Mathematics Lessons Research Articles

Use of learning theories and visual programming (scratch) in education

The integration of educational software into education has opened new horizons for learning for both students and teachers. In this particular work we deal with Scratch, which provides students with the opportunity to grasp the concept of interaction between objects while implementing small games. The purpose of the present work was to develop an educational application (Scratch), which can be used as auxiliary material in the elementary school Mathematics lesson, and in particular in mathematics operations related to addition, subtraction and multiplication. Learning Theories related to their integration into educational software are also studied, the main Theories of their use in educational programs are presented and their characteristics are identified.Finally, there are suggestions in this application that use behavioral techniques that are mainly located in the actions of applause or disapproval after each students response.

MODELING PROBLEMS OF LOGICAL THINKING IN PRIMARY CLASS MATHEMATICS LESSONS

Models are created for various purposes (analysis of the studied processes, verification or demonstration of a new idea, method, system; to study and change reality, as a means of forecasting) and in a clear and concise form the studied system, process, characteristics of the idea; allows you to get important things about the connections and relations of the object. V.V. According to Davydov, the model will contain an image of the studied object. According to the nature of the description of the modeled system, there are modeling of the structure (structural models) and modeling of the operation of the processes occurring in it (flow or process models). To solve the second problem, mathematical modeling is the most effective. Modeling involves the use of abstraction and idealization. Reflecting the essential features of the original, the model acts as a kind of implementation of abstraction. The effectiveness of modeling as an achievement of consistency between model and reality is complicated by uncertainty, an important feature of models in the humanities. E. N. Gusinsky, studying the characteristics of social and humanitarian systems, emphasizes that they always have conscious and unconscious motives, are determined not only by past experience, but also are influenced by many factors of the current environment and the external environment. A.N. Dakhin emphasizes the complexity of modeling humanitarian systems, because they do not have clear components that make up the system - each of the components can "over time" become a pedagogical bifurcation point and dominate the design of goals and teaching technology. This article talks about the modeling of logical issues, the need for its application, the diversity of educational content, and the increase in requirements for the quality of education.

Pengembangan Integrasi Bangun Ruang Prisma Berbasis Etnomatika Terhadap Rumah Adat Joglo dengan Kemampuan Visualisasi Spacial pada Siswa Kelas V Sekolah Dasar

The background that prompted this research was the existence of factors in students' learning difficulties in understanding mathematics, especially in geometric material. The aim of the research is to determine the development stage and feasibility of integrating ethnomathematics-based prism spatial construction into Joglo traditional houses with spatial visualization abilities in fifth grade elementary school students. The research in this thesis uses Research and Development research using the ADDIE model. It can be concluded that the Omahku media based on ethnomathematics with visual spatial capabilities is a media that is suitable for use as a learning medium and of course can also be an alternative media used by teachers in mathematics lessons regarding spatial construction material. Based on the results of this research, the resulting learning media can provide suggestions that can be an alternative for teachers in learning, especially in building materials and can be combined with other learning resources.

Are Digital Tools More Often Implemented in High-Quality Lessons?—Profiles of Instructional Quality and the Use of Digital Tools in Biology and Mathematics Lessons

Abstract The potential contribution of digital tools to quality instruction is a widely debated issue in STEM education. As a first step to investigate this potential, it is necessary to understand how instructional quality and digital tool use are interrelated. Although previous research generally hinted that instructional quality and the use of digital tools are related, it is unclear how these relations are specific to different STEM subjects. Addressing this research gap, we compared the association between instructional quality and the use of digital tools in biology (Study 1) and mathematics lessons (Study 2) based on the questionnaires answered by N = 2,396 eight-grade students at German secondary schools. On the basis of Latent Profile Analyses of instructional quality features considering both their class-level and their within-class variability, the use of digital tools was compared for the profiles of instructional quality identified for biology and mathematics lessons. Study 1 showed, that the three profiles in biology significantly differed in their use of digital tools, whereas this was not the case with the four profiles identified in mathematics (Study 2). In biology, digital tools had been more often implemented in high-quality than in low-quality lessons. But there was no such difference in mathematics. It was conspicuous that students in biology lessons reported overall more digital tool use than in mathematics. Despite several similarities between STEM subjects, the results suggest that a subject-specific perspective on instructional quality and the use of digital tools is beneficial for a more nuanced approach to teacher training.

