School Mathematics Learning Research Articles

Effect of Assessment Supported Instructional Model on Secondary School Students’ Interest in Mathematics in Onitsha Education Zone

The study investigated the effect of Assessment supported instructional model (ASIM) on students’ interest in mathematics in Onitsha Education zone of Anambra state. Two questions guided the study while three hypotheses were tested. Quasi-experimental research design was adopted for the study. The population was made up of 6,257 senior secondary two student (SS2) offering mathematics. Purposive and random sampling techniques were used to draw a sample of 130 SS2 students offering mathematics from 19 co-educational schools in the Zone. Students’ Mathematics Interest Rating Scale (SMIRS) was used to collect data for the study. The instruments was validated by three experts and the reliability coefficient of 0.81 was obtained for SMIRS using Cronbach Alpha. Data were collected by administering the instruments as pretest and posttest. Mean and standard deviation were used to answer the research questions while Analysis of Covariance was used to test the null hypotheses at 0.05 alpha level. Findings of the study showed that assessment supported instructional model (ASIM) significantly improved students’ interest in mathematics more than Conventional System of Instruction (CSI). Also, ASIM enhanced interest of students in Mathematics equally irrespective of gender. Based on the findings, it recommended that ASIM should be used in teaching and learning of mathematics in secondary school by mathematics teachers

HILIRISASI PENGGUNAAN OPERASI SUKU ALJABAR DALAM PEMBELAJARAN MATEMATIKA DI SD

Mathematics as one of the sciences has an object of study in the form of abstract ideas and concepts and their relationships, the development of which is structured in a structured and logical process using special terms and symbols. Mathematical concepts can be utilized not only by mathematics itself but can be used or applied to other sciences. The purpose of learning mathematics in schools is to provide opportunities for students to be able to think systematically, critically, logically and creatively. For this reason, students need to be trained to be able to apply the concepts learned in mathematics in relation to everyday life. One of these efforts is by linking the concept of algebraic operations to learning mathematics in elementary schools. The application of this concept is directed at solving math problems in elementary school. This study is a literature review related to downstream learning processes and mathematical thinking habits of elementary school teacher and student prospective teachers. This is closely related to the characteristics of mathematics as a science and human activity, namely that mathematics is a pattern of thinking and/or a means to train thinking skills carefully, clearly and accurately. Therefore, the question in this research is: how to provide additional insight for elementary school teacher and student prospective teachers in creatively utilizing their existing knowledge to teach mathematics to elementary school students? The results of downstreaming the use of algebraic operations are considered appropriate, can provide additional insight to teachers and prospective elementary school students by constructing mathematical concepts through the habit of thinking mathematically.

Ethnomathematics Exploration on Purun Crafts of Pulau Geronggang for Middle School Mathematics Learning

Mathematical concepts sometimes arise naturally through the culture of a particular community. Mathematics with cultural nuances (ethnomathematics) will contribute greatly to learning mathematics. Ethnomathematics can be used to make it easier for students to learn through a cultural approach. This research aims to: 1) Find out what mathematical concepts are found in the Purun craft of Geronggang Island. 2) Find out what philosophical values are present in the Purun craft of Geronggang Island. 3) Find out how junior high school mathematics learning can be implemented within the context of ethnomathematics in the Purun craft of Geronggang Island. In research data collection, researchers are directly involved in the data collection process through interviews, observation, and documentation. Data was analyzed by carrying out data reduction, data presentation, and data exploration. Variants of shapes and types of Geronggang Island purun crafts contain several aspects of mathematics on geometric material.

Assessing the Influence of Augmented Reality in Mathematics Education: A Systematic Literature Review

One of the promising technologies to support the application of mathematics learning is augmented reality (AR). It is considered an important pedagogical tool that allows an increasing understanding of challenging ideas at most levels of education. This article presents the approach and concept of a systematic literature review (SLR) for reviewing the effects of AR in mathematics education. Filtering relevant material on AR and mathematics education from two databases (Scopus and Eric) to answer research questions is part of the review study. In the investigation, a total of 23 publications from 2018 to 2022 were systematically selected based on the PRISMA protocol. A review of the literature shows that interest in AR research has grown over time and is evenly distributed across different countries. The use of AR in mathematics education has been adopted and used as a supporting medium for interactive learning at various levels, from elementary school to college, that appears on the topics of geometry, algebra, basic mathematics, statistics and probability, and other mathematical topics. The effectiveness of AR, which is widely developed by researchers, is its ability to overcome existing problems, such as learning barriers, mathematical anxiety, and other cognitive problems. This review has filled and amplified the literature on AR on the effectiveness of AR in school mathematics learning. We recommend that in the future research on AR should focus on exploring the broad uses and long-term impacts of AR development and implementation on mathematics learning.

