School Mathematics Learning Research Articles

The role of ethnomathematics in mathematics education: A literature review

The value of ethnomathematics in the process of teaching and learning mathematics is acknowledged on a global scale. In light of this, the majority of nations have argued in favor of its inclusion in the mathematics curriculum. Whereas mathematics teachers in affluent nations receive guidance and support, most mathematics teachers in developing nations are left to their own devices. This review aimed to identify local cultural relics that relate to mathematical principles taught in schools so that mathematics teachers in developing nations might use them as a reference. This review included 61 articles from Scopus, JSTOR, EBSCOhost, and ProQuest. Upon analysis, the articles revealed that cultural games, weaving, cultural dances, symbolic calculations, buildings, meals, and number systems are among the ethnomathematics activities in which school mathematics concepts are embedded. Nonetheless, cultural games and weaving are mentioned in literature the most frequently. Fabric or textiles are popular in weaving. These results imply that ethnomathematics can be used as a pedagogical, learning, or assessment method for teaching and learning mathematics in schools. However, mathematics teachers must engage in strategic and structural planning; the ADDIE model provides direction in this regard. The results of this review give mathematics teachers in developing nations a baseline and now is the right moment for them to begin implementing the suggested methods of integrating ethnomathematics into their instructional practices.

Digital learning using ChatGPT in elementary school mathematics learning: a systematic literature review

Digital learning with ChatGPT in elementary school mathematics learning is urgently implemented. Several studies have explored digital learning with ChatGPT in elementary school mathematics learning, but studies using SLR are minimal. This article presents the 2022-2024 SLR study on digital learning with ChatGPT in elementary school mathematics learning. This SLR and PRISMA method is supported by Publish or Perish 8, VOSviewer version 1.6.20, Mendeley version 1.19.8, and ATLAS.ti version 7.5.16. The search results obtained 1,259 Scopus articles, which were filtered to 40 and analyzed using ATLAS.ti, then the results were described according to the research question. Digital learning with ChatGPT is a learning approach using the synchronous-asynchronous mode, virtual classrooms, distance, use of interactive digital tools, digital methods and media, innovation, digital modeling, use of robotics and AI ChatGPT for children with the principle of collaboration digital, and problem-solving with the support of digital resources. ChatGPT features multilingual, natural language, advanced AI, 24/7 availability, answering math questions, recurring training, and helping students with various math tasks. Implementation of digital learning with ChatGPT in elementary school mathematics learning for problem-solving, geometry, function limits in algebra, the material on flat shapes, geometric shapes, integrated PjBL, online, mixed and flipped classes.

Accountability affects the use of small group learning in school mathematics

Accountability affects the use of small group learning in school mathematics

Learning to speak mathematically at the Japanese supplementary school in Sweden: critical cases of praxeological anomaly

AbstractNatural language is known to play a crucial and specific role for children’s learning in school mathematics. Not only does it carry special vocabulary, but subtle differences between natural languages may lead to surprising challenges, for instance, for learners who are not taught mathematics in their mother tongue. In this paper, the anthropological theory of didactic (ATD) is used as a main framework, and we analyse some praxeological anomalies from the teaching of fractions at Japanese schools abroad, while learners attend, at the same time, a regular school in some other language (in this case, the local language, Swedish). Our findings indicate that these praxeological anomalies arise not only from linguistic disparities related to specialised vocabulary and syntax for elementary mathematics but also from institutional and curricular differences. This study gives new insights on these language challenges related to mathematics as taught at expatriate schools, particularly in the case of Japanese.

Analysis of Mathematics Performance Trends in Certificate of Secondary Education Examination, Tanzania, from 2015–2022: A projection for eight years

Mathematics is essential to life as everyone uses mathematical concepts daily. Many countries have advanced in science and technology by investing in mathematics. This study aimed to determine the trend of students who sat for the Certificate of Secondary Education Examination (CSEE) in mathematics from 2015 to 2022; analyse performance trends in mathematics during this period, examine mathematics failure rate trends, and project pass rates in mathematics for the next eight years, from 2023 to 2030. This study employed a quantitative research approach and an ex-post facto research design. Participants were 4,459,009 students who sat for CSEE from 2015–2022. Analysis from the Statistical Package for Social Sciences version 26.0 revealed a consistent rise in student enrollment, with 136,481 more students by 2022. The pass rate was low, as the maximum was 20.12%, while failure rates consistently exceeded 78%. The findings indicated further that the pass rates would remain low from 2023 to 2030. The study recommends reviewing secondary school mathematics curriculum, increasing teaching and learning materials, providing regular in-service training in innovative pedagogical practices and assessment, and hiring more mathematics teachers in secondary schools.

