Mathematical Ability Research Articles

The Effect of Remedial Program Practices on the Academic Performance of Slow Learners in Mathematics Subject in Public Lower-Day Secondary School in Rwanda: A Case of Kirehe District

This study investigates the effects of remedial program practices on the academic performance of slow learners in mathematics in public lower-day secondary schools in Kirehe District, Rwanda. The research aimed to assess the effectiveness of these remedial practices in enhancing mathematical problem-solving abilities among slow learners, comparing academic performance before and after participation, and identifying factors that influence the success or failure of these interventions. The study emphasizes the importance of remedial programs in bridging the achievement gap in mathematics and promoting academic equality in Rwanda. A descriptive survey design with a mixed-methods approach was employed, targeting a population of 87,208 individuals, including students, teachers, and headteachers from 64 public secondary schools in Kirehe District. Participants were selected through random and purposive sampling techniques. Data were collected via questionnaires and interview guides, capturing both quantitative improvements in academic performance and qualitative feedback on the effectiveness of remedial strategies from educators and students. Instrument validity was confirmed using the Content Validity Index (CVI), and reliability was verified with Cronbach's Alpha values of 0.60 and 0.7, respectively. Statistical analyses using SPSS and Microsoft Excel revealed significant outcomes. The study found that 83.32% of respondents either strongly agreed or agreed that remedial teaching methods enhance the mathematical problem-solving skills of slow learners, with a mean score of 4.33 (SD = 1.10). A strong positive correlation of 0.701 (p = 0.002) was observed between remedial teaching methods and mathematics test scores, underscoring their substantial impact. Additionally, the frequency of remedial sessions was positively correlated with sustained academic improvement (r = 0.454, p = 0.002), while active student participation was identified as a critical factor for success (r = 0.623, p = 0.043). These findings support existing literature on the necessity of structured remedial programs that address the unique needs of slow learners. Effective teaching methods, sufficient session frequency, optimal teacher-student ratios, and active student engagement emerged as key components for improving mathematical problem-solving skills and academic performance. The study recommends the implementation of structured, needs-based remedial programs with increased session frequency to support continuous learning and retention among slow learners.

Numeracy Literacy Capability of Junior High School Students at Inamosol District

It is important for students to master numeracy literacy as part of the minimum competency assessment, in order to have the thinking skills needed in the 21st century. This research aims to describe the numeracy literacy abilities of junior high school students in mountainous areas. This research uses a mixed method. The data collected is quantitative in the form of numeracy literacy test results and qualitative data in the form of interview results to describe students’ weaknesses in numeracy literacy. The research results showed that student’s literacy skills still remain at levels 1 and 2. Less than 20% of students were at level 3, and there were no students at levels 5 and 6. The category of students is that intervention and basic literacy skills are needed. The qualitative analysis concluded that the cause of low literacy was low communication, mathematization, and representation skills. In terms of indicators of mathematical ability, there are various basic concepts that students have not mastered so they experience difficulty in solving mathematical problems. Apart from that the reasoning that occurs is still imitation in nature, students still tend to memorize and use standard and imperfect procedures. The strategy used only imitates the teacher’s strategy, while students have not used new strategies which causes literacy to still be at a lower level. Keywords: numeracy, literacy, numeracy literacy level, mountains areas

The role of executive functions in symbolic and situational mathematical abilities

The role of executive functions in symbolic and situational mathematical abilities

Research on the current situation of diversified development in education

As a multicultural country, China's education industry is at a critical stage of development. It not only contributes to the diversity of society, but also improves the overall quality of the entire population, thereby improving the basic scientific literacy of all people and improving their physical and mental health. However, due to various reasons, especially history, social environment and current economic conditions, there are still many challenges in the current education, especially the lack of resources related to mathematics education. With the change of times, improve the quality of students; Learning interest and skills in mathematics, as well as strengthening their understanding of mathematical culture and theory, are important issues today; Therefore, integrating these factors into the classroom not only helps to improve their comprehensive quality, but also helps to better realize their dreams. This paper aims to explore the sustainable development of minority mathematics education through practical activities, classroom discussions, examination guidance, social practice activities and other forms, so as to improve students' comprehensive quality and mathematical ability.

