School Mathematics Learning Research Articles

A needs analysis of HOTS-based assessment instruments for elementary school mathematics learning

This study aimed to analyze an assessment needs based on Higher Order Thinking Skills (HOTS) in mathematics subjects of the fifth-grade elementary school. Analysis needs are required to find out the conditions needed in learning to achieve an educational goal. This research was conducted in a qualitative descriptive manner, with the research subject being the educators who taught the fifth grade of elementary school, with 4 educators. Research data was obtained through a questionnaire. The data analysis technique used is Miles and Huberman which consists of data reduction (data reduction), data display (data presentation), and conclusion (concluding). The result showed that it is necessary to develop Higher Order Thinking Skills (HOTS)-based mathematical assessment instrument to assist educators in making assessments, become a reference for educators to design or make HOTS-based assessments and help improve students' mathematical critical thinking skills.

Semiotic analysis on Malangan Batik for elementary school mathematics learning

Among the cultural richness in Indonesia, one of which is the Malangan batik cloth. The use of Malangan batik cloth is not only for clothing and decoration needs but also becomes part of the subject matter. In elementary school learning, Malangan batik cloth is one of the learning materials for Arts, Culture, and Crafts. In the thematic learning applied in elementary schools, Arts, Culture, and Crafts subjects do not stand alone. However, it must be related to other subjects, one of which is mathematics. The reality, on the ground, most teachers find it difficult to link the two. Bridging the link between these two subjects is carried out through semiotic analysis with its six primary objects. This study aimed to conduct a semiotic analysis of Malangan batik for elementary mathematics learning. The research was conducted in a qualitative descriptive manner with an ethnographic approach. Data were collected through observation, documentation, and interviews with two elementary school mathematics teachers and two Malangan batik makers. The research period is January-March 2022. The results of the study found that elementary mathematics concepts (numbers, algebra, geometry, measurement, statistics, and capital selection) have been identified according to six primary semiotic objects, namely language, problem-situation, concepts, procedures, properties, and arguments. By understanding each semiotic object, Malangan batik has the potential to increase students' mathematical activities that are contextual, interesting, and meaningful for students.

Powtoon Animation Video Based on Contextual Approach in Elementary School Mathematics Learning

The lack of media or supporting tools in teaching and learning activities and the lack of material presented make the learning process less meaningful. It can cause the learning process to be less effective, and students will become less familiar with the material being taught. This study aims to develop learning media in animated Powtoon videos based on a contextual approach to learning the circumference and area of ​​a triangle for fourth-grade elementary school students. This research is development research that uses the ADDIE research model. The method used in this study is a questionnaire with the provision of an assessment sheet instrument given to 2 lecturers as material experts, two lecturers as media experts, two teachers as practitioners, and five students. The instrument used in this study is a rating scale. The data that has been obtained will then be analyzed using the Mean formula to get an average media validity score. The results of the average value of the validity of the Powtoon animation video media based on the contextual approach from material experts was 4.83 with very good qualifications, from media experts 4.83 with very good qualifications, from practitioners 4.83 with very good qualifications, and student response of 4.75 with very good qualifications. So it can be said that the Powtoon animation video learning media based on the contextual approach developed in learning the circumference and area of ​​a triangle is valid and can be used in learning for fourth-grade elementary school students.

High Efficient Learning of Primary School Mathematics Based on Problem Guidance

High Efficient Learning of Primary School Mathematics Based on Problem Guidance

Application of Stem in the Mastery of Mathematics Learning In Primary School

Science, Technology, Engineering and Mathematics (STEM) is an important agenda in the Malaysian Education Development Plan (PPPM) 2013-2025. Mathematics teachers play an important role in teaching and learning in the classroom. This study is a needs analysis study in the first phase of Design and Development Research (DDR). The purpose of this need's analysis study is to identify the need for the development of STEM application models in Mathematics mastery in primary schools. The study was conducted qualitatively using the interview method. Informants such as mathematicians, STEM experts, model development experts and primary school mathematics resource teachers were interviewed. All these experts were selected by purposive sampling and met the set criteria. Interview data were analyzed using thematic techniques, namely transcription, coding and themes verbatim. The findings of this study indicate that there is a need for researchers to develop STEM application models in mathematics mastery. Therefore, researchers suggest that further research is needed to make a study to discuss the impact and importance of STEM applications in mathematics learning mastery in primary schools.

The Influence of Primary School Mathematics Learning Characteristics on Teaching

The Influence of Primary School Mathematics Learning Characteristics on Teaching

Studying Mathematics Around Keraton Yogyakarta

Studying mathematics in elementary school using cultural richness can make the learning process more meaningful. Students can explore learning resources for mathematics at the Kraton Yogyakarta while getting to know the local culture. Learning resources that can be used for elementary school mathematics learning include Gunungan sekaten, batik, Sultan Agung calendar, Bangsal Manganti, Kraton stairs, etc. Based on the analysis carried out by the researcher, the identification of learning resources at the Kraton can be used for grades 1 to 6. From Ambrosio's theory of classification of ethnomathematics activities, there are 4 categories of learning resources in the Kraton including counting, weighing, measuring, and classifying which can be used. in elementary school mathematics learning.

