summarize principles of embodied mathematics curriculum design and strategies for embodied instructional activities, which can be used both in practical settings (i.e., kindergarten and preschool) and early childhood teacher education programs in higher education. Data were gathered through participative observations, including PD meetings and classroom observations, in-depth and follow-up interviews, teachers’ lesson design and reflection notes, and children’s learning profiles, and then were analyzed qualitatively using a descriptive and explanatory approach with replication logic. Based on the data collection and analysis, two major sections of the findings and discussion were included in this report, which were as follows: first, a sustainable “task design professional development model” was generated for collaboratively future improvements of both in-service and pre-service teacher training programs in higher education; second, two principles of embodied mathematics curriculum design and two effective embodied teaching strategies were proposed to promote kindergarten teachers’ professional knowledge and capabilities and their young children’s mathematics learning capabilities.

Self-Efficacy and Mathematics Learning Experience Using 5Es Model among Pre-service Teachers

This study employs a descriptive-correlational design, using both qualitative and quantitative approaches, to investigate the self-efficacy levels of pre-service mathematics teachers in relation to their exposure to the 5Es instructional phases. Data was gathered from 106 pre-service mathematics teachers at Batangas State University Campuses during the academic year 2020-2021 using a researcher-made questionnaire and focus group discussions. Mean, Standard deviation, Pearson r, and Thematic Analysis were used to analyze the data. The results reveal a strong correlation between pre-service teachers' self-efficacy in mathematics and their exposure to the 5Es instructional phases. Additionally, it suggests the potential effectiveness of a researcher-made mathematics learning guide in enhancing students' self-efficacy in mathematics. This research underscores the importance of diverse learning strategies for mastering mathematical concepts, encourages instructors to innovate and adapt their instructional practices based on the 5Es model to enhance students' self-efficacy in mathematics, and calls for future research to explore additional factors that influence students' self-efficacy when exposed to 5Es instructional phases.

Supporting teachers in implementing project-based learning in teaching secondary mathematics: An action research

In the context of Nepal, most mathematics teachers at the secondary level are still using conventional teacher-centred pedagogy. It is assumed that teachers' pedagogy might enhance learners' engagement in learning mathematics and build conceptual understanding. Project-based learning (PBL) is a student-centred pedagogy that can remove misconceptions about content knowledge, enhance engaged learning, and support teachers in developing pedagogical skills. The study tried to reform the pedagogical practice of teachers using conventional teacher-centred pedagogy in teaching mathematics. The action research was conducted in four secondary schools in Nepal by five secondary mathematics teachers in two cycles, each seven days. The study focused on the implementation of PBL in secondary-level schools, the impact of PBL on students' activities, and professional development. The seven-day project was prepared based on a 3-day workshop for teachers on the surface area of prism and pyramid of grade ten mathematics. The action research was conducted in four different school settings, and students' activities were observed. The study collected qualitative data through interviews (baseline and post), observation, and teacher reflection notes. Text data were analyzed thematically for meaning-making and finding. The study's significant findings were engaged learning, inclusive education, and contextualization of mathematics. Likewise, students' creativity was observed during the action research, and teachers were supported in reforming their pedagogy with new experiences through PBL. The study might support other teachers in implementing PBL for student-centred pedagogy and teachers' professional development.

Introducing KPK and FPB Material Using Pahima Media (Mathematics Counting Board) for Grade V Students in Elementary School

The aims of this research are: 1) to describe learning constraints; 2) to describe the initial didactic design; 3) to describe learning activities when using the initial didactic design; 4) to describe the final design of the didactic material for learning mathematics from KPK and FPB. For the purpose of this investigation, a method known as Didactic Design Research (DDR) was used to conduct qualitative research. Data collection used interview methods, tests, documentation, and video recordings. The didactic design research process has several stages, which are 1) Pedagogical Didactic Anticipation (ADP) Analysis, 2) Metapedagogical analysis, which is the second choice, and 3) Past examination. Students showed various responses during their education, as shown by the investigation findings. Even though learning can take a short time, through the use of Pahima media, students can understand and enjoy learning about FPB and KPK. Therefore, in the final didactic design, there are improvements that emphasize the practice questions that have been provided more, and as a consequence, the researcher made modifications to these questions. At the beginning of the lesson, there were two questions that students had not completed correctly. This collection of questions was based on the idea of ​​​​LCM and FPB as a fairy tale, with the first and second questions discussing different story questions from the examples explained earlier. Children could not understand these components as a whole.