Cognitive Flexibility in Learning Mathematics Senior High School

<p><em>Cognitive flexibility in learning mathematics is necessary to solve problems with various mathematical ideas. In completing assignments, students have different perspectives so as to bring up creative solutions that encourage problem-solving skills. This study aims to determine students' cognitive flexibility level in high school mathematics learning. This quantitative descriptive research aims to describe the contents of a variable in research, without being intended to test a particular hypothesis. The source of data used in this study was class XI students in Pontianak City totaling 173 people. Data is collected by questionnaire with data analysis calculating the percentage index results of questionnaire answers. Based on the results of the questionnaire categorizing the level of cognitive flexibility ability of students in learning mathematics, it was found that there were 39 students with the category "very high" cognitive abilities, 115 students in the "high" category, and 19 students in the "moderate" category. This shows that most high school students in Pontianak City on average have high cognitive flexibility abilities in mathematics learning. This data is supported by the statements of mathematics teachers who describe the ability of students to achieve cognitive flexibility, of course, with maximum effort in teaching. From a teaching point of view, mathematics teachers have certainly considered more innovative teaching techniques in order to grow these abilities.</em></p>

Social Element Hindering the Learning of Mathematics in Senior Secondary Schools in Waterloo

Social Element Hindering the Learning of Mathematics in Senior Secondary Schools in Waterloo

Mathematics Learning Experience at the Basic School and Its Influence on One’s Program of Choice at the Institution Higher of Learning

This paper sought to determine if the Basic School Mathematics learning experience has any influence on the individual when it comes to program selection in higher education and career choice. The researcher employed a qualitative approach in order to obtain detailed information about the topic. This led to the adoption of the Narrative Paradigm, where one experienced person was interviewed to obtain first-hand information for analysis. It was revealed if a student develops an interest in mathematics at Basic School it improves their performance. More so such a student is more likely to enroll in mathematics-related courses as he or she moves higher on the academic ladder. It was also observed that if teachers adopt methods of teaching that are learner-centered, it motivates the learner to learn mathematics as an integral part of life but not as abstract information that needs to be chewed. The study confirmed that mathematics has various applications in the workplace, and knowledge of mathematics can be self-gratifying. The study makes the following recommendations; even though students learn as a group, the teacher must focus on the individual learners by giving them extra attention, teachers must be interested in what the students learn after school, and teachers must keep parents and guardians informed about the academic achievements progress of their wards.

The use of oral questioning to improve students’ reasoning skills in primary school mathematics learning

Reasoning skills are essential mathematical skills that need to be taught to students starting in primary school and have even become the main domain in global assessments such as TIMSS and PISA. Therefore, this study aimed to explore the implementation of the use of oral questioning in improving students’ reasoning skills in mathematics at the primary school level. Data for the qualitative case study were collected through semi-structured interviews, observations, and field notes. Six mathematics teachers from six different primary schools were selected as participants in the study using the purposive sampling method. The data were then analyzed using a constant comparative method to identify the patterns and themes that emerged. The study found six types of oral questions that are identified as being used by mathematics teachers to help students improve their mathematical reasoning skills and thinking, namely, provocative mathematical questions, puzzle-shaped questions, breaking down hard problems into easier parts, contextual questions, questions to explain the mistakes, and questions asking for clarification. The findings showed that primary mathematics teachers used a variety of oral questions to help students develop their mathematical reasoning skills and, at the same time, assist them in developing higher order thinking skills. This research has implications for expanding the literature and understanding of how primary school teachers perceive that using certain oral questions can help improve students’ mathematical reasoning. In addition, the study’s results revealed the importance of oral questioning in teaching mathematical reasoning skills.

