Mathematics Learning Research Articles

Benefits and Challenges of Shadow Education in Mathematics Learning

Shadow education is known as the education which is given or received in the form of private tutoring at home or at some other place and other than regular school. This has now a days remarkable effects on the society and school going students. This has gained so much popularity that students want to join it so that they can gain some conceptual knowledge about the subject. In schools mathematics knowledge plays an important role in the growth and development of the child and so for the nation. There is a strong connection between the mathematics subject and shadow education. Mathematics is one way easy, simple, conceptual and practical but on the other hand for some it is just the opposite. The students and even many parents feel that it is hard, complicated and its language is different and also some chapters and topics of the higher classes are difficult to understand and of no use ever. It is said that everything has its good and bad aspects. So there are challenges associated with shadow education and mathematics education. Among all the subjects taught in schools, mathematics plays an important role in us. The data for this research was collected through interviews with the children who participated in shadow education for improvement and good scores in mathematics. The researcher applied phenomenological approach for the study. There is an involvement of three students of class 10th grade waiting for class examination results, purposive sampling was used. Data collection was done keeping in mind that there is an impact on personal growth and gaining conceptual knowledge of mathematics, for personality development and also mental development. This study provides insights for educators, students and policy maker and parents. It aims to develop the needs and concerns of students who are engage in shadow education.

Mathematics teaching, learning, and assessment in the digital age

The role of teaching, learning, and assessment with digital technology has become increasingly prominent in mathematics education. This survey paper provides an overview of how technology has been transforming teaching, learning, and assessment in mathematics education in the digital age and suggests how the field will evolve in the coming years. Based on several decades of research and educational practices, we discuss and anticipate the multifaceted impact of technology on mathematics education, thus laying the groundwork for the other papers in this issue. After a brief introduction discussing the motivations for this issue, we focus our attention on three lines of research: teaching mathematics with technology, learning mathematics with technology, and assessment with technology. We point to new research orientations that address the issue of teaching with technology, specifically describing attempts to conceptualise teachers’ mathematical and digital competencies, perspectives that view teachers as designers of digital resources, and the design and evaluation of long-term initiatives to support teachers as they develop innovative teaching practices enhanced by digital technologies. Our examination shows that learning with technology is still marked by new conceptualizations raised by researchers that can further our understanding of this complex issue. These conceptualizations support the recognition that multiple resources, ranging from paper and pencil to augmented reality, participate in the learning process. Finally, assessment with technology, especially in the formative sense, offers new possibilities for offering individualised support for learners that can benefit from adaptive systems, though more tasks for conceptual understanding need to be developed.

The effect of the mind mapping learning model on the creative thinking ability of elementary students in learning mathematics

The primary objective of this study was to explore how the Mind Mapping instructional approach influences the creative thinking abilities of fourth-grade students in mathematics. This research utilized a quantitative method employing a quasi-experimental design involving two distinct groups: one serving as the experimental group and the other as the control group. The study was conducted at SDN Karadenan, with a sample of 24 fourth-grade students participating in the experimental group and 29 students from SDN Paledang in the control group, selected through purposive sampling. The main focus was to assess the impact of the Mind Mapping approach on students' creative thinking skills in mathematics. Data was collected using the t-test method. The mean difference between the two groups was 4.89 (experimental group = 66.70 and control group = 52.65), indicating that the Mind Mapping approach was more effective compared to traditional lecture methods, question-answer sessions, and assignments. The findings were statistically significant (p = 0.000) based on Independent Sample T-Test analysis. As the significance level (0.000) was less than 0.05, the null hypothesis was rejected, confirming that the Mind Mapping approach significantly enhances creative thinking skills in mathematics among students. Thus, it can be concluded that the Mind Mapping instructional model has a substantial positive impact on students' creative thinking abilities in the context of mathematics.