Parents’ perspectives on using virtual reality for learning mathematics: Identifying factors for innovative technology acceptance

Parents’ perspectives on using virtual reality for learning mathematics: Identifying factors for innovative technology acceptance

Development of Interactive Learning Media Assisted by Google Sites in Building Materials for Elementary Schools Grade V

This research is motivated by the lack of use of multimedia in Mathematics learning in elementary schools, teachers more often use one-way based learning media which will make students feel bored. The aim of this research is to develop interactive learning media assisted by Google Sites on Class V Elementary School Building Materials. This research uses research and development (R&D) methods using the 4D development model (Define, Design, Develop, Disseminate). Data collection in this research uses a questionnaire to determine expert assessments of media and test media practicality. Effectiveness testing is carried out using tests. In the Define stage, an initial analysis of the curriculum and students is carried out. In the Design stage, the design of the Flowchart and Storyboard for the Google Sites interactive media being developed is carried out. Validation by experts on Google Sites media in the material aspect received a score of 91.56% in the Very Valid category, in the media aspect it received a score of 61.33% in the Valid category, and in the language aspect it received a score of 84.23% in the Very Valid category. Furthermore, the results of the practicality test by the teacher got a score of 97.33% and the students got a score of 88.33% in the Very Practical category. The results of the effectiveness test showed that the average student score was 90.92, there was an increase in the students' knowledge score. Meanwhile, the average N-Gen Score obtained from the difference between students' pre-test and post-test scores obtained a percentage value of 79.31% in the Effective category. From the research carried out, it can be concluded that Interactive Learning Media Assisted by Google Sites in Building Materials for Class V Elementary Schools is valid, practical and effective interactive media, so it can be used in the learning process.

Application Of Quizizz-Assisted Gamification Model to Students' Mathematical Communication Skills and Learning Motivation

Application Of Quizizz-Assisted Gamification Model to Students' Mathematical Communication Skills and Learning Motivation

Eksplorasi etnomatematika dalam kesenian sikambang pada masyarakat kota Sibolga

This study aims to determine the ethnomathematics values contained in Sikambang art, which is the traditional art of the people of Sibolga City, North Sumatra. This research is qualitative research using an ethnographic approach. Research data collection techniques consist of observation, interviews and documentation. The collected data will be analyzed in three stages: data reduction, data submission, and verification. Next, the data will be examined based on four criteria: trustworthiness, transferability, dependability, and certainty. The results show that mathematical concepts are inherent in the culture of the people of Sibolga city, namely Sikambang art which has geometric elements, such as angles (acute, right, obtuse), lines (straight, curved, parallel, intersecting), and flat shapes (triangles, rectangles). , square, and circle). By incorporating ethnomathematics into the school curriculum, students' mathematics learning can become more contextual and meaningful. This study also helps maintain Sikambang art as a local cultural heritage that is increasingly marginalized by contemporary developments.

The Effectiveness of Matific Interactive Game Media to Improve Mathematics Learning Outcomes of Grade VII Students on the Matter of Integers

Math learning is often considered difficult by students, this requires the creativity of math teachers to innovate, one of which is by using interactive learning media such as Matific. The purpose of this study was to determine whether or not the use of Matific interactive game media was effective in improving the learning outcomes of seventh grade mathematics students at SMP Negeri 7 Padang on integer material. This study uses a qualitative method by giving a questionnaire. The results of the research on the use of interactive game media Matific has been running effectively in learning mathematics, especially integers and is able to improve student learning outcomes. This is evidenced by the percentage of student questionnaire assessment results of 88.45% which means that Matific games are very effective as interactive learning media. This research contributes to the field of education in developing mathematics skills, increasing student engagement, and reducing student anxiety through educational games that utilize technology in the teaching and learning process. Student involvement in the mathematics learning process is related to increased student learning outcomes. For this reason, it is hoped that mathematics will no longer be considered a difficult lesson by students

Improving Students' Mathematical Communication Through Differentiated Learning Implementing the MERDEKA Class VII Flow

Students' mathematical communication abilities are crucial for acquiring mathematical concepts during mathematics learning. The MERDEKA route offers differentiated learning and is an excellent tool for helping students develop these abilities. This research aims to determine how much-differentiated learning can be contributed by applying the MERDEKA pathway to enhance students' mathematical communication skills. This type of research is Quasi-Experimental with a pretest-posttest control group design. The sample for this research was students of class VII-D and class VII-F, who were selected using cluster sampling techniques from all class VII of SMPN 5 Tanjungpinang. The Independent Sample T-test was used to analyze the data at a 5% significance level. According to this study, students' mathematical communication abilities increase through differentiated learning using the MERDEKA route rather than regular group learning techniques.