Development of a numeracy literacy ability test instrument based on high order thinking skills (hots) in junior high school mathematics learning

The aim of this study was to develop a numeracy literacy test instrument based on the High Order Thinking Skills (HOTS) for class VIII junior high school students. The type of research used is research and development (RD) with the ADDIE model. The ADDIE model consists of five stages of development, namely: Analysis, Design, Development, Implementation, and Evaluation. A total of 15 questions have been prepared covering the material for straight line equations, functions, coordinate systems, linear equations of two variables and number patterns in odd semesters. The items were validated by three mathematicians, and the calculations were analyzed using the Aiken index. Furthermore, the questions that were declared valid were tested on 34 students in two junior high schools in Makassar City using convenience sampling as a sample selection technique. The experimental data are dichotomous. The data were analyzed using KR-20 to produce a reliability coefficient. This study resulted in a HOTS-based numeric literacy test instrument in the form of multiple choice with a total of 15 valid and reliable questions. 15 items have high category validity, while the reliability coefficient of the item is 0.91, or high category.

Innovation of Mathematics Learning Models and Media in Elementary Schools in Kurikulum Merdeka Belajar

Mathematics learning aims to build students’ intellectual, creative, and logical mindsets. This goal can be achieved if learning can be carried out optimally. With technological advances in the independent learning curriculum, there needs to be innovations in the implementation of Mathematics learning in elementary schools. This study aims to examine the innovation of mathematics learning models and media in elementary schools in the independent learning curriculum. The method used in this research is a qualitative method of literature study, by reviewing articles of national and international repute. The results of this study indicate that there are several innovations in the mathematics learning model including the realistic mathematical education (RME) model, open minded problem-based learning, STEAM, blended learning, auditory intellectually repetition (AIR), and computational thinking (CT). While innovations in mathematics learning media include environment-based videos, Tinkercad, Arduino, and Chibitronics.
 Keywords: Mathematics learning innovation, model, media, elementary school

Teachers’ Perception towards the use of Problem-Based Learning for Teaching and Learning of Mathematics in Lagos State Secondary Schools

In a method called issue-based learning, students learn about a subject by collaborating in groups to find a solution to an unrestricted problem. The motivation and learning are driven by this issue. The study is a descriptive survey that aims to find out how teachers in secondary schools in Lagos State feel about using problem-based learning to teach and learn mathematics. The study was conducted at Corona Secondary School in Lekki and St. Saviours High School in Ikotun, both in Lagos State, Nigeria. 247 instructors from Corona Secondary School and 205 from St. Saviours High School in Lagos State, Nigeria, make up the study's population. 100 instructors from the two schools in Lagos state were the study's sample. 100 teachers were part of the study's sample. Candidates were picked through a stratified sampling process. The instrument used for the study is a standardized 30-item questionnaire called Teachers Perspective towards the use of Problem-Based Learning for Teaching and Learning of Mathematics in Lagos State Secondary Schools (TPTPBLTLMLSSS). The study used both face validity and content validity. Pearson product moment correlation was used to generate reliability co-efficient of 0.72. The statistical methods employed for the study were mean and z test.

Influence of Availability of Instructional Resources on learning Mathematics in North-western Nigeria

This study used a comprehensive literature review to investigate the influence of the availability of instructional resources on learning mathematics in north-western Nigeria. It was performed by reviewing relevant books, articles, and journals. The study results show that a student's capacity to learn mathematics depends on the availability and utilization of instructional resources. Students' senses are stimulated, and the availability and use of instructional resources arouse their interest in the subject. When the applications of instructional resources are emphasized in schools, students perform better in mathematics. Instructional resources constitute a potent factor influencing the teaching and learning of mathematics in schools. The study recommends, among other things, that teachers should always use instructional materials during instruction in the classroom to enhance the student’s achievement in the subject.

The Dynamic Vectors-Based Attention Model for Chinese Mathematical Term Extraction

Term extraction aims to extract domain-specific terminology from documents. Secondary school mathematics terminology plays a guiding role in the learning and teaching of secondary school mathematics. We found that it needs to be more corpus in this field and that there are two main issues in extracting the terms from the middle school mathematics text: polysemy of one character problem and nested terms problem. Accordingly, we have constructed a secondary school mathematics corpus and proposed a model to resolve these problems, termed BERT-LLA-CRF. Using pre-training to obtain dynamic word vectors to improve the model’s understanding of text semantics and solve the problem of multiple meanings of one word, the proposed model integrates attention mechanisms and Chinese character information to solve the nested terminology problem. The experiment results show that the proposed model effectively solves those problems and achieves good middle-school mathematics term extraction results.