The cognitive gap in the mathematical thinking abilities of high school leavers for college: Are they ready?

After students spend approximately 12 years of formal math learning from high school, they bring a store of enormous “learned” mathematics factual knowledge to face the challenges and prepare for college/tertiary level learning. However, research has shown that early tertiary-level students struggle to learn college mathematics. The ability to think mathematically and use this learned factual knowledge (mathematical thinking) to solve higher-order thinking skills (HOTS) problems is essential to tertiary education. Thus, do these high school leavers have access to previously learned factual knowledge and use it effectively in solving these HOTS problems? This sequential research design study was conducted among 640 high school leavers who received an A in their national examination. In the first phase, the researchers investigated their mathematical thinking ability, followed by interviews with selected students on the difficulties and challenges they faced in solving the underlying problems. The findings showed that these students lack the ability to effectively use the previously learned factual knowledge from school mathematics to solve mathematical thinking problems. Secondly, they lack the habitual mind to check their answers after deriving a solution to a given problem. Thirdly, most rarely used heuristics to devise a strategy to solve fundamental math problems. Although the expectation of the school math curriculum over the last decade has been re-engineered towards “teaching students to think,” this expectation has yet to be fulfilled. Thus, university educators must do more to guarantee that high school leavers can deconstruct their mathematical knowledge and reconnect it with the underpinnings and linkages of college mathematics requirement.

Analysis of Mathematical Problem-Solving Ability in Terms of Multiple Intelligence, Cognitive Style and Learning Style of Junior High School Students

This study aims to describe: (1) the mathematical problem-solving ability of Sleman Regency's JHS students, (2) whether there is a difference in students' mathematical problem-solving ability in terms of multiple intelligence, (3) whether there is a difference in students' mathematical problem-solving ability in terms of cognitive style, (4) whether there is a difference in students' mathematical problem-solving ability in terms of learning style, and (5) whether there is an interaction between multiple intelligences, cognitive style and learning style. The research method used is a survey method with a quantitative approach. The research population is JHS students in the 2023/2024 school year in Sleman. The sample is 434 students, determined using a stratified proportional random sampling technique. The instruments used were a mathematical problem-solving ability test, a GEFT test, a multiple intelligence questionnaire, and a learning style questionnaire. The data analysis is descriptive statistics to determine students' mathematical problem-solving ability level and inferential statistics using a three-way ANOVA test to describe students' mathematical problem-solving ability's differences in terms of multiple intelligence, cognitive style and learning style, and to describe the interaction between multiple intelligences, cognitive style and learning style. The analysis showed that: (1) the mathematical problem-solving ability average score of Sleman's JHS students is 53.49 which is in the moderate category, (2) there is no difference in students' mathematical problem-solving ability in terms of multiple intelligence, (3) there is a difference in students' mathematical problem-solving ability in terms of cognitive style, (4) there is no difference in students' mathematical problem-solving ability in terms of learning style, and (5) there is no interaction between multiple intelligence, cognitive style and learning style of students.

Emergence of African Traditional Medicine: Understanding the Learning Process and Pedagogic Implications for Adolescents of the North West Region of Cameroon

