Mathematics Lessons Research Articles

Augmented Reality Based Student Worksheets to Improve Understanding of 3D-Shapes Concepts for Fifth Grade of Elementary Schools

The problem of students who have difficulty understanding the concept of building a space in mathematics lessons. Students tend to find it difficult to understand the material because there is no learning medium that suits the characteristics of students. The research aims to develop an augmented reality-based LKPD on the understanding of the concept of building a classroom for grade V students in elementary school. This development study uses the ADDIE model, namely analysis, design, development, implementation, and evaluation. This study takes the subject of augmented reality-based LKPD, while the object of development research is the validity of media content, material content, practicality of use, and media effectiveness. The data collection method is by rating scale and test. The instruments used to collect data are rating scale sheets, and test sheets. The results of the study showed that the augmented reality-based LKPD obtained a high validity qualification index, the material in the content of the augmented reality-based LKPD media that had been produced obtained a high validity qualification index, the level of achievement of practitioner/teacher response received very good qualifications, the level of achievement of students' response to augmented reality-based LKPD media obtained very good qualifications, and the significance value on the correlated t-test obtained a score by 0.000 < 0.05, so that augmented reality-based LKPD media is effective in increasing the understanding of the concept of building a classroom for grade V students in elementary schools.

CT integration in STEAM learning: Fostering students’ creativity by making Batik stamp pattern

Creativity and problem-solving are 21st-century skills that we need to develop in our students. Research on computational thinking (CT) integration in school subjects and STEAM activities has shown a positive effect on students’ problem-solving skills and creativity. Our study extends our previous work from the integration of CT in a mathematics lesson into a STEAM lesson to develop students’ creativity. Our Math + CT activities have been developed through educational design research (EDR), and now we have added the context of arts (Batik), science (beeswax and coloring), and engineering (3D modeling and printing). Online learning was conducted with pre-service teachers and high school students. We facilitated digital fabrication by asking students and pre-service teachers to create their Batik stamp pattern from 2D to 3D to be printed. Data were collected from participants’ GeoGebra and 3D files they had created. We analyzed the data descriptively and presented participants’ creations. The result showed that students could extend their limited coding and programming knowledge to create the Batik patterns. Moreover, within a limited time, the artwork they designed significantly differs from the initial figure introduced to them. We also presented the realistic 3D-printed Batik stamp and how it worked and our limitations.

Developing Skills in Designing Experiential Learning Activities in Mathematics Teaching for Primary Education Students at Tan Trao University, Tuyen Quang Province

The enhancement of educational practices through the integration of experiential learning activities in mathematics teaching is increasingly recognized as essential for fostering student engagement and comprehension. This study delves into the development of skills required for designing such experiential activities among primary education students at Tan Trao University in Tuyen Quang Province. By implementing a structured training program, this research aims to equip future educators with both the theoretical knowledge and practical skills necessary to create dynamic and interactive mathematics lessons. The methodology encompasses a blend of qualitative and quantitative approaches to assess the effectiveness of the training program. Pre- and post-training evaluations, along with detailed observations and interviews, provide a comprehensive understanding of the improvements in the students' abilities. The results demonstrate a marked enhancement in the competency of the students to design and execute experiential learning activities, reflecting a deeper understanding of pedagogical techniques and a more profound engagement with the subject matter. The findings underscore the transformative potential of experiential learning in primary education, highlighting how such approaches can make abstract mathematical concepts more tangible and relatable for young learners. This study also addresses the challenges and obstacles encountered during the implementation of these activities, offering insights and recommendations for overcoming such barriers. Furthermore, the research contributes to the broader discourse on educational innovation by illustrating the impact of well-designed experiential activities on student motivation and academic performance. It emphasizes the need for ongoing professional development and support for educators to continuously refine their teaching strategies in response to evolving educational demands. This study not only reinforces the value of experiential learning in mathematics education but also provides a practical framework for developing and implementing these activities. By preparing primary education students at Tan Trao University with these essential skills, the research paves the way for a more interactive, engaging, and effective educational experience for future generations. This underscores the critical role of innovative teaching methodologies in nurturing the intellectual and personal growth of young learners, ultimately contributing to the advancement of primary education in Vietnam.