Mathematics Professional Teacher Education (TPE) Participants Viewed From Technological Pedagogical Content Knowledge (TPACK)

Teachers and prospective teachers are required to carry out learning to master and continue to develop Pedagogical Content Knowledge (PCK) competencies, even now they are required to master technology and then PCK competencies are developed into Technology Pedagogical Content Knowledge (TPACK). A mathematics teacher must of course master mathematical skills because this is the main asset for teaching the material. This research aims to analyze the perceptions of in-service PPG participants regarding the professionalism of mathematics teachers based on the TPACK framework. This research is a qualitative research. The subjects of this research were 7 prospective mathematics teachers from 30 participants, where the sample was taken by sampling, namely by taking participants from vocational school teachers on the grounds that participants who taught vocational schools had challenges where the students' orientation was ready to work so they were less enthusiastic about mathematics lessons. The research data is in the form of findings from an analysis of prospective teachers' mathematical ability profiles. It is hoped that these findings can be used as a basis for further theory.

The impact of the lesson study model on students' mathematics achievement and attitudes: a mixed-methods research

PurposeThis article aims to investigate the impact of the Lesson Study (LS) model on students' mathematics achievement and attitudes toward mathematics.Design/methodology/approachThe study employs a concurrent embedded design, a type of mixed methods design. Within this framework, a quantitative pretest-posttest control group quasi-experimental design is applied for quantitative data, while qualitative data is gathered through interviews and observations. A 2×2 mixed ANOVA is used for the analysis of quantitative data, and content analysis is employed for qualitative data analysis.FindingsThe findings reveal that the LS model has a significant positive impact on the mathematics achievement and attitudes of students in the experimental group. Quantitative analysis shows a meaningful improvement in mathematics achievement for the experimental group, which is notably superior than the control group. Additionally, students in the experimental group found mathematics lessons more enjoyable and easier, and their attitudes toward mathematics improved positively. Students' feedback supports these results, with many expressing that LS-based lessons were more engaging and effective. Observations by the researcher, mathematics expert and teacher in the experimental group also corroborate these positive changes.Originality/valueThe results of the study suggest that the LS model should be more widely implemented in mathematics education. This recommendation highlights the potential of the LS model to enhance the teaching process and improve students' mathematics achievement. Furthermore, the study also indicates that LS has a positive impact on students' attitudes toward mathematics, as evidenced by their increased motivation and more positive outlook toward the subject. These findings underscore the LS model’s effectiveness in both improving academic performance and transforming students' attitudes toward mathematics.

İBTİDAİ SİNİFLƏRDƏ RİYAZİYYAT DƏRSLƏRİNDƏ DİDAKTİK OYUNLARIN ROLU

Didactic games play a big role in education and upbringing of primary school students. Thanks to such games, it is possible to focus students' attention and attract their interest. Gradually, children become interested in the mathematics lesson itself, which is a necessary condition for successful learning. Game activity ensures the development of children's personal qualities, abilities and skills.

Students' Perceptions of the Usefulness of Formative Feedback in Mathematics Lessons

Students' Perceptions of the Usefulness of Formative Feedback in Mathematics Lessons

Gifted Students’ Views on Integrating History of Mathematics in Mathematics Lessons

ABSTRACT This qualitative study aimed to explore the perspectives of gifted students on incorporating the history of mathematics into their lessons. The research involved 51 fifth-grade students, identified as gifted, attending a Science and Art Center in Ankara, Turkey. The study spanned 12 weeks, equivalent to one semester, during which the lesson plans were enhanced and diversified with various instructional activities. Data were gathered through the History of Mathematics Student Questionnaire (HMSQ), worksheets, and students’ reflections on the instructional activities. The HMSQ data were subjected to descriptive analysis techniques such as percentages, frequencies, and arithmetic means. Additionally, responses to short-answer questions were independently reviewed by another mathematics teacher, leading to the formation of distinct categories. Reflections from the students were analyzed through the lenses of “history as a tool” and “history as a goal.” Employing history as a tool increased students’ motivation and curiosity while viewing history as a goal enriched their understanding of mathematics’ evolution and the lives of mathematicians. Moreover, survey findings revealed a significant shift in their perceptions regarding the integration of the History of Mathematics into mathematics lessons.