This article examines the global debates about indigenous knowledge and Africa’s traditional medicine from the pedagogy perspective. This study investigated the emergence of African traditional medicine with keen attention on understanding the learning/apprenticeship process and deducing pedagogic implications for adolescents’ learners in the North west Region of Cameroon. Specifically, the paper examined the extent, traditional medicine influence the development of cognitive skills in adolescents. The development of cognitive skills in late adolescents is marked by social competence, decision making, and problem solving. A conceptual review of the major concepts was done. Theoretically, the article was anchored on the social learning theory of Bandura (1977). A convergent parallel mixed method research design was used. The sample of the study emerged through purposive and convenient sampling techniques. A pilot study was done with 10 participants. Interviews were conducted with 15 elders and a questionnaire for 150 adolescents drawn from 6 villages in Oku Subdivision, namely: Elak, Jikijem, Lui, Manchok, Keyon and Simonkoh. Quantitative data was entered using EpiData Version 3.1 (EpiData Association, Odense Denmark, 2008) and analysed using the Statistical Package for Social Sciences (SPSS) Standard version, Release 21.0 (IBM Inc. 2012). Interviews and focus group discussions were transcribed verbatim. Each interview or focus group was prepared as a single primary document and assigned for coding and analysis in Atlas.Ti 5.2 software (Atlas.ti Scientific Software Development GmbH, Berlin, Germany). Statistically the weight of traditional medicine = 80.3%; Traditional medicine (R=0.382; P=0.000);. These are marked by alertness, critical thinking, decision making, social competence, problem solving, imagination, mathematical abilities, etc. From the study it is recommended that indigenous practices be taught formally in schools and that indigenous medicines be studied more keenly and upgraded.

Cognitive, affective and sociological predictors of school performance in mathematics

Mathematics is a key school subject for some of the most lucrative and economically important careers. Low mathematics performance in school is associated with low psychometric intelligence, family socioeconomic status (SES), specific mathematical abilities, and high mathematics anxiety. We used a sample of Hungarian schoolchildren (N = 102, mean age = 12.3 years) to directly compare the predictive power of general intelligence, specific mathematical abilities measured by the Pedagogical Examination of Dyscalculia (DPV), mathematics anxiety, and socioeconomic status for mathematics grades. Mathematics grades correlated with IQ, specific mathematic ability, mathematics anxiety, and a composite measure of family SES. The WISC-IV showcased a manifest correlation of 0.62 and a latent correlation of 0.78 with the DPV and high manifest (r=-0.53) and latent (r=-0.59) correlations with mathematics anxiety. IQ alone accounted for 52% of the variance in mathematics grades. IQ, specific mathematical ability, family SES and mathematics anxiety jointly accounted for 56% of the variance in grades, with a non-significant contribution of specific mathematical ability and family SES over IQ and a marginal contribution of mathematics anxiety. Our results show that psychometric intelligence is the most important predictor of mathematics grades, while family SES and specific mathematical abilities are only associated with grades to the extent they reflect psychometric intelligence. The results, however, confirmed a small role of mathematics anxiety over intelligence in predicting grades.

Critical thinking of masculine students with impulsive cognitive style in solving geometry problems

The problem and the aim of the study. Critical thinking has a vital role in education because it is one of the essential skills that students must possess to face future challenges. By thinking critically, students can learn how to identify problems, analyze information from various sources, evaluate alternatives, and make logical decisions. In solving mathematical problems, it is common to find masculine students who are highly capable and impulsive (fast in solving problems). Therefore, this study aims to explore the critical thinking of masculine students with an impulsive cognitive style in solving geometry problems. Research methods. The study involved 70 junior high school students sitting in grade 9. The selection of research subjects was carried out in three public schools in Pringsewu Regency, Lampung province in Indonesia, namely Public Junior High Schools in Pringsewu Regency-Lampung, namely: SMP Negeri 2 Pringsewu, SMP N 4 Pringsewu and SMP N 1 Ambarawa. The research subjects were masculine students with moderate mathematics ability and above who had an impulsive cognitive style. In recruiting the research subjects, the gender questionnaire, cognitive style questionnaire, and math ability test were used. Moreover, the research is a descriptive qualitative study. The primary data was collected through geometry problem-solving test results and in-depth interviews. Several procedures were also set for analyzing critical thinking data to achieve these goals. Lastly, data analysis was done through data reduction, presentation, interpretation, and conclusion drawing. Results. After 70 students were given a gender questionnaire, cognitive style and math ability test with a minimum score of 75 found as many as 7 students with masculine gender with impulsive cognitive style with high math ability. With scores (mean score masculine: 4.2 ≥ 4: median score masculine) and (mean score feminine: 4.6 ≤ 5 median score feminine). However, one student (S1) was recommended by the math teacher at the school where the research was conducted to be used as a research subject. After in-depth analysis and interviewing S1, it was found that there were 5 aspects of critical thinking in solving geometry problems on the circle theme, namely aspects of clarity, relevance, depth, logicality, and significance. In conclusion, from the qualitative data analysis it was found that during the problem solving process this study has shown aspects of critical thinking namely aspects of clarity, relevance, depth, logicality, and significance.