Pengembangan Instrumen Tes Literasi Numerasi Berbasis Etnomatematika untuk Siswa SMP Negeri 2 Jambi

Numeracy literacy skills are the most important part of the abilities that every student must have. The limited number of numeracy literacy instruments at SMP Negeri 2 Jambi is one of the factors causing less than optimal mathematics learning. Students are still lacking in understanding questions, formulating, identifying and interpreting mathematical problems properly and correctly. To train these abilities, an ethnomathematics-based numeracy literacy test instrument is needed. This research aims to describe the process of developing an ethnomathematics-based numeracy literacy test instrument and determine the validity index of the ethnomathematics-based numeracy literacy test instrument. This research is development research that adapts the Plomp model which consists of initial assessment stage, design stage, realization/construction stage, and test, evaluation and revision stage. Data collection techniques in this research are field note techniques, questionnaire techniques, validation techniques and test techniques with research instruments in the form of field note sheets, questionnaire sheets, validation sheets and test questions. Data analysis uses Aiken's formula and empirical validity uses product moment correlation. The results of this research show that at the design stage, there was a difference of opinion between the two validators regarding the grid, there was one indicator question that was not in accordance with basic competencies. These differences are then analyzed and revised according to input and suggestions from the validator. The researcher improved the question grid as well as the test questions, resulting in good question items, and the results of content validation by 4 expert validators calculated using the Aiken's formula obtained a validity value of 0.785. These results indicate that the ethnomathematics-based numeracy literacy test instrument is declared valid from three aspects, namely; materials, constructs and language.

Peningkatan Kemampuan Berpikir Kritis Siswa Kelas III Pada Materi Operasi Pengurangan Model Teams Games Tournament

This research aims to improve the learning outcomes and critical thinking abilities of class III students on subtraction operations material through the application of the Tems Gemes Tournament learning model. This type of research uses Class Action (PTK) which is carried out in 2 cycles. The data collection techniques used are planning, implementation, observation and reflection. The object of this research was class III students at SDN Pangendisan, totaling 16 students. The instruments in this research used observation, interviews and tests. This research shows that the application of the Teams Games Tournament model can improve students' learning outcomes and critical thinking abilities. The results of this research obtained that the average student learning outcomes in the pre-cycle were 23.9%, then increased in the first cycle to 70.24% with (KKM) of 67% and again increased in the second cycle, namely 83.57 with the category ( KKM) of 86%. With the learning results, it can be shown that students' thinking abilities in implementing the Teams Games Tournament model become more active, involved and able to solve mathematical problems. Thus, the Tems Games Tournament learning model improves learning outcomes and students' critical thinking skills in subtraction operations material. Based on the research results, it can be concluded that the Teams Games Tournament learning model can improve the Mathematics learning abilities of class III students at SDN Pangendisan.

Pemanfaatan Artificial Intelligence dalam Pembelajaran Matematika untuk Siswa di SMP Insan Rabbany

Since the introduction of ChatGPT as artificial intelligence and its massive development over the years, it has had a huge impact on various aspects of life, and it is increasingly visible in the presence of increasingly advanced features, functions, and appearances. Its use in the field of education has not escaped the advancement of artificial intelligence. For some teachers and students, the term artificial intelligence is still very new, as is its use in the teaching and learning process. Currently, Indonesia's use of artificial intelligence faces numerous unavoidable obstacles and challenges. However, in global education, it is becoming increasingly common to use artificial intelligence in the teaching and learning process. The introduction of artificial intelligence to junior high school students is considered very appropriate because students' psychology at this level is more developed, and the learning load begins to increase compared to the elementary level. Math subjects for most students are still a scourge. In this community service, artificial intelligence is introduced to students of the exchange program class at SMP Insan Rabbany, which is related to mathematics learning, so that it can help in student learning. The results of the community service evaluation showed high student enthusiasm regarding the use of artificial intelligence, both to aid learning and for other purposes.

Student Responses Based on Emotional Intelligence in Mathematics Learning with A STEM Approach in Class X of Al-Islam High School of Krian-Sidoarjo

Student Responses Based on Emotional Intelligence in Mathematics Learning with A STEM Approach in Class X of Al-Islam High School of Krian-Sidoarjo

Analisis Perkembangan Berpikir Kritis Siswa dalam Pembelajaran Matematika Perspektif Studi Longitudinal

This research explores the development of students' critical thinking in mathematics learning through a longitudinal study approach. With a focus on problem solving, creative thinking, and conceptual understanding, this study aims to understand how students develop critical thinking skills over time. A longitudinal research method was used with 100 students from two secondary schools in Medan city as participants. Results showed significant improvements in students' critical thinking scores from the beginning to the end of the semester, with teacher training interventions and differences between schools making significant contributions. The implication of this study is the importance of innovative learning approaches and support for teachers in improving students' critical thinking skills in the context of mathematics learning