A Review Study on The Practice of Enhancing Motivation of Students in Learning Mathematics

A Review Study on The Practice of Enhancing Motivation of Students in Learning Mathematics

Increasing Student Learning Motivation in Mathematics Learning: Literatur Review

Motivation is a crucial factor influencing student performance in the Mathematics learning process. This research aims to identify strategies to enhance student motivation in Mathematics, addressing the common issue of low enthusiasm and reduced classroom activity. The objective is to develop effective teaching methods that increase student perseverance and independent learning in Mathematics. The study applied a mixed-methods approach, combining quantitative surveys to measure student motivation levels and qualitative interviews with teachers to explore successful motivational strategies. Data was collected from 200 high school students and 20 Mathematics teachers in Jakarta. Statistical analysis was used to identify significant factors affecting Motivation, while thematic analysis provided insights into effective teaching practices. The results indicate interactive teaching methods, personalized feedback, and real-world problem-solving activities significantly boost student motivation. Students reported higher engagement and better performance when these strategies were implemented. The study concludes that adopting these methods can effectively address low Motivation in Mathematics, improving student outcomes.

A Literature Review Regarding the Position of Adversity Quotient in Mathematics Learning

A Literature Review Regarding the Position of Adversity Quotient in Mathematics Learning

PENINGKATAN KEMAMPUAN LITERASI MATEMATIS SISWA MELALUI PENDEKATAN REALISTIC MATHEMATICS EDUCATION (RME)

This study was motivated by the low mathematical literacy ability in mathematics learning. The purpose of this study was to determine the difference in the average improvement of students' mathematical literacy skills. The research method used quasi experimental with non-equivalent control group research design. The population in this study were all students at SMPN 51 Bandung grade VIII even semester of the 2022/2023 academic year. The samples in this study were class VIII.1 as the experimental class and class VIII.2 as the control class. In the experimental class learning using realistic mathematics education (RME) approach, while in the control class using deductive approach. The data collection technique used was a test. Based on the results of the analysis, it can be concluded that the average increase in students' mathematical literacy skills in learning flat-sided space building using the realistic mathematics education (RME) approach is in the high category has a significant difference compared to using the deductive approach in the medium category. It is recommended that research be carried out using more varied methods and media so that the results obtained are more optimal.

Developing Lecture Modules Using a Problem-Based Learning Model with Local Cultural Nuances to Improve Reasoning Ability

One of the abilities that educators must pay attention to when learning mathematics is mathematical reasoning abilities. Various efforts have been made by teachers, researchers and educational practitioners to improve mathematical reasoning abilities, but in reality, reasoning abilities are still in the low category. The aim of this research is to develop a lecture module with a problem-based learning model with local cultural nuances to improve reasoning abilities. Learning packaged in local culture is one way to make it easier to understand mathematics.The method used in this research is the development method with the Thiagarajan 4-D development design The research results show that the module developed is valid, effective and practical and can improve mathematical reasoning abilities

The Influence of the School Library on Mathematics Learning Achievement of Grade III Students in the First Trimester at Escola Básica Central 3º Ciclo Vasco da Gama Manatuto in the 2014 Academic Year

The library is one of the contributing factors or a supporting tool in the educational process at schools, ranging from elementary to higher education levels. A school library is any library organized within a school, where it is essential to have books that support and serve as references for students. The school library plays a vital role in supporting the educational process, providing essential resources for students to enhance their knowledge and complete assignments. This study explores the impact of library usage on the mathematics achievement of Grade III students at Escola Básica Central Vasco Da Gama Manatuto during the first trimester of the 2014 academic year. The research questions focus on whether the library influences mathematics achievement and if students who use the library perform better than those who do not. The study involved 112 students, with a sample of 56, and utilized parametric statistical analysis. The results showed a significant influence of library use on mathematics achievement, with a determination coefficient of 36.72%, meaning that library utilization contributes significantly to students' performance in mathematics, while the remaining 63.28% is influenced by other factors. The t-test results confirmed that students who used the library performed better in mathematics than those who did not. Based on these findings, the author suggests that students should be encouraged to utilize library resources effectively, the government should prioritize the development of school libraries, and librarians should provide welcoming and supportive service to students.

From developmental theory to effective training: long-term and transfer effects of promoting the quantity-to-number word linkage in first-graders at risk for mathematical difficulties.