Utilizing Decision-making Task: Students’ Mathematical Justification in Collaborative Problem Solving

Many studies reported the importance of mathematical justification in collaborative problem-solving (CPS). However, not all tasks could stimulate mathematical justification in CPS. This study explores the potential of a decision-making task in facilitating mathematical justification in CPS of a derivative topic. Two groups of 12 graders in Bandung, Indonesia solved a task. The group works were observed, recorded, and the written works were collected. The findings showed that the task encouraged the groups to focus on justifying mathematical claims. Both groups successfully solved the task, yet different mathematical justifications were observed. We discussed the possible roles of the task difficulty and groups’ mathematics ability in promoting mathematical justifications. Checking the effectiveness of the task on a larger sample was recommended for further studies.

Active Learning Strategies in Improving Middle School Students' Mathematical Abilities

Ability communication mathematics have role Which very important in learning mathematics. In mathematics ability Mathematical communication acts as a tool that students use in learning put forward idea Which they have For build knowledge the math. The low ability communication mathematical student influenced by many factors both internal and external. One of the research focuses This looks at external factors namely the learning strategy factor. To improve students' mathematical communication skills, then from teachers need to apply appropriate learning strategies. One strategy that can give chance to student role active in communicating knowledge is an Active Learning learning strategy type tutors peer.This research aims to determine the increase in students' mathematical communication skills after implementing the peer tutoring Active Learning strategy.Approach Which done in study This use approach quantitative. Approach quantitative is an approach based on interpretation of data in the form of numbers. Design study Which will used in study This is study quasi experimenter. On study This, type design Which used researcher that is design control group pretest-posttest design. The data collection technique used in this research is a test. The instruments used in this research are learning tools and test sheets.Based on the results of the research carried out, the conclusion is that the mathematical communication skills of students who apply the Active Learning learning strategy with the peer tutor type improve compared to expository learning.

Effective use of the tools of probability theory and mathematical statistics in solving the problems of the professional orientation of physicists and mathematicians: an interdisciplinary approach

ABSTRACT The use of methods of mathematical statistics for teaching students carries the task of determining mathematical abilities, formalizing the choice of a professional orientation and the potential choice of solutions. In higher education, the use of the mathematical apparatus allows students to form the ability to multiple choice and assess the conditions of the choice. These include not only the choice of training courses, but also the areas of knowledge in which each student can fulfil themself. For mathematicians, this is especially true, since in most cases mathematics is used to solve purely applied problems. The novelty of the study is determined by the fact that the methods and tools of probability theory cannot be applied exclusively on an individual level. To determine the effectiveness of the methods used, it is necessary to determine the possibilities of group application of the used methodological apparatus and identify areas of assistance to the student in choosing a professional orientation. In terms of the use of ubiquitous distance education, the authors demonstrate the possibility of group work with mathematical support through the use of clusters and network techniques, when each individual is the host of the training programme.

Integration of Multiple Intelligences Theory in Project-Based Learning, How It Impacts on Students' Critical Thinking and Mathematical Communication Skills?

