Low Mathematics Achievement Research Articles

Fostering Computation Competence with Non-Counting Strategies and Conceptual Subitizing in Grade 1: An Intervention Study in Inclusive Classrooms

Computation competence (CC) with non-counting (NC) strategies is an important aim of Grade 1 mathematics education, but studies have shown that many students struggle to acquire these skills and continue to rely on counting strategies in later years. Therefore, even though counting is an important first strategy for young children, it is vital to support the development of CC with NC strategies from the earliest stages of mathematics education. This study examined the success of an intervention to promote the use of CC and NC strategies and conceptual subitizing (CS). The study was conducted with a sample of N = 1017 Grade 1 students, and investigated whether the achievement gain was affected by the intervention setting: cooperative learning, individual support for low achievers, a combination of the two settings, and a control group. Students in the combined setting had greater achievement gains in CC with NC strategy use and CS than the control group and outperformed those in the other intervention groups in CS. The combined setting also benefitted low achievers in mathematics for CS, but not for CC and strategy use. A combination of cooperative learning and individual support seems to be the best option for improving the CS and CC and NC strategy use of first graders, especially low achievers in mathematics.

Assessing the Potentials of Compurized Adaptive Testing to Enhance Mathematics and Science Student’t Achievement in Secondary Schools

This study focuses on Computerized Adaptive Testing (CAT), designed to provide Mathematics and Basic Science teachers in secondary schools with an innovative method of assessment, that can enhance student’s achievement. A descriptive survey design was adopted for the study. Three research questions and two null hypotheses were formulated to guide the study. Using purposive sampling technique, a sample size of four hundred (400) Junior secondary three (JSS3) students and four private schools with computer laboratories in Akwa Ibom State were selected for the study. Each group had 100 members with mixed Mathematical and Basic Science competencies of high, medium, and low. The instrument for data collection was a Mathematics and Basic Science Computerized Adaptive Test (MABSCAT) developed by the researchers, tested, and modified after trial testing.Descriptive statistics, one-way ANOVA was used to analysed the data. Results indicated that: test lengths, testing times, and Mathematical and Basic Science competencies were significantly different at p=0.05 among four groups of stopping criteria (SEE ≤ 0.20, SEE ≤ 0.30, SEE ≤ 0.40 , and SEEm- SEEm-1 ≤ 0.005); test lengths and testing times were significantly different at p=0.05 among the three groups of Mathematical and Basic Science competencies (low, moderately high, and high); and there were 72.25 %, 16.75%, and 8% of the students having a moderately high, low, and high Mathematics and Basic Science achievement respectively. It was recommended among others that, Government should establish item banks, CAT should be introduced in assessment of learning for the actual abilities of the students to be tested with sufficient accuracy.

Enhancing number and algebra skills of primary students with learning disabilities or low mathematics achievement through a smartphone application

Enhancing number and algebra skills of primary students with learning disabilities or low mathematics achievement through a smartphone application

Assessment of computation competence and non-count strategy use in addition and subtraction in Grade 1

Computation competence (CC) in simple addition and subtraction using non-counting (NC) strategies is an important learning objective in Grade 1 mathematics but many children, especially low achievers in mathematics, struggle to acquire these skills. To provide these students with the support they need, it is important to have valid and reliable tools for assessing progress in CC and NC strategy use. Developing an assessment instrument for use in Grade 1, when some children start the year unable to solve any problems, is challenging, as is ensuring measurement invariance over a school year when children generally make large achievement gains. This paper presents a new assessment tool for CC and NC strategy use in Grade 1 that was tested in a longitudinal study with N = 1,017 children. Analyses using the Rasch model revealed acceptable mean square scores (MNSQ 0.83 – 1.20). Warm’s Weighted Likelihood Estimate (WLE) reliability scores were acceptable (pre-test .77; post-test .87). Measurement invariance over time was given. The instrument is promising for assessing CC and NC strategy use efficiently and accurately in Grade 1.

