Mathematical Ability Research Articles

Comparison of Problem Based Learning and Guided Discovery Learning in Terms of Students’ Mathematical Problem-Solving Ability

Comparison of Problem Based Learning and Guided Discovery Learning in Terms of Students’ Mathematical Problem-Solving Ability

Effect of Problem Based Learning Models with the Help of Monopoly Game on the Mathematical Critical Thinking Abilities of Class IX Students of MTs Negeri 3 Majalengka

Effect of Problem Based Learning Models with the Help of Monopoly Game on the Mathematical Critical Thinking Abilities of Class IX Students of MTs Negeri 3 Majalengka

Enhancing mathematical proof skills in teacher education through etymology-based learning approaches

This study aims to enhance students' understanding of mathematical proof through the etymology-based learning method. The research employs a descriptive approach to observe and analyze students' mathematical proof patterns in various contexts. Data were collected from 30 students enrolled in a master's degree program in mathematics education who demonstrated varying abilities in mathematical proof. The findings indicate that using action words or phrases during instruction can support students' ability to differentiate relevant terms and avoid misinterpretation of context. Furthermore, comparative understanding of source and target problems improves students' mathematical proof patterns in broader learning contexts. The implications of this study highlight the importance of integrating language-based and formal approaches in mathematics teaching to enhance students' mathematical proof abilities holistically.

INFLUENCE OF HOME COACHING PRACTICES ON SKILLS ACQUISITION IN MATHEMATICS AMONG PUBLIC SECONDARY SCHOOLS STUDENTS IN RWANDA A CASE OF RWAMAGANA DISTRICT

Background : Education is a critical component in human resource development. Educators typically utilise standardised test results, graduation rates, and classroom performance to assess students achievement. Coaching aims to assist individuals improve their performance across multiple disciplines. It increases their personal efficacy, development, and progress (Hamlin et al.2019). The Purpose of this study was to analyse the influence of home coaching practices on skills acquisition in mathematics among public secondary schools students in Rwanda. This study was guided by three specific objectives and three research hypotheses focusing on Home coaching practices and their infuences on skills acquisition in mathematics among public secondary schools. Methods and Results: This study utilised a mixed-methods research design. The target population were 100 teachers, 110 parents, and 20 school leaders, for a total population of 230 respondents from public secondary schools in Rwamagana District. This study used purposive, stratified, and simple random sampling procedures to create a sample group of respondents. The study collected and analysed data using both quantitative and qualitative approaches. In IBM SPSS Version 21.0, descriptive statistics and inferential statistics (correlational and regression analysis) were used to show quantitative data, while content analysis helped with qualitative data analysis. Results : the study found that home coaching practices are significantly associated with students skills acquisition in mathematics in public secondary schools in Rwanda, particularly in the Rwamagana District, with most associations having a level of significance greater than 0.05 in relation to academic performance. Conclusion : The studys conclusions highlight the critical role that home coaching strategies play in helping public secondary school students in the Rwamagana District acquire mathematical abilities. The necessity for ongoing emphasis on these techniques to improve educational results is highlighted by the favorable correlations found between students performance and coaching activities. This study supports the incorporation of structured home coaching activities to improve students academic progress in mathematics by offering insightful information to educators and parents.

The effect of self-efficacy and mathematical anxiety on students' mathematical communication skills

This study aims to identify and examine the effect of self-efficacy and mathematical anxiety on students' mathematical communication skills. This study used a quantitative method with a survey design. The population of this study was students of class X at SMA Negeri 2 Cianjur and the sample used was students of class X-D to X-G, totaling 34 people. The sampling technique was carried out by purposive sampling. Data regarding self-efficacy and mathematical anxiety using a questionnaire each amounted to 20 statements and data regarding students' mathematical communication abilities used a test which amounted to 5 description questions with quadratic function material. The data processing technique used is multiple linear regression tests, by fulfilling the prerequisite tests including the normality test, homoscedasticity test, linearity test and multicollinearity test. Based on the research results, it was found that the P value was 0.074, meaning > 0.05, then H0 was accepted and H1 was rejected. This means that there is no influence between self-efficacy and mathematical anxiety on students' mathematical abilities.