In this study, we aim to assess the effectiveness of Project-Based Learning (PjBL) based on Multiple Intelligences (MI) theory on students' critical thinking and mathematical communication skills. This research is a quasi-experiment using non-equivalent (pre-test and post-test) control-group design. The population in this study were VIII grade students in a public junior high school in Yogyakarta and two sample classes were selected based on recommendations from teachers and had mathematical abilities that could be considered equal. The experimental class applied PjBL based on MI theory and the control class applied PjBL learning. Data collection was conducted using a test instrument in the form of description questions. This instrument is valid and reliable. Learning is said to be effective if: (1) the mean test score of critical thinking and communication skills is at least 70 (from a score range of 0-100); (2) the mean of post-test of critical thinking and communication skills is higher than the mean of pre-test; (3) the mean final score of students' critical thinking and mathematical communication skills in the experimental class is higher than the control class. Data analysis used one-sample t-test, paired-sample t-test, and T2 Hotteling test. The results of the study using the significance level α = 5% showed that (1) PjBL learning based on MI theory is effective in terms of students' critical thinking and mathematical communication skills; (2) PjBL based on MI theory learning is more effective than PjBL learning in terms of communication, but not more effective in terms of critical thinking skills. Although the data from the sample showed the acquisition of mean scores and the increase in the mean value of critical thinking learning in PjBL based on MI theory was better than PjBL learning in terms of critical thinking skill, but statistically both did not show a significant difference.

Correlation between Civil Engineering Student’s Performance in Mathematics and Academic Success

This research aims to examine the widely accepted paradigm that proficiency in mathematics significantly influences the academic success of Civil Engineering students. Using data from 119 students of the 2018 and 2019 cohorts at Universitas Mercu Buana, the study analyzes the correlation between their performance in Mathematics courses (Mathematics 1, 2, and 3) and their academic success, as measured by timely graduation and GPA. The data were processed using the Spearman correlation method, given its non-normal distribution as determined by Kolmogorov-Smirnov and Shapiro-Wilk tests. The results indicate a significant positive correlation (r = 0.313, p = 0.001) between mathematical performance and academic success, with students achieving higher mathematics scores more likely to graduate on time. These findings suggest that while mathematical ability is a critical factor in academic success, other elements such as motivation, teaching methods, and external support should also be considered in improving student outcomes.

Enhancing mathematical function understanding in university students: a comparative study of design thinking vs. traditional teaching methods

Mathematical education requires innovative didactic strategies to enhance the understanding and application of mathematical concepts, as traditional teaching methods often lack relevance. This methodology aims to develop a problem-solving scientific approach called design thinking as a strategy for learning mathematics functions. The study was applied to a sample of 138 students of biochemical, biological, and industrial engineering careers attending the first academic cycle at the Faculty of Natural and Exact Sciences of the Particular Technical University of Loja-Ecuador. The methodology uses a quasi-experimental design with a convenience sampling method. All participants were divided into a control group (C, D, K) and an experimental group (P, Q, R). Knowledge, skills, perceptions, and engagement were measured through pretest, posttest, workshop, rubric, project, and survey instruments. The pretest results indicate that both groups had similar knowledge of mathematical functions (pretest mean experimental group: 1.42/2 and mean control group: 1.55/2). Moreover, after applying design thinking strategy to the experimental group, variables questionnaire, project, and workshop show statistical differences (p < 0.001) between groups related to the traditional learning strategy, increasing the experimental group’s score in the project (posttest mean experimental group: 1.62/2 points, and mean control group: 1.65/2). The survey opinion indicates that 53.5% of the experimental group highlighted the project’s development as positively impacting their academic training. In conclusion, problem-solving design thinking using scientific projects as a mathematical function learning strategy contributes to improving the comprehension of polynomial functions and developing mathematical competencies, abilities, and skills to generate tangible solutions for real problems.

To promote the cultivation of mathematical thinking skills and strategies in games for the senior class of kindergarten children

With the advancement of quality education and an increase in research into preschool education, early childhood education is becoming more focused on individual physical and mental development, as well as the development of comprehensive quality education. Mathematical thinking ability represents a significant aspect of young children’s cognitive development. Given that young children’s brain development is not yet fixed, so their capacity for “plasticity” is considerable. The period between the ages of three and eight represents a critical phase in developing mathematical thinking ability in young children. Children undergo rapid growth in their mathematical understanding and reasoning abilities during this time. This paper will look at promoting the development of mathematical thinking and strategies in play for the senior class of kindergarten children, based on practice, in order to provide new strategies for preschool education. Through the research on the combination of games and mathematics education, we can provide better ideas and methods for the use of games in mathematics education, help the senior class of kindergarten children to develop their mathematical thinking skills, and help them to recognize, articulate, and generalize the quantitative relationships and spatial forms that exist in their daily lives so that they can be well-prepared for the next step of entering the primary school.