Analisis Permasalahan Belajar Matematika Siswa Kelas VII SMP Asrol Ulum

This research aims to identify and analyze mathematics learning problems faced by class VII students at Asrol Ulum Middle School, as well as offering relevant solutions based on a review of references and previous research results. The research method uses a qualitative descriptive approach, with data collected through interviews and distributing questionnaires to students. The research results show that factors such as geographical location, interest and motivation to learn, understanding of basic concepts, teacher learning strategies, family support, and learning facilities and infrastructure influence mathematics learning. The proposed solutions include teacher training and development, project-based learning, differentiated learning strategies, good communication between schools and parents, and utilization of local resources. This research provides an in-depth understanding of mathematics learning problems and solutions that can be applied to improve the quality of education at Asrol Ulum Middle School.

Improving the Activities and Learning Outcomes of Mathematics Content Students Using the Chief Model In Class V

Problem in study This is activities and results Study low students​ in learning Mathematics . The goal For describe teacher activity , analyzing enhancement activities , and results Study student . Types of research This using PTK. Subject study student class V SDN Alalak Selatan 1 Banjarmasin and implemented 4x meetings .​ Type of data used qualitative . Research result show that activities teachers experience enhancement from score 27 to 32 with "Very Good" criteria . Activity student increase from 44% to 94% with criteria “ Almost Entire Very Active Students ”. And result Study increased cognitive​ from 38% to 94%. Learning outcomes affective from 38% to 94%. Learning outcomes psychomotor from 44% to 94%.

Pengaruh Penggunaan Media Pembelajaran Berbasis Video terhadap Hasil Belajar Siswa Kelas IV pada Mata Pelajaran Matematika di SDN Undaan Kidul 3 Demak

Mathematics is a science that is obtained through thinking and reasoning. However, Very often, elementary school students have difficulty understanding math lessons. Thus, Teachers must use creativity and imagination while using a range of instructional resources and media. Video learning is one example. The purpose of this study is to ascertain the effects of using video-based learning resources on the mathematical learning outcomes of students at SDN Undaan Kidul 3 Demak. Quantitative Pre-Experimental was used with the design of one pre-test and post-test group, and was carried out on grade IV students at SDN Undaan Kidul 3 Demak, with a sample consisting of 15 students, which included 5 female students and 10 male students. The data instruments used include tests (pretest and postest), questionnaires, interviews, observations, and documentation. The results of this study show that the use of video-based learning media improves students' learning ability, this is characterized by an increase in pretest and posttest to a higher level from the average score of 66 to 76.67. Therefore, Using video-based learning resources is crucial for raising elementary school pupils' mathematics proficiency

Impact of working memory on arithmetic problem solving in primary school pupils with mathematical learning difficulties

Learning arithmetic operations is fundamental for social and professional emancipation, where counting and solving numerical operations is part of everyday behavior; this reflects the more or less serious difficulties that pupils with mathematics learning difficulties (MLD) may encounter. The interest of this work is to underline the importance of the cognitive deficit at the memory level in these subjects. In this sense we selected 30 pupils aged 7 to 8 years old, educated from 2nd to3rd year of the primary cycle with MLD on whom we applied tests of arithmetic problem solving and working memory (WM). Analysis of the results indicates a significant correlation between the difficulties recorded in arithmetic and WM. These results lead us to a systematic evaluation of WM in subjects with MLD, in any therapeutic diagnostic approach.

PENGARUH MODEL PEMBELAJARAN DISCOVERY LEARNING TERHADAP KEMAMPUAN PEMAHAMAN KONSEP MATEMATIS SISWA

The low understanding of learning concepts among students in mathematics learning is caused by various factors, one of which is the lack of use of instructional media resulting in students being more passive. The purpose of this study is to explore the effects of implementing a learning model on students' understanding of mathematical concepts. The research method used is a quantitative approach with a one-group pre-test-post-test experimental design. The study population consists of all eighth-grade students at Anda Luri Catholic Junior High School, divided into four classes: VIII A (29 students), VIII B (30 students), VIII C (30 students), and VIII D (29 students). The subjects of this study are students from VIII C who underwent treatment using the instructional model. The research instrument used is a written test consisting of five essay questions. To evaluate the impact of the instructional model, an independent t-test was conducted. The analysis of the results shows a significant difference, thus supporting the alternative hypothesis while rejecting the null hypothesis. Therefore, it can be concluded that the use of the instructional model has a significant impact on the understanding of mathematical concepts among eighth-grade students, especially in the topic of systems of linear equations with two variables.