Comparison of the experience of using digital games in mathematics education in Ukraine and Israel

Abstract The study examined the opinion of school students regarding the expediency and possibilities of using digital mathematical games in the process of teaching mathematics, and also carried out a comparative analysis of the results of the research conducted in Ukraine and Israel. The issue of the distribution of digital mathematical games in Ukraine and Israel was studied, and it was found out which digital mathematical games are the most popular in the process of teaching mathematics to students in schools in these countries. It was found that the vast majority of students from these countries played digital mathematical games. In the study of students’ interest in playing digital mathematical games, the questions were whether students played digital mathematical games, whether their mathematics teachers used digital mathematical games in mathematics lessons, whether students would like to use digital mathematical games when learning mathematics at school. Also, most students responded that their teachers used digital math games in math lessons and would like their teachers to continue using them. However, despite a relatively high percentage of students who are interested in using digital math games in math lessons, there are students who consider traditional math lessons to be more appropriate. It was established that there is a statistically significant difference between the results of a survey of schoolchildren in Ukraine and Israel regarding the expediency of using mathematical digital games in teaching mathematics: with a probability of 95% more surveyed schoolchildren in Ukraine (9.6%) are supporters of traditional teaching of mathematics (without the use of digital games), compared to 2.4% of surveyed schoolchildren in Israel. The statistical significance of the differences in the answers of students of the schools of these countries was checked using the ϕ*-Fisher criterion. As a result of the research, it was found that the interest of schoolchildren of both countries in the use of digital mathematical games in the learning process is growing. Almost half of the respondents in these countries expressed the opinion that they would be interested in learning more about digital math games and trying to play them. However, there remain a number of unresolved important issues related to the methodology of this process, including didactic ones.

Мәтіндік және стандартты емес есептерді шешу әдістері

One of the most important tasks of primary education is the development of logical thinking. Textual and non-standard tasks have a special place in the formation of students' thinking abilities. By mastering the solution of such problems, we form in the student such qualities as search for innovation, self-attitude, perseverance. The article discusses textual and non-standard tasks and solutions found in the course of elementary mathematics, the technology of criterion-based assessment. The concepts of "text task", "non-standard task" were defined. This article presents a methodology for criterion-based assessment of students' academic achievements in mathematics lessons. The peculiarity of this technology is that when solving a task, students create descriptors, which are subsequently used in formative and aggregate assessments. Each descriptor is a step in the algorithm that solves the problem. Particular attention is paid to the use of various methods by primary school teachers in solving text problems, the importance of observing and supporting the child's non-standard ideas. The habit of finding other ways to solve the problem, the ability to use various ways and means of solving the problem plays a huge role in the future work, scientific and creative activity of the student. As a result of the research work, the main recommendations for finding a solution to text and non-standard tasks were developed. The advantages of using the criterion-based assessment system in mathematics lessons are revealed.

Organization Methodology of Diagnostic Assessment in Mathematics Lessons

Organization Methodology of Diagnostic Assessment in Mathematics Lessons

ФОРМИРОВАНИЕ СТРЕМЛЕНИЯ У УЧАЩИХСЯ НАЧАЛЬНЫХ КЛАССОВ К ПРИОБРЕТЕНИЮ ЗНАНИЙ НА ПРОДУКТИВНОЙ ОСНОВЕНА УРОКАХ МАТЕМАТИКИ

The article "Formation of the desire of primary school students in mathematics lessons to acquire knowledge on a productive basis" is devoted to the urgent problem of forming the necessary competencies, skills and abilities for productive educational activities in primary school students. The author of the work gives a detailed analysis of the teacher's work in the initial level. Emphasizing the rather large proportion of reproductive methods in the educational process, the author will raise questions about the need for a creative approach to working conditions with younger schoolchildren in order to awaken and form students' desire to study mathematics. At the same time, in the author's opinion, it is necessary to intelligently combine traditional and innovative technologies, which form students' cognitive activity, independence in finding optimal solutions, and the desire to make their own discoveries. These types of work should be carried out taking into account the age characteristics of children and on a systematic basis. The most effective, in the author's opinion, are health-saving technologies, gaming, case technologies, etc.