Methods and Strategies for Effective Teaching of Mathematics in Secondary Schools in Nigeria

If the mathematics is to be interesting rather than a dull experience for the students, the first steps must be to make it a positive rather than negative emotional experience for the teachers. The importance placed on the subject is derived from the fact that it would help the nation meet its quest for science and technological advancement. A lot required from the mathematics teacher in terms of methods and strategies for effective teaching and learning of mathematics in secondary schools to meet the learning expectation of the students and other stake-holders. You need satisfied, competent and confident teacher to produce satisfied and confident students. The teacher is a major learning resource in mathematics at any level. If he is effective, he is catalyst, a stimulator, an inspirer and facilitator. He has to be able to facilitate learning by creating opportunities which enable learner to investigate situations. He has to have internalized techniques which enable him to go beyond ordinary routine questions ending at the knowledge level, comprehension, application, analysis, synthesis and evaluation which may together be called higher intellectual skills and abilities have to be viewed by the mathematics teacher as important attributes to be acquired by his students. Teaching process cannot be said to be complete if assessment of the students, teachers and the, methods and strategies employed are not thoroughly carried out, The teacher must know the best techniques and methods of presenting his ideas to the students putting into consideration students interest, needs, individual differences, difficulties and abilities. Thus, for effective teaching and learning of mathematics, a teacher must embrace active learning as against the traditional method of teaching mathematics.

Motivation and Behavioral Engagement: The Mediating Role of Mathematics Self-Efficacy in Primary Education

The primary objective of this study is to explore the interrelation between motivation, self-efficacy, and behavioral engagement in primary school mathematics learning. This study also examines the mediating role of self-efficacy in the relationship between motivation and behavioral engagement. The research involved 660 fifth and sixth grade students in four schools in Surabaya, Indonesia. The data collected was analyzed using structural equation modeling. The study revealed that motivation is key to enhancing students’ self-efficacy and behavioral engagement during mathematics learning. Additionally, self-efficacy was found to be linked with students’ behavioral engagement. Furthermore, self-efficacy was identified as a mediator in the relationship between motivation toward mathematics and behavioral engagement during mathematics learning. The study provides valuable insights into these variables in the Indonesian context, particularly in elementary schools for mathematics learning. The research also discusses the implications of the study for teaching practices.

Eksplorasi Etnomatematika pada Tradisi Saprahan Etnis Melayu Sambas dan Pengintegrasiannya dalam Pembelajaran Matematika Sekolah Dasar

This study focuses on ethnomathematics in the Sambas Malay ethnic Saprahan tradition which aims to answer three questions: (1) Describe the mathematical fundamental activities in the Sambas Malay ethnic saprahan tradition, (2) Tools used in the Sambas Malay ethnic saprahan tradition related to mathematical concepts, (3) Describe the integration of ethnomathematics in the Sambas Malay ethnic saprahan tradition in elementary school mathematics learning. The method used is a qualitative research method in the form of ethnography. Researchers as the main instrument that plays a role in collecting data through interviews, observations and documentation. The data validity technique uses source triangulation and triangulation techniques. The results of this study show that there is ethnomathematics in the Saprahan tradition of the Sambas Malay ethnicity. In counting activities there is the concept of counting operations, measuring activities (measuring) there is the concept of measuring and flat building, locating activities there are the concepts of addition and flat building and inactivity, designing activities there are the concepts of counting and flat building operations, and explaining activities there are the concepts of counting and flat building operations. The concepts of elementary school mathematics in the tradition of Saprahan Malay Sambas can be developed by designing a suitable learning tool such as evaluation questions so as to provide new innovations in mathematics learning in schools.

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.

Pemanfaatan Media Wordwall terhadap Evaluasi Pembelajaran Matematika di Sekolah Dasar

This research is motivated by the lack of utilization and use of digital-based learning media and less varied learning media. This research aims to develop learning media using Wordwall where students will learn based on media that has been validated and has been categorized as valid, practical, and effective. The type of research carried out is Research and Development (R&D) using the ADDIE model which has 5 stages, namely Analysis, Design, Development, Implementation, and Evaluation. Data was obtained based on a validation questionnaire of material experts, linguists, and media experts; questionnaire on the practicality of teacher and student responses; and the effectiveness of the results of the student evaluation test. The results of the material validity test in the development of learning media using Wordwall obtained a percentage result of 93.33% with a very valid category, a language validity test result of 96% with a very valid category, and a media validity result of 86.71% with a very valid category. Meanwhile, the results of the practicality test obtained a percentage of 91.25% with the category of very practical for the teacher response questionnaire and 94.66% for the student response questionnaire with the category of very practical and the results of the effectiveness test obtained a percentage result of 93.35% with the category of very effective. Thus, it can be concluded that learning media using Wordwall in grade IV Mathematics learning in elementary schools has been proven to be valid, practical, and effective in the learning process.