Improving Low Mathematics Achievers’ Number Sense via Number Line Training with Board Games

This study investigated the effect of a number line training via lineer board games with specific contents, namely numerical and figural, on students’ number line estimation skills, arithmetic performance, and mathematics achievement. A total of 30 first graders (15 in experimental and 15 in control group) participated in the study. There were 2 speech and language disorder (SLD) students, one in each, in the control and experimental groups. Number line training with a board game, Sahibingo® was implemented in the experimental group, while a non-numerical board game, Animalbingo, was used in the control group. Training lasted for 30 minutes a day, one day a week, and 4 weeks (2 hours in total). Results indicated that students, including the SLD, in the experimental group improved their number line estimation skills in 0-10 and 0-20 number range, but not in the 0-100 range. Improvements did not reflect in arithmetic performance and mathematics achievement scores. Although there are some improvements in small range number line estimations possibly because of the familiarity there is no improvement in the larger range and in terms of mathematics achievement scores, possibly because of the shorter period of training. It can be concluded that low mathematics achievers’ number sense can be improved via lineer board games with numerical content. Future research may investigate the effect of longer periods and may include other students with special needs.

The Influence of The Power of Two Method in Mathematics Learning on Increasing Student Activity

Mathematics learning aims to enhance problem-solving skills encompassing problem comprehension, method creation, execution, and result analysis. It covers numbers, geometry, calculations, and data processing. Low achievement in mathematics stems from inadequate understanding and reliance on arithmetic as a tool. Student disinterest further hampers learning. Although students may solve problems correctly, they often struggle to explain their reasoning, as observed in a class III student at SD Negeri 1 Pucangan. Student engagement is crucial in gauging learning motivation. Cooperative learning, particularly the power of two methods, fosters student collaboration, facilitating better comprehension. This approach enhances learning quality, promoting active and creative participation. Implementing the power of two cooperative learning models in class III at SD N 1 Pucangan improved student activity, shifting from adequate to good. The method's effectiveness in enhancing mathematics learning quality is evident through increased student engagement and activity levels

Reasons for the low achievement in mathematics among students of the first three grades of the basic education stage from the viewpoint of teachers and educational supervisors in Benghazi city - Libya

هدفت الدراسة إلى التعرف على أسباب تدني التحصيل الدراسي في الرياضيات لدى تلاميذ الصفوف الثلاثة الأولى من مرحلة التعليم الأساسي من وجهة نظر المعلمين والمشرفين في مدينة بنغازي. ولتحقيق أهداف الدراسة استخدم الباحثون المنهج الوصفي وتم إعداد الاستبانة لهذا الغرض. وتكونت عينة الدراسة من (88) معلما ومعلمة و(14) من المشرفين التربويين في مادة الرياضيات لمرحلة التعليم الأساسي في مدينة بنغازي. وقد بينت نتائج الدراسة أن استجابات المعلمين لأسباب تدني التحصيل الدراسي في الرياضيات لتلاميذ الصفوف الثلاثة الأولى في المحاور (التلميذ وأسرته، المعلم، المنهج الدراسي) جاءت المتوسطات الحسابية بمستوى مرتفع. كذلك جاءت المتوسطات الحسابية لاستجابات المشرفين التربويين لأسباب تدني التحصيل الدراسي في الرياضيات لتلاميذ الصفوف الثلاثة الأولى في المحور (التلميذ وأسرته) بمستوى مرتفع، بينما جاءت المتوسطات الحسابية لاستجابات المشرفين التربويين لمحوري (المعلم، المنهج الدراسي) بمستوى مرتفع جداً. وأظهرت النتائج وجود فروق ذات دلالة إحصائية بين متوسطات استجابة المعلمين والمشرفين التربويين في تقديرهم لأسباب تدني التحصيل الدراسي في مادة الرياضيات لدى التلاميذ، وجاءت دلالة الفروق لصالح المشرفين التربويين. وفي ضوء ما أسفرت عنه نتائج الدراسة أوصى الباحثون بعدد من التوصيات منها: إلغاء نظام الترحيل، وتقليل نصاب المعلم من الحصص ليقوم بعمله على أكمل وجه، وضع خطط وبرامج لعلاج صعوبات التعلم، التركيز على الدورات التدريبية للمعلمين أثناء الخدمة.