Indonesian’s Mathematics Teacher Comprehension Towards Geogebra

Numerous studies have mentioned that Geogebra provides positive impacts towards mathematics lessons and suggested to integrating this software into the classroom activity. In order to prepare the teacher for Geogebra integration, study for teacher comprehension of Geogebra is required as the basic for future study. This paper aimed to capture Indonesian mathematics teacher comprehension about Geogebra. This was descriptive study using survey method. The sample was 296 junior high school mathematics teachers. The teachers were asked to fulfilled the questionnaire to obtain their comprehension towards Geogebra. The results revealed that 50% teachers were at level 1 in understanding the features of Geogebra and more than half of them has never been utilized Geogebra in their mathematics lesson and never been construct an applet Geogebra as their instructional media. Those results suggest the urgency to provide the Geogebra training for mathematics teacher in order to enhace students comprehension towards Geogebra.

PENGARUH BAHAN AJAR BERBASIS KOMIK TERHADAP HASIL BELAJAR SISWA KELAS IV PADA PELAJARAN MATEMATIKA MATERI PECAHAN DI SD NEGERI 060843 MEDAN BARAT T.A 2023/2024

This research aims to determine the effect of using comic-based teaching materials on student learning outcomes in mathematics lessons for some class IV students at SD Negeri 060843 Medan Barat FY 2023/2024. This research is quantitative research with a Quasi Experiment type of research. In the normality test, it was discovered that the pretest and posttest data in the experimental class and control class were normally distributed. The results of the homogeneity test showed that the pretest and posttest data for the experimental class and control class had a homogeneous distribution provided that Fcount < Ftable with a significance level of α = 0.05, so the value of Fcount < Ftable was obtained (1.088 < 2.155). The results of hypothesis testing using the t-test based on the testing criteria are that Ho is rejected and Ha is accepted if tcount > ttable with a significance level of α = 0.05, then the value of tcount > ttable is obtained (4.215 > 2.023) so that it can be concluded that Ho is rejected and Ha And it can be stated that there is an influence of learning received using comic-based teaching materials on student learning outcomes in mathematics lessons on fractions for class IV students at SD Negeri 060843 Medan Barat FY 2023/2024.

AlgeoMath를 활용한 초등 도형 과제의 도구화 스킴 분석

Recently, there has been increasing interest in the use of Dynamic Geometry Environments (DGE) in elementary geometry learning. This study aims to analyze elementary geometry tasks utilizing DGE from an instrumental perspective and to identify the conceptual and technical difficulties that elementary students may encounter. To achieve this, we analyzed textbooks and previous studies to extract tasks that utilize the Korean DGE, AlgeoMath, and conducted practical exercises to analyze the instrumentation schemes for each task. The analysis revealed that some terms and symbols of the tools were not aligned with the elementary curriculum or contained mathematical errors, and that some schemes requiring an understanding of functional perspectives or basic constructions in secondary mathematics could present conceptual and procedural difficulties for elementary students. Furthermore, we found that precisely implemented transformation tools were not suitable for the informal and intuitive learning of elementary plane figure movements. Finally, it was confirmed that the inherent characteristics of DGE, such as the independence and dependence of objects and the hiding feature, as well as the functional limitations and errors of AlgeoMath, could pose challenges for students. Based on these findings, the study suggests pedagogical implications for elementary mathematics lessons using AlgeoMath and provides insights into the functional composition of DGE for elementary use.

The Influence Of Students' Learning Interest On Problem Solving Ability Using Diagnostic Assessment

In Indonesia, the level of students' mathematical problem solving abilities can be said to be lacking due to the teacher's inability to condition a class well. So, to determine which method to use, teachers need to understand their students' abilities first, one of which is through diagnostic assessment. In this research, the researcher aims to find out whether it is possible that through diagnostic tests there is an influence on students' interest in learning on problem solving abilities in class VIII mathematics lessons at SMPN 46 Palembang. The type of research used is quantitative research with a sample of 29 students. The data collected used two techniques, namely questionnaires and also the results of diagnostic assessments. Meanwhile, the analysis used uses a technique which is a simple regression analysis test. Based on the results obtained, it shows that there is a high influence of interest in learning on the results of diagnostic assessments. The results obtained from the learning interest variable which influences the results of the diagnostic assessment in the form of problem solving abilities are results that can be said to be very high. In other words, it can be said that students' interest in learning greatly influences students' problem solving abilities as seen from the results of diagnostic assessments.