Online Platform of Mathematical Terms in Karakalpak Language

The paper is devoted to the creation of an online platform of mathematical terms in Karakalpak language and its importance for education, cultural heritage and development of scientific research in Karakalpakstan. The platform provides access to a rich base of mathematical terminology in the native language, which facilitates the learning and teaching of mathematics for Karakalpak students and teachers. It contributes to the preservation of cultural values, enriches linguistic resources and stimulates scientific cooperation in the field of mathematics. The creation of this platform emphasizes the importance of linguistic diversity and cultural identity in the context of scientific and educational progress.

DEVELOPMENT OF MATHEMATICS PICTURE STORY BOOK ON FRACTION MATERIAL FOR GRADE IV ELEMENTARY SCHOOL STUDENTS

Mathematics picture story books are learning media that can help students learn mathematics content both independently or through active interaction in the classroom. This study aims to develop learning media for mathematics picture story books on Fraction material and determine its feasibility for grade IV elementary school students. This research is an R&D research with ADDIE model which consists of stages 1) analyze, 2) design, 3) development, 4) implementation, and 5) evaluate. The subjects in this study were 40 fourth grade students at SD Negeri 318 Maluku Tengah, SD Negeri 254 Maluku Tengah and SD Kristen Tiouw. Before being tested, this book was first validated by material experts and media experts. This research produces a product in the form of illustrated storybooks as a medium for learning mathematics on Fraction material. Based on the assessment of material experts get a validity percentage of 89% category "Very Valid" while the assessment of media expert validators get a validity percentage of 92% category "Very Valid" to be used in grade IV elementary students. Based on the response of students, it gives a practicality value of 93.86% in the "Very Practical" category for picture storybook media products. Based on the test results, the average student score is 71.77 and it is above the Minimum Completeness Criteria, meaning that the picture story book is considered "very effective" to be used publicly. Because it meets all the criteria, the picture story book is said to be "very feasible" to use. This picture story book can help students improve learning outcomes and foster student curiosity so as to increase understanding and reasoning about mathematics, especially fraction material

Exploring the Integration of Artificial Intelligence-Based ChatGPT into Mathematics Instruction: Perceptions, Challenges, and Implications for Educators

This research investigates how secondary school mathematics educators in the Nsukka Education Zone, Enugu State, Nigeria, perceive the incorporation of artificial intelligence-based ChatGPT into teaching mathematics. The study employed a sequential exploratory mixed-methods strategy, starting with a systematic survey and followed by detailed interviews. The Mathematics Teachers’ Awareness and Perceptions of AI-based ChatGPT Questionnaire (MTAPACQ) used in this study was adapted from an existing online survey and administered to 80 mathematics teachers, who were selected using stratified random sampling to ensure varied representation across different local government areas. The survey explored teachers’ awareness, utilisation, and perceptions of ChatGPT. Following the quantitative phase, in-depth qualitative interviews were conducted with a subset of five teachers who were familiar with ChatGPT to gain deeper insights into their experiences. The findings indicate limited awareness of ChatGPT, with only 17% demonstrating familiarity with the technology. The infrequent utilisation of ChatGPT in mathematics teaching is mainly associated with this limited awareness. Teachers who integrate ChatGPT report positive outcomes, including improved teaching effectiveness, heightened student engagement, and enhanced comprehension of complex concepts. Nevertheless, the overall perceptions of the tool’s impact on mathematics teaching and learning are moderate. The identified challenges in relation to integration include technical adaptability, curriculum alignment, and the need for customisation to accommodate diverse learning styles. This study emphasises the significance of continuous professional development and ongoing support for teachers to integrate AI-based ChatGPT into mathematics instruction proficiently. The insights derived from the findings hold value for educators, policymakers, and technology developers aspiring to elevate the role of artificial intelligence in mathematics education.