MathCityMap Application in Mathematics Learning in Primary School

<p><em>The background of this research is that the use of digital technology in learning mathematics in schools has not been optimal. The purpose of this research is to improve mathematics learning outcomes by utilizing technology through the MathCityMap application in teaching geometry in elementary schools. Methods This research uses classroom action research which is carried out in two cycles</em><strong> </strong><em>The subject was a population of 68 grade five students in an elementary school in West Java, using descriptive statistics. Data collection techniques using questionnaires, observations, tests, and, documentation studies. The results of this study indicate an increase in mathematics learning outcomes. In pre-cycle 58.05, it increased in cycle 1 to 72.03 and increased again in cycle 2 to 89.60.The results of observations show that the use of digital technology has the potential to support teachers in facilitating the teaching and learning process of mathematics outdoors so that students gain direct mathematical experience and deal with the real world. Based on these results, MathCityMap is proven to be able to improve mathematics learning outcomes for elementary school students, especially in teaching geometry.</em></p>

STRATEGI PEMBELAJARAN MENGATASI KESULITAN ANAK SD DALAM MENGERJAKAN SOAL CERITA MATEMATIKA

Learning Strategies in Overcoming Elementary School Children's Difficulties in Working on Math Story Problems. The learning of mathematics in elementary schools is not only shown by the ability of students to do mathematical calculations but also by the skills of students in demonstrating reasoning to solve problems regarding mathematics in everyday life. For this reason, the purpose of this study was to review appropriate learning strategies in overcoming problems regarding students' difficulties in working on math word problems. The method used in the analysis of learning strategy needs is through observation and giving questionnaires/questions to obtain research data. The study was conducted with a qualitative descriptive where the source of data in problem identification was obtained from SDN Winarajan. There are various problems found, namely the learning carried out has not been able to increase student activity as a whole and learning activities have not been able to improve overall affective development. For this reason, appropriate learning strategies are needed according to the characteristics of students so that they can overcome problems related to difficulties in doing mathematics learning and the lack of student activity in participating in learning. Learning strategies can be adapted to student characteristics such as through the use of media games, solving problems according to interests, talents, and peer tutoring to increase student activity as a whole.

Suten Games: Exploration of Empirical and Theoretical Probability for Junior High School Mathematics Learning

Suten is one of the local games often played for determining a purpose fairly. The game is played in pairs by choosing Elephant, Ant, or Man by each player. The choosing is one of the applications of the probability concept learned by students of the junior-high school. The use of the game in the instructional process can aid students in relating the probability concept they learn to real events. The objective of the present study is to explore the concepts of empirical and theoretical probabilities in the Suten game. The study is descriptive qualitative with an ethnographic approach to present detailed description and analysis concerning the Suten game in relation to probability material. Research results show the finding of the concepts of empirical and theoretical probabilities in the Suten game, especially in showing whether or not that Suten is a fair game. The game can be used in mathematics learning to introduce to students the concepts empirical probability, sample space, sample point, and theoretical probability. In addition, positive aspects can be obtained when the Suten game is integrated in learning such as, among others, inter-appraisal of decisions, training intuition, and using the abilities of creative thinking in searchimg for strategies.

Games based learning in mathematics education

This study aims to describe and evaluate the effects of game-based mathematics learning. Systematic Literature Review (SLR) is used as a method in this research by collecting primary studies through checking the Google Scholar database, Education Resources Information Center (ERIC) from 2013 to 2022 with the keywords "games and learning mathematics" or "games and mathematics education", resulting in 25 relevant primary studies with inclusion criteria. The analysis technique used for the articles or primary studies that have been collected is that each primary study is recorded, then classified by title and year of study. Furthermore, each of the articles included in this study was analyzed to obtain the findings and discussion required to draw conclusions from this SLR study. It shows several results from the 25 articles used as material for the analysis of game-based mathematics learning, namely: 1) There are two types of games that are applied in the process of learning mathematics, namely traditional games, and modern games. 2) In general, the influence of the application of games, both traditional and modern, on learning mathematics is to improve the quality of learning with better indicators of teacher skills and student activity. From the results of this analysis, it can be concluded that the application of games in the process of learning mathematics is effective, because it affects the quality of learning mathematics in schools, especially by increasing student competence. The findings of this study also contribute to providing information related to the trend of game-based mathematics learning in Indonesia, which is expected to become recommendations and ideas for further research.