Research on the Cultivation Strategy of Primary School Students' Mathematical Language Expression Ability

Learning mathematics is a process of learning mathematical language, which is the external manifestation of mathematical thinking, the carrier of mathematical knowledge and mathematical ideas and methods, and at the same time, mathematical knowledge also needs mathematical language as a medium to disseminate and communicate. In the study of mathematics, whether students can learn mathematics well is related to whether students have good mathematical language skills, but many studies can show that there are obvious deficiencies in the current mathematical language expression skills of primary school students. Therefore, teachers need to strengthen students' thinking training and good study habits, so as to further cultivate students' mathematical language expression ability and improve students' core literacy. To this end, this paper will elaborate on the concept and classification of mathematical language, as well as the cultivation strategies of primary school students' mathematical language expression ability.

The Influence of Edugame Wordwall Media on Students’ Ability to Solve Mathematical Problems

The ability of mathematical problem-solving is a crucial element in a mathematical learning process that allows learners to deepen their understanding comprehensively. To overcome the various challenges that arise in this process, effective learning solutions are needed, including the use of tools or media such as Wordwall edugame. This study aims to investigate how Wordwall educational games affect the improvement of students' abilities in solving mathematical problems. The study adopted a quantitative experimental method utilizing a Pretest-Posttest Control and quasi-experimental Design, each class consisted of 40 grade VII students selected through a purposive sampling technique. The research utilizes a test as its measuring tool for mathematical problem-solving ability. The statistical test results revealed that using Wordwall edugame had a profound impact on enhancing mathematical problem-solving ability, with a paired sample t-test value of <0.001. After the treatment was applied, the average scores increased significantly, with the experimental class averaging from 18.85 to 53.2 and the control class from 22.83 to 41.83. The experimental class showed a significant improvement before and after the treatment, while the control class did not show a significant change in this study, indicating that using Wordwall edugame media significantly improved math problem-solving ability.

The influence of the Knisley mathematics learning model on the mathematical connection ability and self-confidence of high school students

This research aims to conduct a study that focuses on the effect of applying the Knisley mathematics learning model on students' mathematical connection abilities and self-confidence.This research is research using a quasi-experimental method with a research design in the form of a pretest-posttest control group design. The sampling technique used was cluster random sampling. The population in this study were all class XI students at SMAN 1 Tirtayasa, with a sample of 2 classes to be used as experimental classes, namely class The instruments used in this research were mathematical connection ability tests, self-confidence questionnaires, observation sheets and interviews. Based on data analysis, it was concluded that (1) Learning using the Knisley mathematics learning model had a positive effect on students' mathematical connection abilities, (2)Learning using the Knisley mathematics learning model has a positive effect on students' self-confidence.

Problem Based Learning Models Assisted by Mathcard on Students' Critical Thinking Abilities and Mathematical Dispositions

Learning using the 2013 curriculum encourages students to have 4C abilities. The findings of the initial test results in class IX of SMP Negeri 3 Muntilan, their critical thinking skills were classified as poor. Mathematical disposition abilities influence the low and high level of students' mathematical critical thinking abilities. The findings from the initial questionnaire showed that mathematical disposition ability was in the medium category. Then, with the need for students not to get bored quickly and to be active when learning, the Problem Based Learning (PBL) model assisted by math cards was implemented. The research objective to be achieved in this study is to analyze in a multivariate way the critical thinking abilities and mathematical disposition abilities taught using the PBL model assisted by mathcards are better than those taught using the expository learning model on quadratic equations. The approach used is quantitative research with a quasi experimental design in the form of a non equivalent posttest only control group design. The results of this research are; Multivariately, students' critical thinking abilities and mathematical disposition are better in the PBL model assisted by mathcards compared to the expository model in quadratic equations. However, educators need to reconsider the material that will be applied with this mathcard-assisted PBL model, because this model is not necessarily suitable for all material.