Ethnomathematics in Intermediate Phase: Reflections on the Morabaraba Game as Indigenous Mathematical knowledge

Mathematics education remains a worrisome issue in the South African education system. This dilemma presents itself in the underperformance of learners in Intermediate Phase mathematics. In an effort to address this challenge and develop alternative approaches to the teaching of mathematics, a university-based project was initiated. As part of the project, this article reflects on the experiences of five project members who observed the implementation of Morabaraba, which is an Indigenous game, rich in mathematical relevance. This qualitative case study explored how mathematics teachers implemented the Morabaraba game to teach Intermediate Phase mathematics content. The method used to capture the data entailed reflections of the team that were derived from the observation of mathematics lessons in the Intermediate Phase. From these observations the researchers found that teachers invented their own rules when integrating mathematical concepts; they reinvented the game to cater for the complexity of mathematical content and experienced challenges in the playing of the game. We conclude that the Morabaraba game can be implemented, with practical adjustments, to comply with the objectives of the mathematics concept. The recommendation is that ethnomathematical games be employed as a teaching strategy as they are found to encourage active learning. Future research endeavours include exploring how ethnomathematical games can be sustained for future use.

Penerapan Model Pembelajaran Picture And Picture Untuk Meningkatkan Hasil Belajar Siswa Materi Bangun Datar Pelajaran Matematika Kelas I SD Alfityah Pekanbaru

The low learning outcomes of students in flat shapes material in grade 1 elementary school mathematics lessons is the main problem faced. Students often have difficulty understanding the basic concepts of flat shapes taught conventionally. The aim of the research is to improve student learning outcomes by using the Picture and Picture learning model for Flat Building Material in Mathematics Lessons. This research method includes Classroom Action Research (PTK) which was carried out in two cycles. Each cycle consists of four stages, namely design, implementation, observation and reflection. The research results obtained are (1) teacher activity in cycle I using the Picture and Picture learning model from 83.92% to 92.85% in the cycle II, (2) student activities in cycle I using the Picture and Picture model 75% to 91% in cycle II and (3) learning outcomes for Flat Figure material in Mathematics lessons in cycle I using the Picture and Picture model 60% to 90% in cycle II. This shows that the student learning outcomes for Mathematics Lesson Flat Figure Material using the Picture and Picture Learning model show very positive results.

The Effect of Using Edugame Wordwall on Students' Mathematical Representation Ability

The difficulty students face in comprehending problems presented through diagrams and mathematical models, coupled with the monotony experienced during mathematics lessons, has resulted in low mathematical representation skills among students. While studies indicate that Wordwall can enhance student engagement, the specific factors influencing this engagement when utilizing Wordwall remain under-explored. This study aims to assess the impact of Wordwall media on students' mathematical representation abilities and determine the extent of this influence. Adopting a quantitative research approach with experimental methods, the researchers employed a post-test-only design using cluster random sampling. Class VII-A was designated as the experimental group, while Class VII-B was the control group. Data were gathered through a post-test essay examination. Analytical techniques involved prerequisite tests (normality and homogeneity) and hypothesis testing (t-test and effect size). Results indicated a significance level of 0.008 in the t-test and an effect size of 0.685, suggesting that using Wordwall media has a moderate yet significant positive effect on students' mathematical concept representation skills. The findings reveal that incorporating Wordwall edugames in classroom instruction can enhance students' mathematical representation capabilities, foster an interactive learning environment, and improve students' self-expression. Consequently, Wordwall has been proven to elevate student engagement in learning and can effectively supplement traditional classroom instruction.

Benefits of Playing at School: Filler Board Games Improve Visuospatial Memory and Mathematical Skills.

The aim of the study was to test the effectiveness of cognitive interventions based on modern board games in school settings to improve memory outcomes and math skills. A parallel, quasi-experimental study was carried out with children (n = 234) into third and fourth grades (8-10 years old). School centres were allocated into a general domain intervention (playing memory board games), a specific domain intervention (playing mathematical board games) or a control group (regular classes without playing). Teachers carried out bi-weekly sessions during the last 30 min of mathematical lessons (8 weeks, 15 sessions). Before and after intervention, we individually measured verbal and visuospatial memory outcomes (short-term memory and working memory updating) and mathematical skills (number operations, number ranking, number production and problem solving). The results showed significant transfer effects of both memory and math trainings. In third grade, we found that playing math games showed medium-large effect sizes in visuospatial short-term memory and updating memory, number operations and number ranking compared to the control group. In fourth grade, we found that playing memory games showed significant small effect sizes in problem solving compared to the control group. Playing board games could be a methodology that enhances cognitive and mathematical development in children.

