Math Lessons Research Articles

Pelatihan Guru SD Inpres Tiom Cara Mengajarkan Hitung Dasar Matematika dengan Metode Jarimatika dan Alat Peraga

Mathematics is one of the subjects that has been taught from the elementary level. However, in reality in the Papua Highlands area thats mathematics is still a problem for both students and teachers. Teachers who are used to teaching using the lecture method make students lazy to take math lessons which results in low math learning outcomes. Mathematics which has an abstract nature requires teachers to be able to concretize it so that it is easily understood by students, considering that students at the basic level are still classified as concrete thinkers. The purpose of implementing this PKM is to provide training for Inpres Tiom Elementary School teachers in creating a pleasant atmosphere for learning mathematics without having to burden students' brains, introduce methods that can be used to teach basic arithmetic, improve student learning outcomes, especially in fostering cooperation between Inpres Tiom Elementary School teacher partners with STKIP Abdi Wacana Wamena. Overcoming the problems above, a solution is provided so that the mathematics lessons being taught become fun lessons for elementary school children, partners are given learning training with the use of visual aids and the application of the jarimatics method. Based on the results of the evaluation of the training activities through the questionnaire provided, it was found that all the teachers who participated in the training strongly agreed with the training activities.

Pengembangan Media Pembelajaran Berbentuk Komik pada Pembelajaran Matematika Materi Pecahan Kelas V Sekolah Dasar

Many students consider math lessons trivial and not exciting, because, some teachers still use learning media that are not interactive and seem conventional such as blackboards. This makes students bored, passive and difficult to learn, especially learning fractions. Thus, this study intends to create a good fraction math learning media such as comics and in line with student development. This study uses the Research & Development (R&D) method with the ADDIE model. The target of this study was grade V students. The data collection technique uses observation and questionnaire. In line with the results of the validity of media experts can achieve 88%, in line with the responses of teachers and students can achieve 85%. Thus, the resulting product gets a decent achievement worthy of use for learning media mathematics grade V elementary school and effective use.

Tapping Into Creativity: Crafting Engaging Math Lessons for Middle Schoolers with Macromedia Flash

The aim of the research is to design media based on Realistic Mathematics Education (RME) spatial material; producing RME media with Macromedia Flash for class IX educators and students building materials; knowing the responses of educators and students after using the media; find out the results of learning about curved sided space figures. RME media development refers to the model of William W. Lee and Diana L. Owens by going through four stages out of five existing stages, namely: analysis; product design; development; implementation; and evaluation. In this research, the evaluation stage was not carried out. The results of expert validation obtained an average score of 88.8%, individual trials an average of 81.33%, small group trials an average of 80.89%, educators' responses to the media an average of 87.33%, and responses students average 83.73%. The use of RME media in learning has an impact on learning outcomes, where the average learning outcome for the experimental class is 81.65 while the average learning outcome for the control class is 78.39. The differences in learning outcomes show that RME media is effective when used in classroom learning.Explore a dynamic approach to math education as students delve into real-world scenarios, navigating building spaces with interactive Macromedia Flash tools. This innovative learning media sparks curiosity and deepens understanding, fostering a practical grasp of mathematics concepts for middle school learners.

Психолого-педагогические приемы работы над ошибками младших школьников при освоении математических понятий

<p>The article continues a series of publications devoted to the methodology being developed for the development of students’ initial ideas to scientific concepts. The reasons for the mistakes made by younger schoolchildren when mastering mathematical concepts are considered. Examples of children’s mistakes are shown on the material of the topic “Subtraction”, their types are highlighted. The techniques of working on errors in the development of mathematical concepts are described. A method of organizing developmental assessment aimed at analyzing errors from the point of view of students’ misconceptions behind them is presented in detail. The stages of collecting error data, determining their type and causes, and eliminating error patterns are highlighted. Attention is paid to errors associated with a lack of reading skills. Recommendations are given on the organization of quasi-research activities and polylogue in elementary school math lessons, their mutual relationship is revealed. There are deficiencies in the skills of primary school teachers to organize an educational discussion and work with children’s hypotheses. The example of the topic “Subtraction with a transition through a digit” shows a way to create a problem situation and use numerical models. The prospects for the organization of quasi-research and polylogue in this lesson are outlined.</p>