KONTEN MATEMATIKA SEKOLAH DASAR PADA ALAT DAN PROSES PEMBUATAN KAIN TENUN MASYARAKAT KEDANG DI PULAU LEMBATA

This study aims to determine the ethnomathematics in the process of making Kedang woven fabrics. The approach used is qualitative ethnographic research. The subjects in this study consisted of two Kedang weavers. The data collection process used observation, interview, and documentation techniques. Data were analyzed descriptively qualitatively. The results showed that there are mathematical concepts that can be observed in the process of making Kedang woven fabrics, namely integers, geometric concepts namely points, angles, lines, rectangles, and blocks, truncated cones and spheres. Thus the process of weaving Kedang woven cloth can be used as the content and context of elementary school mathematics learning.

Mathematics Instruction for Students With Learning Disabilities: Applied Examples Using Virtual Manipulatives

Technology has changed the practices related to teaching and learning mathematics in schools. The demand for learning mathematics in virtual environments is increasing in the 21st-century classroom. There has been widespread expansion of the use of technology in education. This column reviews three types of instruction—synchronous, asynchronous, and blended—and provides applied examples regarding the use of virtual manipulatives in teaching mathematics to students with learning disabilities.

Mathematics Teachers’ Perceptions of Soft Skills Integration in Mathematics Teaching and Learning in Secondary Schools in Mazabuka District, Zambia

Mathematics teachers’ perceptions of soft skills integration are key to ensuring students’ soft skills development. The present study investigated perceptions regarding the integration of soft skills in teaching and learning mathematics in Mazabuka District in Zambia. Ninety-one teachers, who were selected purposively, completed a questionnaire and a test on the integration of soft skills in teaching and learning mathematics. Frequencies, means, and standard deviations were calculated, and independent sample t-test and analysis of variance (ANOVA) were used to analyze the data. The findings are that mathematics teachers had a positive perception of soft skills integration in mathematics and believed that incorporating soft skills in teaching and learning mathematics was important. Furthermore, the results reveal that mathematics teachers’ gender and age, the type of school where they taught, their experience and level of education did not influence their perceptions of soft skills integration in mathematics teaching and learning in Zambian secondary schools.

Analysis of mathematics teaching programmes at preschool age based on activity theory (Análisis de programas de enseñanza de las matemáticas en la edad preescolar desde la teoría de la actividad)

ABSTRACT The teaching of mathematics is a topic of concern in the fields of pedagogy, psychology and neuroscience. Many primary and secondary school students show little interest in studying mathematics, which is accompanied by poor marks, low school success rates and learning disabilities. It is possible to think that these difficulties are general throughout the population and not related only to pathological developmental conditions and disabilities. Within psychology, the cultural-historical approach and activity theory allow us to analyse and characterize the content of educational methods. This study analyses three proposals for teaching mathematics in the third year of preschool education in Mexico according to type of orientation, the concepts taught, the actions the teacher does with the students and the classroom communication. It discusses the need to reconsider the content of educational work in preschool institutions in order to guarantee children’s optimal level of preparation for the conceptual learning of mathematics in primary school.

Teacher Trainees‟ Perception of Indigenous Knowledge in Mathematics at Colleges of Education in Northern Ghana

The continuous search for better ways of improving the teaching and learning of mathematics in schools leading to improved learning out comes on the part of learners have posed a great strain on mathematics educators in the 21st century. This paper examines the perceived indigenous knowledge in mathematics within the Colleges of Education in Northern Ghana. The survey design was adopted for the study. Population was made up of teacher trainees’ of Bagabaga, Tamale, St John Bosco and NJA colleges of Education. A sample size of 500 trainees was used for the study. Questionnaire was the main instrument used for data collection. Frequency counts and percentages and narratives were the main tools used for data analysis. It revealed that indigenous game (Man-to-Man) within the college communities contain concepts and skills in mathematics. It therefore recommended that mathematics teachers at the various colleges of education should tap and use these concepts during the teaching and learning of mathematics.