The model of quantity-to-number word linkage (QNL model) identifies relevant milestones in the process of early numerical acquisition and describes a developmental sequence that can guide the fostering of foundational mathematical abilities in at-risk children. While there is substantial evidence for the predictive value of the quantity-number competencies (QNC) described by the model, evidence supporting the preventive potential of interventions targeting these QNC is so far largely restricted to short-term effects. Findings regarding their long-term preventive impact, especially in terms of transfer to mathematical school achievement, are still limited. This quasi-experimental study aimed to address this gap by evaluating the long-term transfer effects of an intervention program that is strictly derived from the QNL model of mathematical development [QNL training; in German "Mengen, zählen, Zahlen" (MZZ)]. We assessed the quantity-number competencies of 575 first-graders and identified 119 of them as being at risk for mathematical learning difficulties, who were then assigned to three experimental conditions. Sixty one children received 12 sessions of the QNL training, while 30 underwent training in inductive reasoning. Another 28 children served as a control group, receiving no specific intervention. Multi-level analyses confirmed both significant short-and long-term effects in the specifically trained quantity-number competencies as well as transfer effects on subsequent mathematical school achievement. In accordance with previous findings, transfer effects of the QNL training on mathematical school achievement were not yet evident immediately after the intervention but turned out to be significant after a delay of 6 months and remained stable even 15 months after training. Effect sizes ranged from d = 0.32 to d = 1.12. These findings both underscore the preventive potential of interventions that are strictly driven by developmental theory and, conversely, support the theoretical assumptions of the QNL model.

The Effect of Learning with Approach Teaching at The Right Level Regarding Mathematics Learning Outcomes of Class X Students

Learning outcomes are defined as students' academic achievements in mastering competency achievement indicators in a material after following the learning process. The results of an initial study at SMA Negeri 4 Tanjungpinang showed that students' mathematics learning outcomes were still relatively low. Implementation of learning with an approach to Teaching at The Right Level (TaRL) is a solution that can be offered to overcome this problem. This research aims to determine the effect of learning with this approach, Teaching at The Right Level (TaRL), on the mathematics learning outcomes of class X students at SMA Negeri 4 Tanjungpinang. The approach used is a quantitative approach. A quasi-experimental with pretest-posttest control group design was applied in this research. The sample for this research was selected randomly through cluster sampling so that class X.4 had 35 students and class X.5 had 32 students as the research sample. Pretest-posttest as a data collection technique. Data were analyzed using an Independent Sample t-test with a significance level of 5%. The research results show an influence of the application of learning with the teaching approach at the right level (TaRL) on student learning outcomes in quadratic equation material in class X SMA.

Epileptic network identification: insights from Dynamic Mode Decomposition of sEEG data.

For medically-refractory epilepsy patients, stereoelectroencephalography (sEEG) is a surgical method using intracranial recordings to identify brain networks participating in early seizure organization and propagation (i.e., the epileptogenic zone, EZ). If identified, surgical EZ treatment via resection, ablation or neuromodulation can lead to seizure-freedom. To date, quantification of sEEG data, including its visualization and interpretation, remains a clinical and computational challenge. Given elusiveness of physical laws or governing equations modelling complex brain dynamics, data science offers unique insight into identifying unknown patterns within high dimensional sEEG data. We apply here an unsupervised data-driven algorithm, Dynamic Mode Decomposition (DMD), to sEEG recordings from five focal epilepsy patients (three with temporal lobe, and two with cingulate epilepsy), who underwent subsequent resective or ablative surgery and became seizure free. DMD obtains a linear approximation of nonlinear data dynamics, generating coherent structures ("modes") defining important signal features, used to extract frequencies, growth rates and spatial structures. DMD was adapted to produce Dynamic Modal Maps (DMMs) across frequency sub-bands, capturing onset and evolution of epileptiform dynamics in sEEG data. Additionally, we developed a static estimate of EZ-localized electrode contacts, termed the Higher-Frequency Mode-based Norm Index (MNI). DMM and MNI maps for representative patient seizures were validated against clinical sEEG results and seizure-free outcomes following surgery. DMD was most informative at higher frequencies, i.e. gamma (including high-gamma) and beta range, successfully identifying EZ contacts. Combined interpretation of DMM/MNI plots best identified spatiotemporal evolution of mode-specific network changes, with strong concordance to sEEG results and outcomes across all five patients. The method identified network attenuation in other contacts not implicated in the EZ. This is the first application of DMD to sEEG data analysis, supporting integration of neuroengineering, mathematical and machine learning methods into traditional workflows for sEEG review and epilepsy surgical decision-making.