Mathematics Learning Model (Based on Multicultural Education)

This research begins with the problem of low mathematics achievement caused by students' neglect of multiculturalism, which can be overcome through mathematics learning based on multicultural education. In line with this, efforts to foster awareness, understanding, tolerance, mutual understanding and national spirit can be developed through multicultural education that is integrated in mathematics learning. Therefore, it is important to develop a mathematics learning model based on multicultural education. Stimulation can be provided through cultural integration in mathematics content as a starting point for students to bring up critical thinking. Methods in this study This research is a study using the method of literature study or literature review. namely a comprehensive overview of the research that has been done on a specific topic to show the reader what is already known about the topic and what is not known, to find rationale for research that has been done or for ideas for further research.From the research it is known that the multicultural education-based mathematics learning model was developed through the integration of content explored from regional cultural wealth, using multicultural contexts in illustrating mathematical concepts or principles. For example, cultural arts artifacts sharpen social sensitivity. Teachers develop socio-cultural norms in the classroom through an acculturation process in order to reduce prejudice and build a conducive school culture so that all students can achieve optimally.

Analysis of Student Difficulties in Learning Mathematics in Class VIII Students at SMP Negeri 2 Hiliduho Academic Year 2021/2022

Learning difficulties are one of the external factors (from outside themselves) of students that have been identified as resulting in low student achievement in mathematics. These learning difficulties can be caused by many factors. This research aims to: (1) analyze students' difficulties in learning mathematics. (2) describe the student's mathematics learning difficulties in mathematics learning. This research was carried out at SMP Negeri 2 Hiliduho. This research is qualitative research with a descriptive approach. The results of data analysis show that: (1) in mathematics learning in Class VIII of SMP Negeri 2 Hiliduho, 69% of 23 students had difficulty learning mathematics. (2) Difficulty learning mathematics is caused by difficulty understanding concepts, difficulty finding the correct solution or formula to solve problems, students' lack of ability in operating numbers and students being unable to write answers correctly.

A literature review on dyscalculia: What dyscalculia is, its characteristics, and difficulties students face in mathematics class

Dyscalculia is a specific learning condition that affects the comprehension and manipulation of numerical concepts, which can impact students' academic performance and well-being in mathematics education. The research methodology used was a systematic literature review that aimed to identify and synthesize the existing evidence regarding the differences in understanding of dyscalculia, its characteristics and the difficulties that students with dyscalculia may face in class. The search string used in electronic databases, such as Crossref and Google Scholar, to generate articles for the review were “dyscalculia” and “dyscalculia characteristics.” After the study selection process and appraising its quality, 23 articles met the selection criteria and were reviewed to synthesize answers to the research questions. The findings suggest despite many differences in understanding what dyscalculia was and it was clear that dyscalculia is a specific learning condition that affected students’ comprehension and manipulation of numerical concepts. Students with dyscalculia exhibit various characteristics, the most noticeable of which was low mathematics achievement scores. The difficulties faced by students with dyscalculia in the classroom were numerous. However, the primary obstacles they faced involved comprehending and applying mathematical concepts, as these difficulties could lead to others, such as executing mathematical problem-solving instructions. Educators might comprehend the diverse characteristics of dyscalculia to provide appropriate support and accommodations for students with difficulties.

School Burnout after COVID-19, Prevalence and Role of Different Risk and Protective Factors in Preteen Students.