Numbered Head Together Model Assisted by Concrete Media on Students' Critical Thinking Ability in Mathematics Learning

Learning mathematics is one of the subjects that students consider difficult. This is because students do not understand the concepts given. Students have low critical thinking skills, because in learning teachers do not use appropriate learning models and learning media that suit student characteristics. Teachers only use conventional learning models. Based on this, a learning model is needed that can improve critical thinking skills. This research aims to analyze the significant influence of the NHT type cooperative model assisted by concrete media on students' critical thinking abilities in fifth grade elementary school mathematics learning. This research is a quasi-experimental research with a non-equivalent control group design. The population of this study was all class V totaling 217 students. The research sample was determined using a cluster random sampling technique which obtained class V of as many as 38 students as experimental class and class V as many as 30 students as the control class. The data collection method in this research is the test method, with the type of test used being the description test. Data obtained from the post-test results were analyzed using descriptive statistical techniques and inferential statistical analysis using the polled variance t-test. Based on data analysis, the results showed that the NHT type cooperative model assisted by concrete media had a significant effect on students' critical thinking abilities in fifth grade elementary school mathematics learning.

Literature Study: Elementary School Mathematics Learning with Islamic Integration

Literature Study: Elementary School Mathematics Learning with Islamic Integration

Relationship between Self-regulated Learning with Academic Buoyancy: A Case Study among Malaysia FELDA Secondary School Students

Prior studies offer descriptive accounts of empirical evidence on the positive relation between self-regulated learning towards various academic outcomes. However, lack of studies looks into the relation between self-regulated learning specifically with academic buoyancy in secondary school mathematics learning. Therefore, this correlational study aims to assess the relationship between self-regulated learning and academic buoyancy in the context of mathematics learning. Using a sample of 463 secondary school students from FELDA area (southern and east coast area), data were collected from Academic Buoyancy Scale and Self-regulated Learning Questionnaire. Results showed that, overall students self-regulated learning was positively and significantly correlated with academic buoyancy. Besides, all three phases of self-regulated learning namely forethought, performance and reflection phase were also positively correlated with academic buoyancy. The findings of the study offer insights into the importance of having good self-regulated learning skills to be the protective factor in dealing with daily academic challenges in the mathematics learning setting.

Implementation of the Jigsaw Type Cooperative Model Using Pop Up Book Media to Increase Elementary School Students' Mathematics Learning Activeness

The aim of this research is to find out how to apply the Jigsaw Type Cooperative learning model in increasing student activity in elementary school mathematics learning. The research method used is a classroom action research method that uses the development model by Kemmis and Mc. Taggart. The subjects of this research were 32 class VI students at SD Negeri 207/IV Jambi City. Data was collected using observation techniques, questionnaires and written tests. Data analysis uses quantitative descriptive analysis. The results of the research prove that the application of the jigsaw cooperative learning model can increase the learning activity of class VI students in the mathematics subject of plane figures. The average results of observing students' learning activity in cycle I was 87.52%, in cycle II it increased to 90.00%, the results of the student learning activity questionnaire obtained an average in cycle I of 60.55% and in cycle II it increased to 89.31%.

Connecting the threads: the role of multiplicative thinking in algebraic, geometrical, and statistical reasoning

ABSTRACT Making connections within and between different aspects of mathematics is recognised as fundamental to learning mathematics with understanding. However, exactly what these connections are and how they serve the goal of learning mathematics is rarely made explicit in curriculum documents with the result that mathematics tends to be presented as a set of discrete, disconnected topics. Interest in establishing a more coherent approach to the teaching and learning of school mathematics has led to a focus on big ideas. That is, networks of related concepts, skills and ways of thinking that facilitate learning mathematics with understanding. Research on learning progressions has helped identify what these big ideas are and how they serve to build connections within and between different aspects of mathematics. This paper draws on research that provides an evidenced-based learning progression for multiplicative reasoning to illustrate the connective role of multiplicative thinking in the development of algebraic, geometrical, and statistical reasoning.