Exploration of Fort Marlborough Bengkulu and Its Implications for Mathematics Learning in School

This study aims to describe the facts, concepts, principles, and mathematical operations contained in the ethnomathematics of Fort Marlborough Bengkulu. This research is qualitative research with an ethnographic approach. The subjects in this study were seven: one Bengkulu history expert, two Marlborough Fort synthesizers, two mathematicians, and two Bengkulu City mathematics teachers. Data were collected through observation, interviews, and documentation. The data were analyzed through three stages, data reduction, data presentation, and conclusion. The results of the research found include, there are mathematical facts on the ethnomathematics of the Marlborough fort Bengkulu, Facts in the form of points, wake-up webs, lines, and line segments. Concepts: flat build, space build, trigonometry on the building and courtyard of Fort Marlborough. Principles: area and perimeter of plane figures, quadratic functions, volumes and surface areas of figures, trigonometric ratios: Keywords: ethnomathematics, ethnographic research, Fort Marlborough Abstrak: Tujuan penelitian ini adalah untuk mendeskripsikan fakta, konsep, prinsip, dan operasi matematika yang terdapat pada etnomatematika Benteng Marlborough Bengkulu. Penelitian ini merupakan penelitian kualitatif dengan pendekatan etnografi. Subjek dalam penelitian ini sebanyak tujuh orang yang terdiri dari, satu pakar sejarah Bengkulu, dua orang pemadu Benteng Marlborough, dua orang pakar matematika, dan dua orang guru matematika Kota Bengkulu. Data dikumpulkan melalui observasi, wawancara, dan dokumentasi. Data dianalisis melalui tiga tahapan, reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian yang ditemukan diantaranya, terdapat fakta-fakta matematika pada etnomatematika benteng Marlborough Bengkulu,Fakta berupa titik, jaring-jaring bangun ruang, garis, ruas garis. Konsep: bangun datar, bangun ruang, trigonometri pada bangunan dan halaman Benteng Marlborough. Prinsip: berupa luas dan keliling bangun datar, funsi kuadrat, volume dan luas permukaan bangun ruang, perbandingan trigonometri: Kata kunci: etnomatematika, penelitian etnografi, Fort Marlborough. DOI: http://dx.doi.org/10.23960/jpmipa/v23i4.pp1471-1480

Mathematics Education in Field Education Contexts

This article approaches the relationship between mathematics education and field education, based on the academic production of the research group on mathematics education in field education contexts (Gpemce) created in 2008 at the Federal University of Pernambuco. After presenting the repercussions and lines of research of the group, we reflect on the roots and principles of field education and some approximations of this domain with mathematics education. Then, we present a documentary study, whose corpus consists of 20 articles published in journals by researchers from Gpemce from 2009 to 2020. These articles are organised around four thematic categories that are associated with the research lines of the group: teaching and learning mathematics in field education contexts; relationships between curriculum contents, mathematical practices and productive field activities; resources in the teaching of mathematics in field schools and qualification of mathematics teachers of schools in field areas. The study highlights the diversity of educational subjects, themes, and sociocultural contexts contemplated in the research, and points out ways to conduct new investigations that contribute to deepen our understanding of the teaching and learning of mathematics in field schools and initial and continuing teacher education in field education contexts.

Inquiring and learning with DGS Cui-Rods: a proposal for managing the complexity of how primary-school pupils’ mathematically structure odd even numbers

Inquiry approaches using coloured manipulatives are a fruitful field for the investigation of mathematical concepts, embedded in a re-conceptualized, research-based curriculum. Manipulatives are designed to mediate between a particular mathematical concept and the way pupils learn that concept. Many researchers highlight the advantages of computer manipulatives including DGS manipulatives for teaching and learning. Moreover, the effectiveness of the Cuisenaire–Gattegno approach in the teaching and learning of mathematics in primary schools has been the subject of many math-investigations, supporting positive outcomes. In terms of the present study, it is interesting to mention the introduction of DGS Cui-Rods that I created in the Geometer’s Sketchpad dynamic geometry environment. The main focus of the current study is a fundamental pattern structure of our number system: odd and even numbers. The study will propose a multiple representation approach to aid pupils understanding odd and even numbers. The proposed DGS material can be displayed, inquired and managed through properly set-up tasks, using linking representations. Finally, it is important to continue teaching concepts through activities, tasks and problems that involve children in the inquiring and learning process; it is the best route for them to how to develop, interpret, and make sense of mathematical concepts.

Ethnomathematics: Rice Procession Faced with Batubara Malays of North Sumatra

This study aims to examine the cultural links in a local area with mathematical concepts or commonly known as ethnomathematics. This ethnomathematical research raises the topic of discussion about a "Nasi Face-to-face" procession at weddings in the traditional Malay culture of Batubara, North Sumatra. This research will explore what mathematical aspects are contained in a regional culture of the Batubara Malay tribe, especially the “Nasi Face-to-face” procession. Descriptive qualitative research method with ethnographic approach is used in this study. The results showed that in the procession of "Nasi Facing-front" found various mathematical concepts related, namely sets, functions, geometry of flat shapes, and geometry of geometric shapes. With this research, it is hoped that it can be used as a unique medium for learning mathematics as well as getting to know the local culture that is applied in learning mathematics in schools.