Current data show an increase in stress among youth since the COVID-19 pandemic, raising the question of the measures to be put in place to limit it. The aim of this study is to measure the prevalence of burnout and the different risk and protective factors of burnout among students and to compare the mean scores obtained with those collected in a similar sample in 2014. Perceived health, school burnout, and the different risk and protective factors among students were measured by self-reported questionnaires among a sample of 184 students (11-13 years old). The results indicate significantly higher burnout scores than in 2014. Different variables were predictive of school burnout: 1. At the individual level, a low academic achievement in mathematics, somatic symptoms, and the expressed stress; 2. At the interpersonal level, lack of support from peers, teachers, and parents and a negative classroom climate; 3. At the pandemic level, the increased workload related to the consequences of COVID-19. The factors with the greatest impact are confidence in the future, perceived stress, parental supports, and mathematics results. An intervention program targeting these four factors among burned out students would be relevant to set up in order to reduce its prevalence.

Instructional Strategies Used by Junior Primary Teachers in the Oshana Region of Namibia to Teach the Number Concept to Grade 1 Learners

Teachers’ knowledge, beliefs, and attitudes contribute to the success of classroom instruction. Teaching approaches that are informed by teachers’ good content knowledge of mathematics they teach are regarded as more effective and produce high learning outcomes. It is critical that teachers possess both content and pedagogical content knowledge as these create confidence and a positive attitude toward the teaching of mathematics which in turn creates mathematically inclined learners. The problem identified in this paper is the low achievement in mathematics for learners at the junior primary level. The purpose of this paper is to identify the instructional strategies used by junior primary teachers when they teach the different aspects of the number concepts to Grade 1 learners. To achieve the goal of this study, an interpretative design was used to explore this phenomenon in detail and to help the researchers understand it in depth. The study found that junior primary teachers used a variety of methodological skills to teach the different aspects of early numeracy but lacked the appropriate pedagogical skills to effectively teach these aspects. The study recommends that junior primary teachers in the Oshana region of Namibia should be given continuous professional development workshops on pedagogy for them to acquire the skills and understanding necessary to effectively teach early numeracy skills.

The role of basic number processing in high mathematics achievement in primary school

While symbolic number processing is an important correlate for typical and low mathematics achievement, it remains to be determined whether children with high mathematics achievement also have excellent symbolic number processing abilities. We investigated this question in 64 children (aged 8 to 10), i.e., 32 children with persistent high achievement in mathematics (above the 90th percentile) and 32 average-achieving peers (between the 25th and 75th percentile). Children completed measures of symbolic number processing (comparison and order). We additionally investigated the roles of spatial visualization and working memory. High mathematics achievers were faster and more accurate in order processing compared to average achievers, but no differences were found in magnitude comparison. High mathematics achievers demonstrated better spatial visualization ability, while group differences in working memory were less clear. Spatial visualization ability was the only significant predictor of group membership. Our results therefore highlight the role of high spatial visualization ability in high mathematics achievement.

중학생의 수학 학업 저성취 영향요인 분석

Objectives The purpose of this study is to identify the factors affecting the low mathematical achievement of middle school students and to derive effective implications for the basic academic achievement guarantee policy.
 Methods This study used the 4th to 6th data of the 4th-grade panel of the Gyeonggi Education Longitudinal Study (GEPS). For 5,376 middle school students, we specified a hybrid model that combines both fixed and random effect. The low achievement level represents the lowest 20% in the group. Since this is a binary variable, the panel logit model was applied. Based on previous research, personal characteristics, family background, and school context factors were put as independent variables.
 Results Among the intra-individual effects, the changes in academic amotivation and math class attitude showed significant influence on the possibility of low achievement in math. Among the inter-individual effects, variables such as expected level of education, the degree of smart devices usage for learning and non-learning, family income level and parents' educational background, private tutoring in mathematics, attitude in mathematics class had a significant effect on the possibility of low performance in mathematics. In addition, discriminatory atmosphere based on school achievement, participation in after-school classes, and location of school are identified as significant influencing factors.
 Conclusions Focusing on the variables that had a significant influence on the possibility of low achievement in mathematics, suggestions were made on the effective educational intervention, and on the policy such as the 『Comprehensive Plan for Guaranteeing Basic Academic Achievement』.