Jointly exploring mathematics ability and speed in large-scale computer-based testing

In large-scale tests, the implementation of computer-based testing (CBT) allows to automatically collect data not only on the students’ response accuracy (RA) based on item responses of the test, but also on their response time (RT). RTs can provide a more comprehensive view of a test-taker’s performance beyond just what is obtainable based on correct responses alone. In this paper a joint approach is considered to improve the estimation of ability scores involving complex data coming from computer-based test administration. The study focuses on analysing the data of Italian grade 10 mathematics national assessment administered by the National Institute for the Evaluation of the Education and Training System (INVALSI). In addition, a bivariate multilevel regression with speed and ability estimates, obtained by joint model, is developed including individual covariates to evaluate the contribution of individual and contextual variables in predicting test-taking speed and ability. Overall, the main results indicate that mathematics ability and speed are significantly and negatively correlated, and that the hierarchical data structure (students nested into classes) should be taken into account when explaining the dependency of ability and speed on explanatory variables, such as prior achievement, test anxiety, sociodemographic covariates, class compositional variables, school tracks and geographical area.

The effects of gradual release of assistance instruction on students’ heuristics, confidence, and attitude toward independent problem-solving

The 'Gradual Release of Assistance (GRA) instruction' was implemented among pre-service teachers in a problem-solving course designed to reduce students' resistance to independent problem-solving. This approach aimed to enhance students' heuristic skills, confidence, and attitudes toward problem-solving. The GRA instruction encompassed activities with progressively decreasing levels of instructional support across three stages: the maximum assistance stage, the medium assistance stage, and the independent problem-solving stage. Utilizing an embedded multiple-case design and a simple time-series analysis of six individual cases, this research explored how pre-service teachers applied heuristics and their confidence and attitudes toward problem-solving. The study revealed improvements in heuristic application among cases with high and medium mathematical abilities, as well as increased confidence and positive attitudes toward problem-solving within this cohort. However, there were no notable improvements in using different heuristics among cases with low mathematical ability. The findings discussed the observed changes and consistencies, offering plausible explanations that underscore the significance of GRA instruction in alleviating students' reluctance to engage in independent problem-solving.

Meta-Synthesis of Effective Practices and Outcomes in the Use of Manipulatives for Teaching Mathematics

Use of manipulatives in mathematics classes has yielded compelling evidence of their value in improving several aspects of mathematics education. This report endeavored to gain a clearer picture of their benefits by using a meta-synthesis technique by integrating findings from 12 previous qualitative or mixed methods studies. They were evaluated using the Critical Appraisal Skills Programme and summarized using a PRISMA diagram. Content analysis identified five main (5) themes: (1) activation of classroom engagement and participation, (2) building of confidence and motivation, (3) enhancement of mathematical proficiency, (4) availability and accessibility of varied resources as manipulative, and (5) teachers’ competency and careful planning. A meta-theme that emerged was Optimizing Mathematics Learning with Effective Classroom Resources through Manipulatives. Thematic study revealed that strategically integrating manipulatives into classroom instruction has a favorable influence on student engagement, confidence, motivation, and mathematical ability. By incorporating manipulatives into mathematics instruction, educators may create inclusive, engaging, and dynamic learning environments that encourage deeper conceptual comprehension.

Cognitive characteristics of children with high mathematics achievement before they start formal schooling.

This 5-year longitudinal study examined whether high mathematics achievers in primary school had cognitive advantages before entering formal education. High mathematics achievement was defined as performing above Pc 90 in Grades 1 and 3. The predominantly White sample (Mage in preschool: 64 months) included 31 high achievers (12 girls) and 114 average achievers (63 girls). We measured children's early numerical abilities, complex mathematical abilities, and general cognitive abilities in preschool (2017). High mathematics achievers had advantages on most tasks in preschool (ds > 0.62). Number order, numeral recognition, and proportional reasoning were unique predictors of belonging to the high-achieving group in primary school. This study shows that the cognitive advantages of high mathematics achievement are already observed in preschool.

Skills in Constructing and Implementing Learning Designs for Preservice Mathematics Teacher at Universitas Samudra

Many preservice mathematic teachers use a learning strategy (a model, method, or approach) that is connected to one or more mathematical abilities when preparing their final projects. This research project examines the use of this tactic through a (quasi) experimental learning approach. Upon selecting a learning approach, some final-year students investigate its impact on enhancing students' mathematical proficiency. Aim of this research is to determine the suitability profile of the final assignment of preservice mathematic teachers at Universitas Samudra between the title and the learning design applied and to find solutions to improve the understanding of preservice mathematic teachers at Universitas Samudra in preparing their final assignments. The results of the praxiological analysis skills in constructing and implementing learning designs for preservice mathematic teachers at Universitas Samudra are: 18,18% hhe learning implementation plan is in accordance with the learning model and is explained in the final assignment discussion, 42,42% the learning implementation plan is in accordance with the learning model but is not explained in the final assignment discussion, and 23,33% The learning implementation plan is not in accordance with the chosen learning model.