Iconic gestures support novel word learning in multilingual students with SLCN in classrooms

Learning academic vocabulary is a crucial task for all students, but especially challenging for students with speech, language, and communication needs (SLCN) and those who are multilingual. Following a participatory research strategy, we analyze whether iconic gestures can be integrated in teaching routines in an inclusive elementary school and whether the presentation of iconic gestures supports novel word learning over the period of four math lessons. One hundred and sixteen students (44% boys), the majority (91%) with SLCN, participated in the study. We conducted a control group design in eight classes with pre- and post-testing of a target academic vocabulary on the topic “Geometric surfaces and solids.” Results show a significant increase in the acquisition of the receptive and expressive target academic vocabulary for all students, but a predominance of expressive learning performance in favor of students who observed iconic gestures during lessons. Iconic gestures can be easily implemented into teaching, improve novel word learning in students with SLCN and serve as a cuing strategy for naming words in students with severe SLCN.

ГЕОМЕТРИЯЛЫҚ ЕСЕПТЕРДІ ШЕШУДІҢ ОҢТАЙЛЫТӘСІЛДЕРІН ІЗДЕУ

Currently, we are observing a lot of new phenomena occurringin the environment around us. These phenomena require any person to havenew qualities. First of all, society needs people who think outside the box,make decisions based on their own thinking and offer new initiatives. Suchqualities can be formed in math lessons or in extracurricular time, solvingproblems. In a geometry textbook, the solution of geometric problems is oftenbased on a standard algorithm. This algorithm can be difficult for students.Therefore, it is necessary to find the optimal method in search of other differentways to solve geometric problems. In this article, we will find the optimalmethod by describing several methods for solving a single geometric problem.Solving a geometric problem by various methods deepens students'mathematical knowledge and develops creative abilities.

Modeling students’ behavioral engagement through different in-class behavior styles

BackgroundThe growing necessity of providing better education, notably through the development of Adaptive Learning Systems (ALSs), leveraged the study of several psychological constructs to accurately characterize learners. A concept extensively studied in education is engagement, a multidimensional construct encompassing behavioral expression and motivational backgrounds. This metric can be used to not only guide certain pedagogic methodologies, but also to endow systems with the right tutoring techniques. As such, this article aims to inspire improved teaching styles and automatic learning systems, by experimentally verifying the influence of in-class behaviors in students’ engagement.ResultsOver 16 math lessons, the occurrence of students’ and instructors’ behaviors, alongside students’ engagement estimates, were recorded using the COPUS observation protocol. After behavior-profiling the classes deploying such lessons, significant linear models were computed to relate the frequency of the students’ or instructors’ behaviors with the students’ engagement at different in-class periods. The models revealed a positive relation of students’ initial individual thinking and later group activity participation with their collective engagement, as well as a positive engagement relation with the later application of instructor’s strategies such as giving feedback and moving through class, guiding on-going work.ConclusionsThe results suggest the benefit of applying a workshop-like learning process, providing more individual explanations and feedback at the beginning of an interaction, leaving collective feedback and students’ guidance of on-going work for later on. Based on the relations suggested by our models, several guidelines for developing ALSs are proposed, and a practical illustrative example is formulated.

Candidates’ modification of global perspectives via international student teaching: A case study