Mathematical Resilience and Bis-VOLKS Misconceptions in School Mathematics Learning

Mathematical Resilience and Bis-VOLKS Misconceptions in School Mathematics Learning

Merangkul Diversitas Budaya melalui Matematika: Pendekatan Ethnomatematika dalam Pembelajaran Matematika di Sekolah

This study is important to embrace cultural diversity in mathematics learning with the aim of implementing an ethnomathematics approach in mathematics learning to help embrace students' cultural diversity, improve mathematical understanding, and increase student motivation in learning mathematics. The writing method uses literature review. The literature review procedure starts by collecting data in the form of references related to the implementation of culture in mathematics learning with an emphasis on ethnomathematics in school mathematics learning, followed by analyzing these references and presenting the implications of the results of the literature review in learning activities. Analysis of the results contains a complete description of how to analyze the concept under study using an analytical approach, namely through the process of analyzing data or information by providing arguments through logical thinking and then a conclusion is drawn. The implementation of Ethnomathematics in education is an important step towards a more inclusive, relevant and culturally oriented education. It helps to embrace the cultural diversity of students, improve mathematical understanding, and increase student motivation.

The Development of a Realistic Mathematics-Based E-Module Using Project Assignments to Improve Students' Concept Understanding

The objectives of elementary school mathematics learning are to encourage students to solve problems in everyday life that require a good understanding of concepts. The fact is that student's understanding of concepts at Aisyiyah Innovative Elementary School and Modern Sakti MI is still need improvement. The reason is that teaching materials and teaching strategies don't support students' conceptual understanding. The objectives of this study are, (1) to describe the design of a realistic mathematics-based e-module (RME) with project assignments, and (2) to describe the effect of a realistic mathematics-based e-module (RME). Assist project assignments in improving students' conceptual understanding. This study uses 7 steps Borg &Gall development model adopted by Sugiyono, which are potentials and problems, data collection, product design, design validation, design revision; product trials, and usage trials. The results of the percentage assessment of the questionnaire included material experts 90%, linguists 86.67%, media experts 84.5%, teachers 80%, and students 83.6%. The results of the t-test of the post-test value of the experimental class and the control class showed a sig-2-tailed value of 0. 000 < 0.05. So it can be concluded that the design of a realistic mathematics-based e-module (RME) with project assignments fulfills process, structure, component, and user requirements and effectively improve students' conceptual understanding.Keywords: Concept Understanding, E-Module Development, Realistic Mathematics (RME), Project Assignments,

Effective mathematics learning through APOS theory by dint of cognitive abilities

The paper dwells on the contributions of APOS theory to the development of teaching and learning of mathematics in school. APOS is an acronym for <i>action</i>, <i>process</i>, <i>object</i>, and <i>schema</i>. The theory emerges as an extension to constructivism but with a more focused and robust learner-centered approach to the teaching and learning of mathematics. Proponents of the theory believed that learning occurs initially as an <i>action </i>or <i>activity </i>in learners’ cognitive settings, independent of learners’ environment, triggered by cognitive coherence, then it is transformed to <i>process</i>,<i> </i>where learner now waits for internalization of the earlier <i>activity</i>, preparatory to the occurrence of learning. At <i>object </i>level, learner now considers what has been learnt earlier to have been fully internalized into mathematical <i>object(s)</i>. Lastly, at <i>schema </i>level, the <i>object</i> learnt is assumed to have been embedded in the learners’ <i>schema</i>–a cognitive structure formed as a result of accumulated learning experience, and a complete mental image of what has been learnt is said to have been formed. Against the backdrop of this, the paper looks at how this theory had changed the narrative about teaching and learning of mathematics vis-à-vis the bearing of the theory to other cognitive abilities of the learner such as intelligence and creativity. In the end, the paper suggests the application of APOS theory in teaching and learning mathematics at all levels of learning in Nigeria and beyond.

EKSPLORASI ETNOMATEMATIKA MOTIF RUMAH ADAT KAJANG LAKO JAMBI DALAM MENINGKATKAN PEMAHAMAN KONSEP MATEMATIKA SD

This research aims to (1) Describe the ethnomathematics contained in the Kajang Lako Jambi Traditional House Motif (2) Describe what mathematical concepts are contained in the Kajang Lako Jambi Traditional House Motif which can be used in elementary school mathematics learning. In this research, researchers used qualitative research with an ethnographic approach. The instrument used by researchers is a human instrument, researchers are directly involved in the field including observation, interviews, literature study and documentation. The data analysis techniques used are data reduction, triangulation, data presentation, and drawing conclusions. The results of this research are mathematical concepts found in the Kajang Lako Jambi traditional house, such as geometry, measurement and arithmetic. It can be concluded that the ethnomathematics exploration of the Kajang Lako Jambi traditional house motif can be used as a source of mathematics learning for high grade elementary school students in improving their understanding of mathematical concepts.