Analysis of Students' Mathematical Communication Skills Based on Verbal-Linguistic Intelligence in Solving Linear Program Problems

Students' ability to communicate, especially in learning mathematics, is still relatively low. Communication skills, especially in solving story problems, are more or less influenced by the intelligence of each student, one of which is verbal linguistic intelligence. This research is a qualitative research with a phenomenological approach. The subjects in this study were grade XI students at Bina Dharma 2 Bandung High School in the 2022/2023 school year totaling 22 students. The sampling technique used Purposefully select. The results showed that students with high linguistic verbal intelligence level were able to answer 5 indicators of mathematical communication ability, students with medium linguistic verbal intelligence level were able to answer 3 indicators of mathematical communication ability, and students with low linguistic verbal intelligence level were able to answer 1-2 indicators of mathematical communication ability.

Analysis of Adaptive Reasoning Ability in Middle School Students Mathematics Learning

Mathematics is one of the subjects taught in formal educational institutions, which is an important part of efforts to improve the quality of education. Students' adaptive reasoning ability in mathematics is reflected through their critical, logical, and systematic thinking, and their objective, honest, and disciplined nature in solving problems, whether in mathematics, other subjects, or daily life. This study aims to evaluate the adaptive reasoning ability in mathematics of middle school students. This research employs a qualitative approach with a descriptive method. The subjects of this study were 14 students from SMPIT Al-Irsyad Al-Islamiyyah Karawang, grouped into five levels: very high, high, medium, low, and very low. Data were collected from the tests on adaptive reasoning ability in mathematics to understand the students' reasoning abilities. Scores were given to students who answered each question based on the indicators achieved. The highest percentage was obtained on the indicator of forming conjectures, at 48.21%, while the lowest rate was 3.57% on the indicator of finding patterns in a mathematical phenomenon. Overall, the average results for each indicator were: Indicator 1 - 48.21%, Indicator 2 - 26.79%, Indicator 3 - 35.71%, Indicator 4 - 8.93%, and Indicator 5 - 3.57%. Therefore, the average percentage of student achievement in answering the adaptive reasoning ability test in mathematics was 24.64%. It can be concluded that middle school students' mastery of adaptive reasoning ability in mathematics is categorized as low.

Frontoparietal and salience network synchronizations during nonsymbolic magnitude processing predict brain age and mathematical performance in youth.

The development and refinement of functional brain circuits crucial to human cognition is a continuous process that spans from childhood to adulthood. Research increasingly focuses on mapping these evolving configurations, with the aim to identify markers for functional impairments and atypical development. Among human cognitive systems, nonsymbolic magnitude representations serve as a foundational building block for future success in mathematical learning and achievement for individuals. Using task-based frontoparietal (FPN) and salience network (SN) features during nonsymbolic magnitude processing alongside machine learning algorithms, we developed a framework to construct brain age prediction models for participants aged 7-30. Our study revealed differential developmental profiles in the synchronization within and between FPN and SN networks. Specifically, we observed a linear increase in FPN connectivity, concomitant with a decline in SN connectivity across the age span. A nonlinear U-shaped trajectory in the connectivity between the FPN and SN was discerned, revealing reduced FPN-SN synchronization among adolescents compared to both pediatric and adult cohorts. Leveraging the Gradient Boosting machine learning algorithm and nested fivefold stratified cross-validation with independent training datasets, we demonstrated that functional connectivity measures of the FPN and SN nodes predict chronological age, with a correlation coefficient of .727 and a mean absolute error of 2.944 between actual and predicted ages. Notably, connectivity within the FPN emerged as the most contributing feature for age prediction. Critically, a more matured brain age estimate is associated with better arithmetic performance. Our findings shed light on the intricate developmental changes occurring in the neural networks supporting magnitude representations. We emphasize brain age estimation as a potent tool for understanding cognitive development and its relationship to mathematical abilities across the critical developmental period of youth. PRACTITIONER POINTS: This study investigated the prolonged changes in the brain's architecture across childhood, adolescence, and adulthood, with a focus on task-state frontoparietal and salience networks. Distinct developmental pathways were identified: frontoparietal synchronization strengthens consistently throughout development, while salience network connectivity diminishes with age. Furthermore, adolescents show a unique dip in connectivity between these networks. Leveraging advanced machine learning methods, we accurately predicted individuals' ages based on these brain circuits, with a more mature estimated brain age correlating with better math skills.