I investigated U.S. elementary teacher candidates’ global perspectives before and after completing a student teaching experience in the People’s Republic of China (PRC). The samples, four elementary teacher candidates (TCs), purposely selected for the present study, completed student teaching in a Primary School in Xian, PRC, because they all come from Midwestern-culture family, complete teacher preparation course work, and are ready to do student teaching. I employed math lessons in this exploration of TCs’ global perceptions, looking for modifications; my primary interest was in potential changes from provincial to more refined perspectives. It is worth noting that the questions may have may have communicated expectations that such changes would occur. Interviews and class observations were collected from the four candidates and analyzed by means of an axial coding process across the four candidates. Results demonstrated that pre-service teachers change from what I termed a “local” (or what might be termed “parochial)” perspective to more “global” views of schooling and culture. The four teacher candidates evinced this new sophisticated understanding along three axes, (1) the global cognitive development, (2) the social strategies change under different physical environments, and (3) noticing and appreciating cultural divergence. An evolving sense of justice appeared to connect the three concepts. A tangentially connected issue that came up, as might be expected, was the vulnerability of candidates’ foreign communication skills. TCs’ effectively developed their global perspectives in teaching math lessons and suggest that math or STEM may be better for acquiring global perspectives than are either social studies or language arts.

Penerapan Metode Pembelajaran Project Based Learning Menurut Kurikulum Prototipe untuk Pembelajaran Matematika yang Bermakna

Most students think that the hardest subject to understand is math. It happened when the student did not get the meaning of doing math. It was made worse by the covid situation, students more and did not get any value. Even though the government had provided curriculum and lesson method options to be held in class, still it can be maximized to create meaningful math lessons. Therefore, this research focuses on the application of the Project-Based Learning (PjBL) method based on a prototype curriculum to make math lessons more meaningful. The research method that will be used is descriptive qualitative. Students must get meaningful math lessons to find the greatness of God by doing math in their daily lives. Finally, students also glorify God. The research result is, PjBL based on the prototype curriculum method can help make learning mathematics more meaningful. The writer suggests for schools, hold training on using PjBL based on the curriculum prototype method, for teachers to apply this method in abstract topics, and for the next researcher to research the application of the PjBL method based on another curriculum.

The Effect of Covid-19 on the Academic Performance in Mathematics of the Students at Tugatog National High School in The City Division of Malabon

Learning Mathematics is essential to students, as it can develop them in terms of analyzing and reasoning skills which are fundamental in everyday life. Due to changes like the COVID-19 pandemic that triggered the shift in the learning modality of the students and learning environment, this major shift impacts the teaching-learning process, specifically the students’ academic performance. The purpose of this study is to determine how the students did in the learning of mathematics subject, considering that virtual/online learning became a big challenge during the Covid19 pandemic. The descriptive research design was utilized using the survey questionnaire based on the Most Essential Learning Competencies (MELCs) in Mathematics Grade Eight (8) for School Year 2021-2022. The result of this study showed that the mathematics skills of students in the eighth grade during the pandemic were developed to a moderate extent only. Home factors, as well as the attitude and interest of students toward Mathematics, emerged as the primary problems of the teachers in delivering Math lessons in a remote learning modality. Finally, factors such as poor internet connection or internet access, poor study habits, and distance learning affected the student’s academic performance in mathematics.

Helping children feel seen, heard, and understood: preservice teachers’ strategies to support diverse learners in math lessons

ABSTRACTAll children can develop high levels of math proficiency when they are given rigorous instructional tasks with appropriate teacher support. Preservice teachers (PSTs) must develop various instructional strategies tailored to the diverse learners in their classroom, including multilingual students. More research is needed on how PSTs can support students of different math abilities with strategies for multilingual learners in early childhood classrooms. This qualitative research study explored instructional strategies found in 20 PSTs’ math lesson plans and lesson plan reflections to understand how they taught equitably to diverse learners across their kindergarten-3rd grade field placement settings. Strategies emerging from the codes were analyzed to determine how different instructional strategies supported multilingual learners, offered differentiation, or were culturally responsive. Most strategies supported multilingual students and students who may need additional support in math; examples include gesturing and pointing, allowing students to respond non-verbally, and modeling the activity. Some areas of the framework were not addressed in the lesson plans, and potential reasons and solutions for this are also addressed.