Modelling Neutrosophic Agility Index: A Mathematical Framework

Introduction: This study uses a fuzzy-based methodology that combines agility score and certainty functions to assess the values of learning mathematics quickly. The paper emphasises the need of understanding the value of learning mathematics through tools like the Neutronosophic Agility Index in addition to discussing the usage of surveys to assess it. Objective: The aim of this study is to evaluate the values of learning mathematics’ agility by employing a fuzzy based methodology that integrates score and certainty functions. Finding out how agile the values are now and looking into ways to make them more agile are the objectives. Method: A paradigm for assessing the values of learning mathematical skills agility is established using a neutrosophic fuzzy method. The agility score is calculated to evaluate the level of agility. Additionally, the article recommends carrying out additional research using particular performance assessment standards. Result: The findings show that, according to its agility score, the benefit of knowing mathematics is "fairly agile". It implies the possibility of more progress by putting improvement recommendations into practice. It also emphasises the relationship between performance, agility, and organisational culture, underscoring the necessity for additional research employing a variety of fuzzy methodologies. Conclusion: In conclusion, the study is represented by agility scores corresponding to specific values. Self-confidence, with an agility score of 0.5377, ranks first, indicating reasonable confidence in decision-making. Perseverance (score: 0.5356) reflects resilience and determination. Decision-making (score: 0.5239) suggests a balanced approach. Tolerance (score: 0.5185) relates to handling diversity. Higher Order Thinking (score: 0.5166) involves cognitive abilities. The average agility score (0.5265) falls within the ‘Fairly Agile’ range. Enhancing these values can lead to higher agility categories.

The Effect of Self Talk Therapy to Change Negative Thinking Patterns in Students' Mathematics Learning

Previous research shows that the majority of students have a negative mindset towards learning mathematics, ranging from boredom, boredom, difficulty and uninteresting. This research aims to determine the effect of Self Talk Therapy to change the negative mindset in learning mathematics for class group guidance with a self-talk therapy approach. This research uses a quantitative approach, with a one group pretest-posttest design. The results of the research show changes in the negative mindset of students learning mathematics in the pre-test in the low category before being treated with group guidance services. There is a positive and significant difference in changes in students' negative mindset about learning mathematics in the post test after being treated with group guidance services with self-talk therapy. There is an influence of Self Talk Therapy to change the negative mindset of studying mathematics in class XI social sciences students at Muhammadiyah 1 Medan senior high school.

Mathematics Learning for Students of Basic Age: Montessori Theory Applicative Review

Although previous studies have discussed about the theme of Montessori theory in learning mathematics, but the focus of studying in basic age students needs to be done in depth. Because, basic age children are seen as crucial age in teaching concrete and critical thinking skills using the Montessori method. This study aims to describe how the Montessori method in learning mathematics. The research procedure is carried out based on literature or literature studies. The results of the study found that operationally the application of the Montessori method in mathematics learning: First, the introduction of identity that can be done by making a relationship between the visual aspects of an object and its name. Second, recognition of comparison. This step is carried out to find an affirmation of the level of student understanding of the material. Third, make a variety of visualizations but allied and require students to be able to explain it. With the steps that provide attention to the development of the learning reasoning will gradually reduce the "phobia" of students to mathematics, and will have implications for increasing mathematical learning outcomes.

Task potential in relation to teaching quality and teacher competence in secondary mathematics classrooms

The potential of tasks to foster mathematical learning and understanding is an important aspect of instruction and their implementation in teaching is thus often viewed to be positively related to the quality of instruction. Both the selection of tasks as well as their implementation in the classroom depend on many factors, with teachers’ knowledge and skills as one of the most important ones. The present study aims to analyze the relations between different aspects of task potential, the quality of instruction, and teachers’ competence in order to investigate whether task potential can be seen as an indicator for teaching quality, for teacher competence, or as an independent construct in models of educational effectiveness. To this end, we draw on data from the TEDS-Validate study, namely tests of mathematics teachers’ competence (n = 31) observations in their classrooms (n = 60), and an in-depth analysis of all tasks used in the respective lessons (n = 2490). Multiple regression analysis suggests that while some facets of task potential are related to either teaching quality or teacher competence, the potential of tasks emerges as an independent construct with some characteristics predicting the teaching quality of the respective lessons. Implications of these results for the role of tasks in educational effectiveness research are discussed.