Teachers’ professional ideas on the characteristics of evaluation of educational results of students with limited health abilities on lessons of physics and mathematics

Introduction. The article is dedicated to the problem of evaluating educational achievements of students with limited health abilities in the classes of physics and mathematics. The results of the research aimed at the study of professional views of the teachers on the issues of conducting interim certification of students at the level of basic general education are presented in this work. The actuality of the study is determined by the need to improve the quality of general education of students with OHS, which is directly related to the assessment of their educational results. Materials and Methods. The study was conducted among physics and mathematics teachers using an online questionnaire, consisting of problems, the answers to which characterize the professional positions of teachers in terms of defining goals, developing assessment tools, using a differentiated approach and creating special conditions when conducting midterm assessment and assessing the educational results of students with special educational needs. Results. The results of the study showed a fairly wide variability of the views of the teachers on the subject studied. The majority of respondents point to the need to modify and differentiate the ratings by the degree of complexity, allowing to provide different types of assistance to students, and consider it necessary to create special conditions. At the same time, in practice, part of the teachers address the problem quite formally, and in some cases the special educational needs of the students are ignored. Discussion and Conclusions. According to the results of the study, the author, on the one hand, notes the insufficient scientific development of the problem, on the other hand, he identifies some professional deficits of physics and mathematics teachers in terms of competencies related to the assessment of educational results. These deficits, according to the author, can be overcome by developing and including in the content of the main and additional professional educational programs sections related to the study of the special educational needs of different categories of students with disabilities, which determine the features of assessing their educational achievements, including the features of adapting assessment tools and assessment procedures, creating special conditions.

The Development of Non-Formal Learning Organization Skills in Preservice Math Teachers

Although the effects of out-of-school learning on students' learning have attracted significant attention among education researchers in science and social sciences, little is known about the development of pre-service elementary mathematics teachers' skills in utilizing out-of-school learning in mathematics lessons. The aim of this research is to investigate the impact of activities conducted within the scope of the out-of-school learning environments in mathematics education on pre-service elementary mathematics teachers' skills in organizing non-formal learning. The study utilized a sequential explanatory design, which is a mixed-method approach. The quantitative part of the research employed a "single-group pretest-posttest design without a control group" from experimental designs. This study involved 35 third-year teacher candidates enrolled in the Primary Education in Math Program (PREDMAP) at a state university located near Ankara, the capital city of Turkey. The data collection instrument used in the study was the Out-of-School Learning Regulation Scale (OOSLRS). Additionally, teacher candidates were asked to write reflective essays about their thoughts on the program at the end of the study. The analyses revealed that prior to the program, pre-service math teachers had the highest scores in the knowledge dimension and the lowest scores in the implementation dimension of organizing out-of-school learning. Significant differences were found in the pretest scores of preservice math teachers only in the knowledge dimension based on their previous experiences in organized out-of-school learning environments during their educational lives. Significant improvements favoring the post-test application were observed across all dimensions between pretest and posttest scores. Data from reflective essays written by the preservice math teachers indicated their emphasis on active participation and included suggestions particularly in the implementation dimension.