Exploration on the Practice of "Project Based Learning" in the Field of Mathematics for Primary School Students

Project-based learning is a learning method that can implement the goal of educating people, can effectively promote the improvement of students' various abilities, and promote the cultivation of core literacy. Project based learning advocates that students are the main body, guide students to go out of the classroom, combine various learning methods to obtain knowledge, pay attention to students' actual ability, and develop ability. Project based learning has been supported by nearly 40 years of academic research and data, with rich theoretical research results, but there are few case studies on the practice of project-based learning in primary school mathematics. The 2022 new curriculum standard takes project-based learning as the implementation way to implement the goal of education, and provides some primary school mathematics project-based learning topics. In this paper, the author selected the second grade mathematics "Play with" Multiplication Formula "as the research topic, and carried out a practical study on the application of project-based learning in primary school mathematics teaching. According to the general process of "project-based learning", conduct practical research from the six steps of determining the project subject, analyzing project elements, designing driven problems, implementing project activities, publishing project results, and evaluating project learning, summarize the key links to carry out project-based learning, summarize the practical experience of developing project-based learning, and explore a practical path of project-based learning that conforms to the content of the discipline and the actual situation of the school. The implementation of project-based learning activities has improved students' interest in learning, developed their abilities, and yielded rich results in project-based learning. This study is expected to provide some reference and reference for the later development of the second classroom education of primary school mathematics.

A conceptual model of what programming affords secondary school courses in mathematics and technology

Due to increased need of professionals on the future labour market with competence in programming, many countries have integrated programming in kindergarten to grade 12 (K-12) education. In 2017, programming was integrated in Swedish primary and secondary school curriculum and the courses of Mathematics and Technology. Research has highlighted challenges in integrating programming and other new technologies, and the need for better teacher support. The aim of the study was to examine what programming affords secondary school courses in Mathematics and Technology according to teachers that use programming in these two courses. The study was conducted with a qualitative approach and collected data through interviews with 19 teachers that use programming in secondary school courses of Mathematics and/or Technology. Thematic analysis with inductive-deductive approach was used to analyse the collected data. Theory of Affordances was used to identify themes of interests in the collected material and group these into categories. Ten programming affordances are identified in this study: 1) flexibility, 2) creativity, 3) efficiency, 4) visualisation, 5) fun, 6) curiosity, 7) play, 8) holistic views, 9) fearlessness, and 10) interdisciplinary collaborations. Through discussion and comparison with previous research, these programming affordances are found to relate to three aspects of teaching and learning in secondary school Mathematics and Technology: A) support course content and learning, B) facilitate engagement and motivation, and C) foster developmental skills. The study concludes with a suggestion for a conceptual model on what programming can afford school courses in Mathematics and Technology, based on the findings of the study. Findings can be used by teachers, policymakers and other stakeholders in the integration and design of programming in secondary education.

Characteristics of Student Metacognition in Mathematical Problem Solving Viewed From Personality Types

The ability to solve a problem is one of the main aspects of learning mathematics in schools, starting from elementary school to high school. Many factors need to be considered in solving mathematical problems, one of which is metacognition and personality type. The purpose of this research is to describe the metacognitive characteristics of students in solving mathematical problems in terms of personality type. Data collection methods that researchers use are questionnaire methods, test methods, and interview methods. The results show that, students with high levels of metacognitive ability are able to identify what is known and what is asked, are able to think of action plans, are able to build alternative solutions, and feel they do not need to check again when they are finished working, students with moderate metacognitive abilities able to identify what is known and what is asked, able to think of action plans, able to build alternative solutions, and feel the need to re-check the answers that have been made, students with low-level metacognitive abilities are not able to identify what is known and what is being asked, not able to think of an action plan, unable to develop alternative solutions, and feel no need to check again when finished working.