Engaging elementary mathematics specialists: Strengthening the connections between university coursework and practice

AbstractElementary teachers are underprepared to teach mathematics, and there is a lack of field‐based support for mathematics‐specific pedagogies in the elementary grades. To address this theory to practice gap, we developed an innovative model of fieldwork that draws on the expertise of in‐service teachers (elementary mathematics specialists [EMSs]) who had recently completed a K–5 mathematics endorsement to work in the role of university supervisors supporting beginning teachers (BTs) in initial fieldwork. We argue that this model has three key aspects that will support BTs bridging the theory to practice gap: (1) as in‐service teachers the EMSs are keenly connected to the context of schools; (2) recent experience in university coursework in mathematics while serving as in‐service teachers required the EMSs to navigate the theory to practice gap themselves; (3) one‐on‐one mentorship supports strong and trusting relationships. Drawing on data from a 3‐year study we found that EMSs brought intimate knowledge of the school context and knowledge of the mathematics‐specific pedagogies taught at the university. These connections to the field and the university allowed EMSs to support BTs in implementing research‐based practices in their mathematics lessons that went against the norms of their school settings.

Penggunaan Media Pembelajaran Konkret untuk Meningkatkan Hasil Belajar Matematika Siswa Kelas V SD

Mathematics is one of the subjects that students often avoid at school. This is because mathematics lessons rarely use teaching media, which makes the learning process dull and boring. Many people view mathematics as the most difficult field of study to understand. This can be seen from the relatively complex or abstract material that is hard for students to grasp. In the classroom, teachers generally teach by lecturing and assigning practice tasks to meet curriculum targets. Besides that, many students are not exposed to a concrete learning environment and are not sufficiently involved in manipulating teaching aids. One way to make the mathematics learning process enjoyable is through the creativity of the teacher in using teaching media. Teaching media can be made using objects around the students so that their concreteness can be directly felt by the students.

A Systematic Review : Interactive Media in Mathematics learning, What do we get?

The use of learning media is now essential for the success of learning. Developments in learning media continue to be carried out today to produce interactive media that requires students to interact with teachers, friends, and learning media. This is common in mathematics learning. This research aims to find data regarding the learning media that are most frequently used in the world, the countries that use interactive learning media the most in mathematics learning, and the mathematics materials that are most widely used in using interactive learning media. The method used is a systematic review using the PRISMA method. From the initial results, there were 381,837 articles, which were then filtered according to predetermined criteria, and the final results were 8 articles for further research. The results of this research found that Interactive Media is widely used in mathematics lessons throughout the world such as Digital Books, Geogebra, Geometer's Sketchpad, ChatGPT, and Instructional Video. Of the various interactive media, digital books are the ones most used in learning because digital books can stimulate the skills needed for learning in the 21st century. The results of this research also found that Ethiopia and Germany are the most users of interactive media. Geometry material is material that is considered difficult so it is most widely used in interactive media in various countries.

Penerapan Pembelajaran Berdiferensiasi Dalam Upaya Meningkatkan Hasil Belajar Matematika Pada Materi Analisis Regresi Linear Sederhana Kelas XI TITL (Teknik Instalasi Tenaga Listrik) 2 SMK N 5 Surabaya Tahun Ajaran 2023/2024

The research was conducted based on the problem of students in class XI TITL 2 SMK N 5 Surabaya This research aims to improve student learning outcomes by using differentiated learning based on student learning styles with differentiated content aspects. This research uses the PTK (Classroom Action Research) method with a quantitative approach and data collection techniques using diagnostic assessments (prestest) and summative assessments (posttest). The results of research using differentiated learning based on students' learning styles with differentiated content aspects show that there is an increase in learning outcomes which can be seen from pre-cycle activities with the percentage of learning completeness increasing from 18% to 43% in cycle I, then increasing to 78% in cycle II. From these results it can be concluded that research using differentiated learning based on students' learning styles based on differentiated content aspects has succeeded in improving the learning outcomes of class XI TITL 2 SMK N 5 Surabaya in mathematics lessons simple linear regression analysis material.

Pelatihan Aritmatika dalam Menunjang Prestasi Siswa Siswi di Sekolah Dasar Negeri Purwakarta Cilegon

The intelligence of an elementary school teacher in delivering material needs to be supported by the family environment and the role of the student's parents. From here we know that improving and developing the quality of knowledge about Mathematics is important. Purwakarta State Elementary School students in Cilegon City find it easier to remember and understand Mathematics lessons if they enjoy doing it and are accompanied by real experiences in everyday life. The role of higher education through the Tridharma of Higher Education is to carry out education, research and community service. One form of this obligation and concern is that as a Permanent Lecturer or academic at Serang Raya University, I intend to carry out community service to the students of Purwakarta State Elementary School, Cilegon City through Arithmetic training. This community service aims to provide learning services that are tailored to the learning difficulties of students at the Purwakarta State Primary School, Cilegon City. This Community Service Activity (PKM) is carried out in the classrooms of each class. As a result of the tutoring activities carried out by tutors for students, it can be concluded that there has been an increase in student learning outcomes