Development of domino media to improve problem solving and mathematical communication for Islamic boarding school students

Mathematical problem solving and communication skills are important factors in learning mathematics. Therefore, it is necessary to develop learning media, especially in Islamic boarding school curricula where the learning load is greater than the regular curriculum. On this basis, the aim of this research is to develop domino card media to improve problem solving and mathematical communication skills of Islamic boarding school students. Development was carried out at Al-Izzah IIBS Batu Middle School, Malang, using the ADDIE model. Data obtained from documents, observations, questionnaires and tests were analyzed using qualitative and quantitative approaches. Based on the results of the validation analysis, the domino card media was declared valid from the aspects of design, material, curriculum, consistency, language, practicality, problem solving development and mathematical communication. Meanwhile, the effectiveness of using domino card media in learning is classified as effective, if seen from the results of the problem solving ability test with an N-Gain score of 76.79%, and the results of the mathematical communication ability test with an N-Gain score of 61.79%. Many factors cause this non-optimality, including a lack of mathematics lesson hours, a busy lesson schedule that is less suited to conditions, many demands on students, and the learning load in the curriculum.

Investigation of Middle School Students' Attitudes towards Mathematics Course in the Context of Different Variables (Eskişehir-Türkiye Case)

It is believed that students' motivation and emotions have an important role in their understanding of mathematics teaching. In this context, this study aims to investigate middle school students' attitudes towards mathematics lessons in the light of various variables. A quantitative cross-sectional survey approach was used in the design of the study. It was tried to understand how these variables affect students' attitudes towards mathematics. In the study, various variables such as gender, grade level, school type, technology use, use of concrete materials/activities in lessons and use of Education Information Network (EBA), an online platform for distance education, were taken into consideration. According to the findings of the study, students' attitudes towards mathematics lessons are positively affected by educational policies, curriculum designs and the creation of concrete materials and activities in the classroom. In particular, a detrimental change was observed in the attitudes of students who used EBA less. The perspective provided by this study is crucial for understanding middle school students' attitudes about mathematics in learning environments. It is also recommended that the study be extended to cover more samples and regions, as the findings can serve as a basis for further research.

Rancang Bangun Game Edukasi Matematika Bilangan Pecahan sebagai Media Pembelajaran untuk Siswa SDN 14 Sungai Raya

Mathematics is a science obtained by reasoning which uses definitional terms carefully, clearly and accurately. Mathematics is a compulsory subject at every level of education from elementary school. So far, mathematics is a subject that is less popular with students at SDN 14 Sungai Raya school. Some things that cause mathematics lessons to be considered difficult by students are because mathematics lessons use too many formulas. Some students who feel that they are unable to understand what the teacher is saying decrease their interest in learning. Along with technological developments, a simple application in the form of a game is used as a medium for learning fractional mathematics which is created using Construct 3, an HTML5-based 2D Game engine, Construct 3 can be run via the Chrome Browser. The design method used in this research is RAD (Rapid Application Development). One method of system development strategy that prioritizes development speed through broad user involvement in the use of a series of constructions. The results of this research are that the fractional math educational game application can run well. The material presented can help students in learning. Based on tests on students, the application as a whole has received a good response with a percentage of 81%, so it can be concluded that this application can be used as a learning medium at SDN 14 Sungai Raya.

Code-Switching in Practice: Prevalence in Classroom Interactions during English and Mathematics Lessons at Selected Secondary Schools in Muhanga District, Rwanda

Code-Switching in Practice: Prevalence in Classroom Interactions during English and Mathematics Lessons at Selected Secondary Schools in Muhanga District, Rwanda

PENGARUH MEDIA KARTU DOMINO TERHADAP KEMAMPUAN HOTS PADA MATA PELAJARAN MATEMATIKA KELAS IV SEKOLAH DASAR

This study seeks to prove whether or not there is an influence of domino card media on higher order thinking abilities (HOTS) in Mathematics subjects in class IV elementary school. A quasi-experimental design employing a quantitative method was utilized. A posttest-only non-equivalent control group design was the research design applied. Class IV students, totaling 64, were the sample used in this research, divided into two classes: the experimental class and the control class. The method of data collecting uses saturated sampling. Data collection is carried out through test instruments that include HOTS indicators. Testing shows that there is an influence on students' higher order thinking skills (HOTS) between the control class and the experimental class. According to data analysis, it is proven that there is an influence of the implementation of domino cards on HOTS abilities in fourth grade elementary school mathematics lessons.