Traditional bullying and cyberbullying as main drivers of low mathematics achievement in South African schools: Evidence from TIMSS 2019

ABSTRACT South African children have a right to equitable education free from harm. Still, news of school bullying incidents continues to grab South African news headlines. Creating a safe environment conducive to learning is vital in learners’ mathematics achievement (MA). We investigated the association between bullying and Grade 9 MA in South African schools. We followed a quantitative design with a research paradigm of positivism and a secondary data analysis study design. We analysed TIMSS 2019 data and proposed a model containing 21 constructs; 20 independent variables (gender, socio-economic status (SES) and 18 variables about bullying) and one dependent variable (MA). The multi-level analysis showed refusing to talk to learners, insulting their families, making them do things they didn’t want to do, sending nasty, hurtful messages or embarrassing photos of them online, physically hurting them, saying mean things about their physical appearance, stealing from them, physical injury to other learners and SES are significant predictors of MA. Learners must be reminded that there are clear regulations in place to penalise bullies. Due to the exponential growth of e-Learning over the past two years as a result of COVID-19, we recommend the incorporation of cyber-safety and cyber-protection techniques into every learner-teacher training.

Early neural markers for individual difference in mathematical achievement determined from rational number processing

The neural markers for individual differences in mathematical achievement have been studied extensively using magnetic resonance imaging; however, high temporal resolution electrophysiological evidence for individual differences in mathematical achievement require further elucidation. This study evaluated the event-related potential (ERP) when 48 college students with high or low mathematical achievement (HA vs. LA) matched non-symbolic and symbolic rational numbers. Behavioral results indicated that HA students had better performance in the discretized non-symbolic matching, although the two groups showed similar performances in the continuous matching. ERP data revealed that even before non-symbolic stimulus presentation, HA students had greater Bereitschaftspotential (BP) amplitudes over posterior central electrodes. After the presentation of non-symbolic numbers, HA students had larger N1 amplitudes at 160 ms post-stimulus, over left-lateralized parieto-occipital electrodes. After the presentation of symbolic numbers, HA students displayed more profound P1 amplitudes at 100 ms post-stimulus, over left parietal electrodes. Furthermore, larger BP and N1 amplitudes were associated with the shorter reaction times, and larger P1 amplitudes corresponded to lower error rates. The BP effect could indicate preparation processing, and early left-lateralized N1 and P1 effects could reflect the non-symbolic and symbolic number processing along the dorsal neural pathways. These results suggest that the left-lateralized P1 and N1 components elicited by matching non-symbolic and symbolic rational numbers can be considered as neurocognitive markers for individual differences in mathematical achievement.

ANALISIS FAKTOR RENDAHNYA MINAT BELAJAR MATEMATIKA SISWA KELAS V DI SD NEGERI NGENI 06 KABUPATEN BLITAR

This study aims to find out what factors influence the low interest of students in mathematics and how the efforts of teachers in fostering students' interest in learning in Mathematics class V at SD Negeri Ngeni 06 Blitar Regency. The type of research used is qualitative research. Activities in this study were carried out by means of observation, interviews and documentation. Based on the research that has been done, it was found that there are several factors that influence the low interest in learning students in mathematics, including the internal factors of students as indicated by the lack of interest in learning about mathematics and they assume that mathematics is an abstract and difficult subject, students' attention still low in mathematics and has an effect on low student achievement in mathematics. The factor of low student interest in learning also comes from external factors. Based on the results of interviews with teachers, it shows that teachers still use conventional methods and do not maximize existing learning media in teaching mathematics so that they are less attractive to students. Besides that, how to educate parents at home also affects students' learning interest when at school. The conclusion in this study is the efforts made by the teacher in fostering student interest in learning, especially in mathematics by using web-based interactive media (google sites) and using a variety of learning methods.