Students' Mathematical Connection Ability in Solving Block and Prism Problems viewed from Cognitive Style

Students' Mathematical Connection Ability in Solving Block and Prism Problems viewed from Cognitive Style

Dimensional versus categorical approach: A comparative study of mathematical cognition

BackgroundResearchers have employed two distinct methods to understand the cognitive underpinnings of mathematical ability: categorical and dimensional. These two methods have different underlying assumptions. However, to the best of our knowledge, research to date has not empirically tested which method can better predict variance in mathematical ability. Method104 children from Indian public schools in the 3rd and 4th grades completed a mathematical ability test. For the categorical approach, participants were categorized into two groups: mathematical learning difficulty and high math achieving. For the dimensional approach, the data of all participants were considered. The cognitive abilities measured included approximate number system, working memory, inhibitory control, and spatial ability. ResultsMixed factorial ANOVA and hierarchical regressions revealed that the dimensional approach demonstrated better predictive power for mathematical ability than the categorical approach. ConclusionsThe dimensional approach offers a more comprehensive insight into mathematical cognition, enabling greater control over the predictors.

Empowering Discovery Learning and Direct Instruction with Computer-Assisted to Enhance Mathematical Performance

In the current educational context, the low academic performance of students in mathematics indicates the need for the implementation of more effective teaching methods to support the understanding of complex concepts. The effectiveness of learning can be enhanced through computer-assisted instruction, particularly in discovery learning (DL-CA) and direct instruction (DI-CA) utilizing web-based media. This study employs a quantitative approach with statistical analysis to examine the significant impact of these teaching methods on students' mathematical performance. Discovery learning and direct instruction were applied to two groups studying numerical methods, focusing on the topic of nonlinear equation solutions using the bisection method, with each group consisting of 33 students. The statistical test results indicated that there was no significant difference in mathematical performance between the DL-CA and DI-CA groups; both methods showed comparable effectiveness. However, both methods had a significant effect on the N-Gain of the learning outcomes in both groups. The improvement in mathematical performance for the DL-CA group was better than that for the DI-CA group, with more students showing high improvement (11 students) compared to the DI-CA group (1 student). Additionally, in the low improvement category, the DL-CA group had fewer students (2 students) than the DI-CA group (8 students). This suggests that both discovery learning and direct instruction have almost equivalent reliability in achieving students' mathematical abilities, but DL-CA is more effective in enhancing performance compared to DI-CA.

Analisis Kemampuan Pemecahan Masalah Matematis Siswa Kelas X Materi SPLDV Ditinjau dari Adversity Quotient (AQ)

Mathematics plays a crucial role in developing students' problem-solving abilities and independence. Educators need to consider the varying characteristics of students when it comes to solving problems, one of which is their adversity quotient (AQ) level. The adversity quotient relates to a student's ability to handle complex problems or to overcome challenging situations. This research aims to analyze the mathematical problem-solving abilities of Class X students in the context of Systems of Linear Equations in Two Variables (SPLDV) based on their Adversity Quotient (AQ). This qualitative, descriptive study involved selecting research subjects using an AQ questionnaire and was conducted in Class X. Data collection methods included testing, interviews, and documentation. Data analysis techniques included data reduction, data presentation, and conclusion drawing. The results indicate that subjects with the Climber type can understand problems, develop problem-solving plans, solve problems with accurate and appropriate steps, and use available information to re-check their answers. Subjects with the Camper type can understand problems, develop problem-solving plans, solve problems with accurate and appropriate steps, but often cannot use available information to re-check their answers. Subjects with the Quitter type can understand the problem and formulate a plan but struggle to solve the problem accurately and appropriately, and tend not to use available information to re-check their answers.