ACCESS AND QUALITY OF ELEMENTARY EDUCATION IN KARNATAKA

The primary objectives of this study are to evaluate the access to and quality of education in Karnataka and to understand the socio-economic conditions Karnataka. Conducted in the Kalyana-Karnataka region, this study employed a primary survey method based on interview schedules. The findings reveal significant socio-economic factors affecting students, including their rural or urban backgrounds, religion, social group, land ownership, and type of ration card. Key factors influencing access and quality of education encompass the medium of instruction, type of school, infrastructure, school distance, reading ability, academic performance, and proficiency in mathematics. KEYWORDS: Socio-Economic condition, Access, Quality, and School infrastructure

Improving the Prospective Math Teacher's Literacy Skills by Using Digital Images in STEM-Based Instruction

The demands of high school education are not only increasingly complex and difficult subject content, students are also required to be able to think critically and reason in solving everyday problems. This mathematical ability is known as mathematical literacy proficiency. This is where the teacher's role as a facilitator who provides stimulus in the form of learning strategies, guidance and assistance when students experience learning difficulties is a key factor. For this reason, students as prospective mathematics teachers need to have good mathematical literacy skills and knowledge and skills to guide students to achieve 21st century abilities and skills. This research was conducted to apply a STEM approach in learning so that students can improve the mathematical literacy skills of students majoring in Mathematics Education as prospective teachers and introduce and equip them with knowledge about STEM. The research was carried out using problems related to the relationship between mathematics and digital images in STEM. Data is collected through tests and assessments of student activities that integrate STEM in solving problems. The research results show that digital images have the potential to help students understand mathematical concepts in various fields, especially computer graphics. Students' literacy skills also increased significantly at the significance level α = 0.05. Students' mathematical literacy proficiency level increased from 90% at maximum level 1 to 90% at minimum level 5

Mathematical Representation Ability of Middle School Students in the REMAP-TPS Learning Model and Student Activeness

Kemampuan representasi matematis siswa kelas VIII SMPN 1 Way Bungur masih rendah. Aktivitas belajar yang bervariasi antar siswa menimbulkan perbedaan kemampuan pada setiap siswa. Hal ini menyoroti perlunya revitalisasi pendekatan pengajaran dengan menggunakan model pembelajaran yang berpusat pada peserta didik, yang mendorong peningkatan aktivitas siswa dan pemahaman materi. Model pembelajaran REMAP-TPS hadir sebagai pendekatan inovatif yang melibatkan siswa secara dominan dalam proses pembelajaran dan membantu eksplorasi materi melalui penggunaan peta konsep. Penelitian ini bertujuan untuk menilai keefektifan model pembelajaran REMAP-TPS dalam meningkatkan kemampuan representasi siswa. Desain penelitian yang digunakan adalah quasi eksperimen Posttest-Only Control Group Design. Instrumen yang digunakan untuk mengukur kemampuan representasi matematis meliputi soal deskriptif terkait geometri sisi data dan angket untuk menilai aktivitas pembelajaran. Tes diberikan kepada siswa setelah proses pembelajaran selesai, dilanjutkan dengan analisis menggunakan ANOVA. Temuan penelitian menunjukkan bahwa model pembelajaran REMAP-TPS unggul dalam mengembangkan kemampuan representasi matematis siswa. Hal ini terlihat dari rata-rata nilai posttest kelompok eksperimen sebesar 79,56, melampaui rata-rata kelas kontrol sebesar 68,52.