Penerapan Media Virus (Visual Rumus) Pada Materi Lingkaran Untuk Meningkatan Hasil Belajar Kelas VI SDN Opo Opo Kec. Krejengan Kab. Probolinggo

Mathematics learning is one of the subjects that is interesting to point out because learning emphasizes providing direct learning experiences for students to find out and do something so that they are able to explore and understand nature scientifically. In understanding the concept of learning Mathematics, sometimes students find it difficult to digest a material. In other words, these students need a learning media that does not rely on imagination alone, but is concrete so that students understand the material taught by the educator more easily. A learning method is needed that involves students directly in the mathematics learning process. Based on the results of this study, it shows that the learning achievement of Mathematics in grade VI SDN Opo - Opo is still not satisfactory. This can result in low student achievement in learning Mathematics. This is due to inaccurate learning media used by educators so that it has an impact on the less attractive learning of MATHEMATICS for students. On the basis of this research, it can be concluded that the Virus media (Visual Formula) can improve the learning achievement of grade VI students at SDN Opo - Opo, Krejengan District, Probolinggo Regency.

Mid-Childhood Outcomes after Dextrose Gel Treatment of Neonatal Hypoglycaemia: Follow-Up of the Sugar Babies Randomized Trial

Introduction: Dextrose gel is widely used as first-line treatment for neonatal hypoglycaemia given its cost-effectiveness and ease of use. The Sugar Babies randomized trial first showed that 40% dextrose gel was more effective in reversing hypoglycaemia than feeding alone. Follow-up of the Sugar Babies Trial cohort at 2 and 4.5 years of age reported that dextrose gel appeared safe, with similar rates of neurosensory impairment in babies randomized to dextrose or placebo gel. However, some effects of neonatal hypoglycaemia may not become apparent until school age. Methods: Follow-up of the Sugar Babies Trial cohort at 9–10 years of age was reported. The primary outcome was low educational achievement in reading or mathematics. Secondary outcomes included other aspects of educational achievement, executive function, visual-motor function, and psychosocial adaptation. Results: Of 227 eligible children, 184 (81%) were assessed at a mean (SD) age of 9.3 (0.2) years. Low educational achievement was similar in dextrose and placebo groups (36/86 [42%] vs. 42/94 [45%]; RR 1.04, 95% CI 0.76, 1.44; p = 0.79). Children allocated to dextrose gel had lower visual perception standard scores (95.2 vs. 100.6; MD −5.68, 95% CI −9.79, −1.57; p = 0.006) and a greater proportion had low (<85) visual perception scores (20/88 [23%] vs. 10/95 [11%]; RR 2.23, 95% CI 1.13, 4.37; p = 0.02). Other secondary outcomes, including other aspects of visual-motor function, were similar in both groups. Conclusion: Treatment dextrose gel does not appear to result in any clinically significant differences in educational achievement or other neurodevelopmental outcomes at mid-childhood.

Mediating Role of Child’s Executive Function Deficits in the Association of Parenting and School Success

This study aims to explore the role of a child’s executive function deficits in the association of positive and negative parenting styles and practices with school success at early school age. A sample consisted of 174 parents who completed the Parenting Style Questionnaire, the Parental Acceptance-Rejection Questionnaire, and the Childhood Executive Functioning Inventory. Structural equation modelling analyses revealed complete mediation of authoritarian parenting style, parental hostility/aggression and indifference/neglect on child’s low literacy and mathematics achievement by child’s executive function deficits. In contrast, the mediating role of child’s executive function deficits in the relationship between authoritative parenting style and parental warmth/affection and school success was not confirmed. The results of the study indicate that executive function deficits act as a risk factor in literacy and mathematics achievement of early school-age children whose parents express high levels of negative parenting style and practices. The study suggests that appropriate interventions would have to be focused on parent training and programmes for improving child’s executive functions.