Mathematical Intelligence Research Articles

Increasing Mathematical Logic Intelligence Through Problem Based Learning Learning Models in Grade 1 Elementary School Students

Kecerdasan logis matematis merupakan kemampuan yang penting untuk dimiliki agar dapat berpikir secara logis dalam memecahkan kasus atau permasalahan sehari-hari yang berhubungan dengan perhitungan matematis. Maka dalam penanaman kecerdasan logis matematis diperlukan stimulus permasalahan kontekstual melalui penerpan model pembelajaran Problem Based Learning (PBL). Penelitian ini bertujuan untuk menjelaskan penerapan model Problem Based Learning (PBL) dalam menanamkan kecerdasan logis matematis pada siswa sekolah dasar. Metode penelitian ini ialah penelitian tindakan kelas (PTK), dengan pelaksanaan penelitian sebanyak dua siklus. Tahapan dalam penelitian ini yaitu: (1) Planning, (2) Acting and Observing, (3) Reflecting. Hasil penelitian menunjukkan peningkatan kecerdasan logis matematis pada siswa kelas 1 SD Negeri Balung Jeruk melalui penerapan model pembelajaran Problem Based Learning (PBL). Tahap pra-siklus menunjukkan kemampuan kecerdasan logis matematis sebesar 19%. Siklus I menunjukkan peningkatan kemampuan kecerdasan logis matematis sebesar 11% sehingga menjadi 30%. Siklus II menunjukkan kemampuan kecerdasan logis matematis sebesar 12% sehingga menjadi 52%.

The odyssey to next-generation computers: cognitive computers (κC) inspired by the brain and powered by intelligent mathematics

Cognitive computers (κC) are intelligent processors advanced from data and information processing to autonomous knowledge learning and intelligence generation. This work presents a retrospective and prospective review of the odyssey toward κC empowered by transdisciplinary basic research and engineering advances. A wide range of fundamental theories and innovative technologies for κC is explored, and a set of underpinning intelligent mathematics (IM) is created. The architectures of κC for cognitive computing and Autonomous Intelligence Generation (AIG) are designed as a brain-inspired cognitive engine. Applications of κC in autonomous AI (AAI) are demonstrated by pilot projects. This work reveals that AIG will no longer be a privilege restricted only to humans via the odyssey to κC toward training-free and self-inferencing computers.

The prognostic value of androgen to PSA ratio in predictive modeling of prostate cancer

Prostate specific antigen (PSA) is the ubiquitous biomarker used in mathematical and artificial intelligence models of prostate cancer. Yet, it is imperfect. The growth of prostate and cancer cells produces PSA, but their growth is dependent on androgen in most cases. Thus, looking at PSA by itself ignores the impact of androgen. Here, we propose the use of androgen as a reference framework for better integration of PSA in prostate cancer models. The binding of androgen to androgen receptors activates signals that promote prostate cancer growth and the production of PSA, so higher levels of androgen should correlate to higher growth of the tumor and higher production of PSA. Thus, PSA and androgen fall and rise almost synchronously during the start and stop of androgen deprivation therapy (ADT), respectively. Yet, when cancer cells become resistant to ADT, we observe a divergence to this trend, leading to a high level of PSA even during ADT. Therefore, we hypothesize that the cancer evolutionary dynamics can be represented by the ratio of androgen to PSA and its integration into prostate cancer models may help improve their predictive power.