Peran Guru Bimbingan dan Konseling Dalam Mengatasi Siswa Yang Terlambat Di SMA N 1 Harau

There are still some students who violate school rules, for example, students often come late to school. Based on this, the purpose of this study was to find out the role given by the Guidance and Counseling teacher in overcoming the problem of students coming to school late at SMA Negeri 1 Harau. The results of this study concluded that the role given by the Guidance and Counseling teacher was one of them by providing guidance and direction as well as implementing individual counseling to students who came late to school. The reasons for students arriving late varied, there were students who said they were late getting up in the morning and there were also students who said they were tired of helping their parents after school so that the next morning they woke up late the next morning, and there were also students who reasoned that they were lazy to take math lessons. With the provision of individual counseling services by Guidance and Counseling teachers, it can be seen that there is a decrease in students coming to school late. Therefore, the implementation of individual counseling services can overcome the problem of students coming late to school at SMA Negeri 1 Harau. Keywords: Keywords: The Role of the Counseling Teacher, Students, Late
 

Развитие профессиональных умений педагогов посредством цифрового симулятора педагогической деятельности

The use of information technologies in future teachers training, namely virtual lesson simulation, allows improving the quality of professional competencies of the students of ped-agogical university. Digital simulator of pedagogical activity designed on the basis of real math lessons modeling functions as a simulator of pedagogical actions of a teacher at a les-son where there is a student with disabilities (speech impairment). The article presents the results of testing and implementation of digital simulator of pedagogical activity in educa-tional process of pedagogical university. The criteria and indicators for assessing profes-sional skills of future teachers using digital simulator are described.

Математика мұғалімдерінің ақпараттық құзыреттілігін кейс технологиясымен оқытудың тиімділігі

In the article, we examined the effectiveness and advantages of case technology in the system of teaching mathematics teachers used for the formation of information competencies. In the learning system that forms information competence, various methods are used in the learning process. The issues of the effectiveness of case technologies, which are easier and faster to be absorbed by students than monotonous lectures of teachers, are considered. One of the new methods used in the process of learning by modern request is case technology. The content of the technology case is to: analyze, propose possible solutions, and use the characteristics of economic, social, and business situations. Case technology can be considered educational technology since it is based on role-playing games, a project method, and an analysis of some problematic situations. When using case technology, it is important to create certain conditions, consider the specifics of working with the case in different audiences of students, follow the rules for organizing work with the case in a group, and also correctly determine the role of a teacher who differs significantly from the traditional approach. In the article, we set a goal to use case technology in organizing a math lesson and consider it in the context of the integration of the educational process.To achieve the above goal, we proceeded with the following criteria (tasks):-determination of the features of the case technology-to show the application of case technologies in the learning process-discussion of the effectiveness of its application in the learning process.To determine the effectiveness of the case technology, we conducted a three-stage experimental study, which was attended by students of the 1st and 3rd courses of I. Zhansugurov Zhetysu University, the Higher School of Natural Sciences, Physics, and Mathematics educational program. The result of the experiment determined the effectiveness of the goal.

The Narrative Characteristics of Data Journalism —Take the Surging News “Beauty Math Lesson” as an Example

The Narrative Characteristics of Data Journalism —Take the Surging News “Beauty Math Lesson” as an Example

Cognitive Enhancement through Differential Rope Skipping after Math Lesson.

Numerous studies have shown cognitive enhancement through sport and physical exercise. Despite the variety of studies, the extent to which physical activity before or after a cognitive learning session leads to more effective cognitive enhancement remains largely unresolved. Moreover, little attention has been paid to the dependence of the motor learning approach then applied. In this study, we compare the influence of differential with uniformly rope skipping directly succeeding an acquisition phase in arithmetic mathematics. For three weeks 26 pupils, 14 female, 12 male, and 13.9 ± 0.7 years old, completed nine 15 min exercises in arithmetic math, each followed by 3 min rope skipping with heart rate measurement. Arithmetic performance was tested in a pre-, post- and retention test design. The results showed a statistically significant difference between the differential and the control groups within the development of arithmetic performance, especially in the retention test. There was no statistical difference in heart rate. It is suggested that the results provide evidence for sustainable improvements of cognitive learning performance by means of highly variable rope skipping.