Evaluation of the Adoption and Implementation of Technology-Enhanced Mathematics Lessons in Basic Schools

The study evaluated the adoption and implementation of technology-enhanced mathematics lessons in basic schools in the Ho West District of the Volta Region of Ghana. Grounded in the Technology Acceptance Model. The target population was all basic school teachers in Ho West District. The adopted research design was a descriptive survey research design with a quantitative approach. A stratified random sampling technique was employed and 450 basic school teachers were used as samples for the study. Data were collected using a close- ended questionnaire with a reliability coefficient of 0.77 was analyzed using frequencies, percentages, means, standard deviations, independent samples t-tests, and Pearson’s moment correlation. The results revealed that a teacher recognizes instructional technology as useful for their mathematics instruction. Hence, challenges from teachers, least access to instructional technology tools, training, time for lesson preparation, technical issues, and resistance from their students and colleagues were identified. The study recommends that regular assessments are made on the teachers’ perceptions to tailor professional development needs. Additionally, teachers should be supported by their head teachers to tackle issues specific to individual teachers.

Pengaruh Pendekatan Pembelajaran TaRL (Teaching at Right Level) dalam Meningkatkan Hasil Belajar Peserta Didik Pada Pelajaran Matematika Di SMKN 8 Surabaya

The research was motivated by the problems of interest, motivation and learning outcomes of students regarding mathematics lessons in class There are those who have low, medium and high ability to understand the material and different learning styles, including visual, auditory and kinesthetic learning styles. The learning needs of these students have also not been met. So that from these problems abilities and learning styles can influence student learning outcomes. The reason behind the researchers conducting this research was the low interest in learning of students in mathematics subjects. Among the 27 students, there were only 14 (52%) students who liked mathematics and 13 (48%) students who did not like mathematics. This research aims to determine the improvement in student learning outcomes through the TARL (Teaching at Right Level) learning approach. This research uses the classroom action research (PTK) method with a quantitative approach and data collection techniques using the results of the students' pretest and posttest. The material used in this research is opportunity material in Mathematics Lessons.

Meningkatkan Hasil Belajar Peserta Didik Melalui Pembelajaran Berdiferensiasi Pada Materi Penyajian Data Di Kelas VII-H SMP Negeri 3 Surabaya Tahun Ajaran 2023/2024

The research was carried out on the problem of the ability to understand mathematical material in the students of classes VII-H of the State 3 Surabaya High School. There are students who have the ability to understand material low, medium, and high. There are also students' learning needs that are not fulfilled so that they affect the learning outcomes of students. The aim of this study is to improve the learning outcomes of students through differential learning. The research uses the Class Action Research (PTK) method with a quantitative approach and data collection techniques using the results of individual student tasks. The results of the study using differential learning showed that the increased learning outcomes seen from pre-cycle activities were 18% up to 41% in the first cycle, then in the second cycle showed an increase with a percentage of 82%. From these results it can be concluded that the research using the differentiation learning was successful in improving the learning outcome of students of classes VII-H of the 3rd State Sub-secondary School of Surabaya at the point of mathematics lessons Data Presentation.

Integrating subject-generic and subject-specific teaching frameworks: searching for stages of teaching in mathematics

Currently there is an attempt to combine subject-generic and subject-specific teaching frameworks to comprehensively capture teaching quality. This study explores the possibility of integrating two widely used and validated frameworks, the subject-generic Dynamic Model of Educational Effectiveness (DMEE) and the subject-specific Mathematical Quality of Instruction (MQI). Toward this end, we drew on data from 38 upper-grade primary school teachers, each observed in six mathematics lessons, which were coded using both frameworks. Data were analyzed using the Extended Logistic model of Rasch to explore whether a common scale of teaching quality with good psychometric properties could be developed. Saltus was then utilized to investigate the possibility of forming levels of effective teaching in mathematics. A common scale encompassing both subject-generic and subject-specific teaching aspects, which had good psychometric properties, was developed. The subject-generic and subject-specific teaching aspects of these frameworks were clustered in five distinct levels. With the exception of the top level that included only subject-generic aspects, all other levels included teaching aspects from both frameworks, thus providing support to the assumption that it is possible to develop levels of effective teaching that combine related subject-generic and subject-specific aspects. In discussing the study findings, we consider their implications for developing an integrated framework of teaching quality and for developing professional development programs that combine subject-generic and subject-specific teaching aspects.