The Effect of Physical Activity on Children's Logical-Mathematical Intelligence

Research between physical activity and cognitive work in children is still relatively rare and inconsistent, even though children's motor development and cognitive learning are related to positive effects on academic work. This study aims to determine the increase in mathematical logical intelligence of early childhood through physical activity. This is action research. This type of research was a sequential exploratory design. Data analysis in this study used a combined quantitative and qualitative analysis (Mix Method). The results showed increasing logical mathematics intelligence in DKI Jakarta's childhood. The initial assessment results showed that the average value of the child's logical mathematics intelligence was 28 and then increased to 57 in the final assessment of cycle 1 and continued to increase to 78 in the final assessment of cycle 2. Physical activity learning with games strategies increasing the logical mathematics intelligence in childhood in Jakarta Kindergarten. Future research is expected to examine more childhood intelligence with many respondents.
 Keywords: early childhood, physical activity, logical-mathematics intelligence

Profile of Students’ Mathematical Understanding through Diagnostic Tests Viewed from Multiple Intelligences

Mathematic has characteristics of abstract objects, so mathematical understanding is needed in studying mathematics. Until now, no research has examined students’ mathematical understanding viewed from multiple intelligences. This study aims to determine the profile of students’ mathematical understanding through diagnostic tests reviewed from multiple intelligences. This was a quantitative approach with population of all students in one of the junior high schools in Banda Aceh, Indonesia, and sample was 44 students selected by purposive sampling. Data collection was carried using multiple intelligence questionnaire and mathematical understanding test. Data analyzed using descriptive statistics. The results showed that students with mathematical logic intelligence able to define concepts verbally, interpret, identify, and distinguish concepts; students with linguistic, naturalistic, and existential intelligence able to define concepts verbally, interpret, and distinguish concepts; students with musical and kinesthetic intelligence able to define concepts verbally and interpret concepts; students with spatial intelligence able to interpret, identify, and distinguish concepts; and students with interpersonal intelligence able to interpret and distinguish concepts. The implication of this research is that teachers need to understand and realize that students' multiple intelligences are an important aspect that needs to be considered in delivering class material to improve students' mathematical understanding.

The Use of Mathematics Comics to Develop Logical-Mathematical Intelligence for Junior High School Students

<p style="text-align:justify">Logical-mathematical intelligence is highly needed to ease students’ understanding of mathematics concepts. Therefore, it is necessary to delivery an innovative teaching approach to enhance students’ logical-mathematical intelligence. This study aims to investigate the use of mathematics comics to increase the logical-mathematical intelligence of junior high school students in urban and rural schools. This study employed a quantitative approach with a pretest-posttest control group design. The population of this study were seventh-grade students from a junior high school in Banda Aceh (urban areas) and a junior high school in Aceh Besar (rural areas), Indonesia. The samples of this study were two classes (experimental and control) from each school which were selected randomly. To collect data, we used a logical-mathematical intelligence test and analyzed it by using t-test. This study shows that the use of mathematical comics in urban schools can improve mathematical logical intelligence. However, there was no improvement in students' mathematical logical intelligence in rural schools. Therefore, this study showed that using mathematics comics in different school conditions yield different results in logical-mathematical intelligence. The findings suggest that other learning innovations are required to improve students' logical-mathematical intelligence in rural areas.</p>

Between a growth and a fixed mindset: Examining nuances in 3rd-grade students’ mathematics intelligence mindsets

Children’s growth and fixed intelligence mindsets in mathematics are noted as important sources of mathematics motivation and achievement. Nuanced beliefs about the malleability of mathematics intelligence that lie between fixed and growth mindsets may also be important to consider for children’s mathematics learning, yet little is known about whether children endorse these in-between beliefs and how they fit in the popular growth and fixed mindset framework. In this study, we investigated nuanced mindsets in mathematics, which we term “mixed” intelligence mindsets, alongside fixed and growth mindsets in a sample of 698 third-grade students in the United States. Factor analyses using data from a newly developed mathematics intelligence mindset scale indicated good and similar fit of three multidimensional models. Two of these models included mixed mindset items, one with a combined growth and mixed mindset factor and another with a separated mixed mindset factor. Strong positive correlations were found between the growth and mixed mindset factors. Mathematics achievement had a moderate positive correlation with mixed mindset and a moderate negative correlation with fixed mindset. These correlations were both significantly stronger than the small correlation between mathematics achievement and growth mindset. Our findings suggest mathematics intelligence mindset is multidimensional and the addition of a mixed mindset aspect could improve the adequacy and precision of the conceptualization and measurement of the growth mindset dimension. In practice, mixed mindsets may provide teachers and parents with more flexible messages to present to children when encouraging them to engage in adaptive achievement behaviors in mathematics.