Assesment Process of Mathematics Learning in Primary Schools in The COVID-19 Pandemic

Mathematics learning in primary schools is transformed from conventional learning to online learning due to the COVID-19 pandemic. The learning process cannot be separated from the assessment process. This study aims to describe the process of assessing mathematics learning during the COVID-19 pandemic as well as the obstacles of the mathematics learning assessment process during the COVID-19 pandemic. This research is qualitative research using interviews and literature study methods. The results showed that the process of assessing mathematics learning in primary schools during the COVID-19 pandemic took place online in both the affective, cognitive, and psychomotor aspects. However, the process of assessing the affective, cognitive, and psychomotor aspects during the COVID-19 pandemic cannot be assessed in 100% real. This is due to the limitations of the teachers in monitoring the learning progress of students

PENGEMBANGAN LEMBAR KERJA PESERTA DIDIK (LKPD) BERBASIS PROBLEM BASED LEARNING DALAM PEMBELAJARAN MATEMATIKA KELAS IV SEKOLAH DASAR

This study was conducted to determine the development and feasibility of learning media student worksheets (LKPD) based on Problem Based Learning in learning mathematics for grade IV elementary schools. The research method used in this study is research and development (Research and Development) which uses four stages of the Borg and Gall research and development model, namely: 1) research and information collecting, 2) Planning, 3) develop preliminary form a product, 4) preliminary field testing 5) main product revision, 6) main field testing 7) operational product revision 8) operational field testing, 9) final product revision, 10) desimination. The result of this research and development is a problem based learning LKPD product in the fourth grade elementary school mathematics learning. The feasibility level based on the results of the percentage assessment of material experts, learning media experts, and linguists respectively got 90.47%, 82.28%, and 73.3% with the criteria of "very feasible". Furthermore, the response of students to the product when it was tested in the main field testing stage of the LKPD problem based product also did not require improvement and got a percentage of 95.17% with the criteria of "very good". Based on the results of interviews with fourth grade teachers, teachers are interested in using problem-based learning LKPD products in mathematics learning activities in the classroom. Based on this, it can be concluded that problem-based learning LKPD is appropriate to be used as one of the mathematics teaching materials in geometry learning.

Study of Mathematical Reasoning Ability for Mathematics Learning in Schools: A Literature Review

This article aims to examine students' mathematical reasoning abilities. This study is in the form of using approaches and strategies for improving students’ abilities. Differences in mathematical reasoning abilities were revealed from a gender perspective, teaching materials oriented towards mathematical reasoning, teacher perceptions, and design of teacher action characteristics to improve the process of students' mathematical reasoning. Scientific articles are studied to collect information about students' mathematical reasoning. The study results indicate: 1) learning strategies such as open-ended, visual basic application for excel, adversity question, and argument-driven inquiry could be used to improve students' mathematical reasoning abilities. 2) the development of male students' mathematical reasoning was significantly better than female students. 3) teachers' perceptions of mathematical reasoning differ from the perceptions of experts. 4) the quality of students' mathematical reasoning is still dominated by imitative reasoning. 5) The ability to generalize and justify will emerge if the teacher designs a challenging lesson for students followed by activities to guide students. This research is expected to be helpful in education, especially mathematics learning in schools, where it can be used as a reference for choosing strategies and teacher reading materials to improve students' mathematical reasoning abilities.

Development of Learning Outcome Assessment Instruments with Mathematics Communication Ability in High School Mathematics Learning

This study (1) develop a learning assessment instrument with the assignment technique-oriented to mathematical communication ability in high school mathematics of trigonometry material (2) reveal the feasibility of the developed instrument, (3) reveal the characteristics of the developed instrument, (4) reveal the users' responses to the instrument, (5) measure the ability of mathematical communication of the students on high school mathematics in learning trigonometry. This study was research and development using the procedure of tests preparation based on Mardapi (2017 ) with the steps including preparing test specifications, writing test questions, reviewing tests, administering tests, analyzing tests items, improving the tests, assembling the tests, administering the tests and interpreting results. The initial product was field-tested to 254 students of high schools in Yogyakarta City. The result of the research was an assessment instrument of learning outcomes with assignment technique-oriented to the mathematical communication ability in high school mathematics learning of trigonometry. The Aiken index was 0.7 for this instrument, and the instrument was reliably tested to a test of participants with the ability ( q ) between -4.07 logits < q <3.79 logits. The teachers' responses to test instruments were good. The results of field trials showed that 20 items fit with the PCM model. The level of difficulty was in the range of -1.29 logits <b < 1.32 logits. The function of the test information Obtained by q = -0.11 logit and the standard error of measurement was 0:18. The measurement result of 90 students shows that the student's mathematical communication ability was 67%.