Code Switching and Its Implications for Teaching in the English Language in Math Lessons by Early Childhood Education Teachers

Interactions between students and between students and teachers are the key to successful learning. This study examines whether code-switching to using English for teaching Math in Semarang’s Early Childhood Education or PAUD programs can improve student interactions. This study investigated how early childhood education teachers implemented code-switching to English instructions for young learners. According to the findings of the study, early childhood educators utilized English, Indonesian, and Javanese interchangeably. The results indicated that the implications of code-switching in school are an approach to acquiring literacy because students can use different languages in a natural and meaningful manner while participating in classroom activities. The study shows that using code-switching in multilingual mathematics classrooms is a beneficial strategy to improve student interactions in classroom activities and is an effective method of transferring knowledge to students. The study further proves that code-switching implications do not result in a learning deficiency.
 Keywords: Code-switching, English for Young Learners, English for Math, Instruction

Parent Groups Established with Instant Messaging Applications for Math Lessons During Covid-19: Parents' Opinions

It is known that communication between parents and instructors has decreased significantly due to the lockdowns and distance education implemented due to Covid19. This shortcoming is being attempted to be remedied via instant messaging applications. Therefore, the purpose of this study is to learn what parents' opinions are of parent groups that math teachers have created using online instant messaging applications like WhatsApp, Bip, Telegram, etc. during the Covid-19 pandemic. Semi-structured interviews were used to collect data for the study, which was planned as a case study, and content analysis was used to analyze the data. Five male and five female parents of secondary school-aged children make up the study group, they were chosen using the criteria sampling method. The parent groups created using instant messaging applications are commonly used for announcements, homework, homework controls, the distribution of course materials, video URLs, reminders, and the delivery of lesson URLs and passwords for online courses. Students in certain groups also sent mathematics questions to the parent groups, where the problems were answered by the students' teachers. Although it is clear that these groups are helpful for parents in general, there are some drawbacks, including teachers' loss of interest in the groups towards the end of the school year, concerns about security of personal information, late-night messages, and unnecessary talks.

Enhancing cognitive flexibility through a training based on multiple categorization: Developing proportional reasoning in primary school

Proportional reasoning is a key topic both at school and in everyday life. However, students are often misled by their preconceptions regarding proportions. Our hypothesis is that these limitations can be mitigated by working on alternative ways of categorizing situations that enable more adequate inferences. Multiple categorization triggers flexibility, which enables reinterpreting a problem statement and adopting a more relevant point of view. The present study aims to show the improvements in proportional reasoning after an intervention focusing on such a multiple categorization. Twenty-eight 4th and 5th grade classes participated in the study during one school year. Schools were classified by the SES of their neighborhood. The experimental group received 12 math lessons focusing on flexibly envisioning a situation involving proportional reasoning from different points of view. At the end of the school year, compared to a control group, the experimental group had better results on the posttest when solving proportion word problems and proposed more diverse solving strategies. The analyses also show that the performance gap linked to the school’s SES classification was reduced. This offers promising perspectives regarding multiple categorization as a path to overtake preconceptions and develop cognitive flexibility at school.

Math pedagogical practices in Kenya and Uganda, and their implications to learning in sub-Saharan Africa

This article focuses on the teaching styles and active teaching in East Africa in an attempt to examine what accounts for differences in performance between schools, and provide some lessons for sub-Saharan Africa. It uses data collected from 428 teachers in primary schools in Kenya; and 157 teachers in primary schools in Uganda. Assessment and classroom lesson video recordings of 436 lessons in math are used to generate evidence on patterns of teaching styles and active teaching. Results show that teaching practice in math is inclined towards the command and task styles that do not promote critical thinking among learners. The dominant teaching activity in math lessons was individual seat work in Kenya; and whole class chorus in Uganda. Overall, active teaching accounted for about half of the lesson time, with the other half being used in activities that do not directly enhance learning opportunities. After accounting for country-specific effects and the grade the teacher was teaching, teaching styles did not explain student performance in math, perhaps due to their ineffectiveness. The implications of these findings to the education systems in sub-Saharan Africa countries is the need to reinvigorate teaching practices; furthermore, any efforts to increase daily learning hours will be counterproductive as almost half of the lesson time is inefficiently utilized inside the classroom.