Deskripsi Kemampuan Pemecahan Masalah Matematika Siswa Ditinjau Dari Tingkat Kecerdasan Logis Matematis

This research includes qualitative research, which discusses students' problem solving abilities in terms of the level of logical mathematical intelligence that is still very limited. This study aims to describe and determine the factors that influence students' mathematical problem solving abilities in terms of the level of mathematical logical intelligence in comparative material. This research was conducted in class VIII.2 UPTD SMPN 1 Parepare. Collecting data using research instruments in the form of test sheets and interview guidelines. The analysis of problem solving abilities produced in this study is indicated to be able to meet the indicators of problem solving abilities and indicators of mathematical logical intelligence. The subjects in this study were 3 people based on the results of the answer sheets, namely 1 student with a high level of logical mathematical intelligence, 1 student with a moderate level of mathematical logical intelligence and 1 student with a low level of mathematical logical intelligence. The results of the study show that students with a high level of logical mathematical intelligence are able to understand problems, are able to formulate resolution plans, are able to carry out problem solving and are able to re-examine solutions, students with moderate levels of logical mathematical intelligence are able to understand problems but are not complete, are able to develop plans for completion, are able to carry out the settlement, able to re-examine but lacking in drawing conclusions, subjects with low levels of logical mathematical intelligence have not been able to apply every indicator of problem solving ability. And the factors that affect problem solving ability in terms of logical mathematical intelligence level are students who are less careful in solving problems and the lack of teachers in providing varied or non-routine examples of questions.

Pocket Book Design Based On Mathematical Puzzles To Improve The Mathematical Logical Intelligence Of Grade XI Students

Teachers have a big role in developing and improving students' mathematical logical intelligence skills. However, teachers only focus on using package books in teaching in the classroom. As a result, students do not show a great attitude of enthusiasm, students struggle and are unable to think logically, creatively and innovatively in developing skills when doing math problems. Therefore, researchers are interested in creating a pocket book based on Mathematical Puzzles (TTM) class XI. This study aims to determine the feasibility, practicality and effectiveness of the pocketbook. This research is a research and development or R&D with a 4-D to 3-D model. The results of this study are the calculation value of V Aiken on the validation data of material experts of 0.903 and media experts of 0.8 are classified as feasible to use. Then the results of the calculation of V Aiken student response data of 0.932 and teacher response data of 0.894 are classified as very practical to use during learning. While the calculation of the t-Paired test in the pretest and posttest results obtained the value ,t-count.=6.1807, there is an increase in the mathematical logical intelligence of students so that the book is categorized as very effective. It can be concluded that the pocketbook based on class XI mathematical puzzles can improve the mathematical logical intelligence ability of class XI students.

Preface

This book contains the proceedings of the 2022 International Conference on Scientific Computation and Applied Statistics (ICSCAS 2022) was held on November 12, 2022, Hubei Zhongke Institute of Geology and Environment Technology, Wuhan, China, as a virtual conference for the COVID 19. It provides the scholars and researchers with an effective medium for communicating important recent developments in their areas of specialization to colleagues and to scientists in related disciplines. More than 110 participants were able to exchange knowledge and discuss the latest developments at the conference. We had the honor of inviting Bo Yang, Kunming University of Science and Technology, to serve as our Conference Chairmen. 120 individuals and enterprises all over the world attended the conference. Divided into three parts, the conference agenda covered keynote speeches, oral presentations, and online Q&A discussion. Firstly, keynote speakers were each allocated 30-35 minutes to hold their speeches. Then in the oral presentations, the excellent papers selected were presented by their authors one by one 15-20minutes.The book contains 95 peer-reviewed papers, selected from more than 145 submissions and ranging from the theoretical and conceptual to strongly pragmatic and addressing industrial best practice. It covers Computation, Mathematics, Artificial and computational intelligence and Applied Statistics. The book shares practical experiences and enlightening ideas and will be of interest to researchers in and practitioners everywhere.On behalf of the conference ICSCAS 2022 organizing committee, we would like to express our deeply appreciation to all the keynote speakers, oral speakers peer reviewers, and all the participants and supporters. More than anything, we would like to acknowledge the Journal of Physics: Conference Series, for the efforts and help of all the colleagues in publishing this paper volume. We really expect the opportunity for future collaborations.

The characteristics of the mathematical mindset of junior high school students

The mathematical mindset of high school students is one of the important elements when learning mathematics. The mathematical mindset is an implicit theory of the flexibility and stability of human characteristics related to mathematical ability, intelligence, and talent. Through student responses obtained by filling out questionnaires, this study aims to investigate the characteristics of students’ mathematical mindsets qualitatively. This study found that most of the junior high school students had the characteristics of a growth math mindset with a little bit of a fixed math mindset. Most students believe that mathematical abilities and intelligence can be changed, even though they find it difficult to face challenges and difficulties when learning mathematics.

Lectora-Based Interactive E-Module: A Solution to Develop Mathematical Logic Intelligence of Islamic Elementary School Student in the Era Society 5.0

The research designed in this library research aims to describe and analyze the advantages and disadvantages of Lecora-based interactive e-modules in developing mathematical logic intelligence of Madrasah Ibtidaiyah students in the era society 5.0. Data collection techniques using documentation, sourced from Scopus articles totaled 7, International articles totaled 5, Sinta 2 totaled 3, Sinta 3 totaled 6, Sinta 4 totaled 5, Sinta 5 totaled 7, Sinta 6 totaled 1, International Proceedings totaled 2, Google Scholar Journals totaled 4, and Scientific Books totaled 7. After the data is collected then analyzed with descriptive analysis and content analysis. The results showed that the use of Lectora-based interactive e-modules proved effective for developing mathematical logic skills of Madrasah Ibtidaiyah students. And can be offered as an alternative in the world of education to face the era society 5.0 because of the easy access to learning through digital technology or Information and Communication Technology (ICT).

THE USE OF STEM TECHNOLOGIES IN MATHEMATICS LESSONS WITH VISUALLY IMPAIRED HIGH SCHOOL STUDENTS

The article highlights the problem of teaching mathematics classes for high school students with low vision, a study of factors limiting the participation of visually impaired schoolchildren in the field of mathematics, an analysis of thematic literature, the results of modern scientists in the field of using STEM technologies in mathematics lessons (Mbulaheni Maguvhe, M S Oyebanji & Ubong Sam Idiong) are summarized. Since the teacher is still one of the most important and influential factors in the formation of a child’s personality, it is important to investigate the problems of teaching mathematics to visually impaired students. Scientists have found that while technology is being incorporated into the teaching of mathematics, responsibility for its use is also evolving. Visually impaired students may experience problems in mathematics education due to the lack of accessible materials designed to support a conceptual understanding of mathematics. The purpose of our study is to summarize modern evidence-based knowledge about electronic and digital technologies for teaching mathematics among children with low vision. In addition, with the advent of digital technology student rewards have also changed. Many students today are offered computers equipped with increasingly sophisticated software, dynamic geometry and web applications that offer virtual teaching. The new educational landscape has great potential to empower students to improve learning. And in our case – to meet the needs of schoolchildren with a reduced level of vision. Assistive technology has become a tool for the exploration and study of mathematics in various areas of the curriculum. Some programs may cover many areas of mathematics, while others are designed to in-depth study of only one area. The programs are filled with content that can be customized for a wide range of learning modes, guiding the student step by step towards more open exploration. The advent of technologies of wider mathematical expressiveness has managed to influence the range of curriculum topics. Digital tools “empty of content” such as spreadsheets, graphing software, computer algebra systems (CAS) are technologies that are loosely associated with specific learning contexts, but are suitable for mathematical calculations, material creation and intelligence. These tools are more commonly used by middle and high school students. This article reflects examples of possible options for STEM technologies in teaching mathematics to high school students with a reduced level of vision.

The Effect of Mathematical Intelligence Stick Media on the Summation Skills of Students with Intellectual Disability

The Effect of Mathematical Intelligence Stick Media on the Summation Skills of Students with Intellectual Disability

ORIGAMI SOMA CUBE: MEDIA PEMBELAJARAN GEOMETRI UNTUK MENDUKUNG KECERDASAN MATEMATIKA SPASIAL SISWA

Geometry instruction can help you build spatial intelligence. Numerous studies have produced instructional materials to enhance spatial intelligence in geometry learning. However, there hasn't been enough research done on student-friendly media, particularly game-based media, thus it still has to be developed. In order to promote students' mathematical spatial intelligence, this study uses Origatrid learning resources to teach geometry. Using the idea of the origami soma cube in educational media. The study employed a research and development (R&D) model, and the sign test was used to gauge its efficacy. 20 eighth grader students participated in the study at SMP 1 Pakuhaji in Tangerang Regency. Experts in media and learning materials conducted tests on Origatrid, and they concluded that it might be used for educational purposes. Additionally, after the hypothesis was tested, scores before and after utilizing Origatrid as a learning tool showed differences.

Combined mathematical and artificial intelligence modeling of catalytic bio-methanol conversion to dimethyl ether

This study is devoted to developing a combined mathematical and artificial intelligence modeling for simulating the conversion of bio-methanol into dimethyl ether. This methodology couples a precise mathematical model with single-layer perceptron artificial neural networks formulated by several combinations of training and transfer functions, to constitute a machine learning that overcomes the computational tools with the capability of learning without being explicitly programmed, so that it may be used to teach these tools to handle the data with high efficiency in order to predict the upcoming unseen ones precisely. Hence, the novelty of this study deals with the development of a machine learning modeling combined with artificial neural networks, benefitting from an extended mathematical-model-driven dataset, applied for the first time in the conversion of bio-methanol into dimethyl ether in large-scale catalytic dehydration reactors, assessing two process schemes, namely adiabatic and water-cooled operations. To this scope, datasets have been generated by an accurate mathematical model validated experimentally by reference pilot data, adopting the best equilibrium and kinetic expressions, and the simulated numerical data have been then employed as the source of the machine learning models. Extended databanks for the sensitivity analyses of the two process schemes have been then generated by the model (2688 data points in each case), 70% of which has been employed for the artificial neural networks training with mean squared error as the performance function. A single-layer perceptron network yielded the best performances in the adiabatic and water-cooled process schemes, revealing less than 0.5% deviations for the input variables (feed temperature, pressure, flow rate, and concentration) and outputs (temperature, pressure, and flow rates of methanol, dimethyl ether, and water). The simulations revealed that, as the best result of this work, methanol may be converted into dimethyl ether up to ∼80% at 498 K, depending on the validated equilibrium constant adopted, with a maximum error of 0.11%. As a further relevant result, this study demonstrated that analyzing the methanol conversion into dimethyl ether reaction as a function of several variables such as feed flow rate, feed methanol concentration, and input temperature, the accuracy of the neural network with a small number of neurons (5) did not provide accurate output results, whereas 15 neurons in the hidden layer intensify their precision, with the interesting feature that a single-layer perceptron network may detect even small changes to the operating variables.

The Impact of a Proposed Strategy According to Active Learning in Achievement of Mathematics and Visual Intelligence Among Intermediate Students

The impact of a proposed strategy according to active learning in the achievement of mathematics and visual intelligence among first-class intermediate students. To achieve this, the researcher adopted the experimental research method with two groups (experimental and control) with a post test. The research community, which represents the first intermediate class students from the Karkh 1st Education Directorate, was determined. The research sample was intentionally chosen (60) students. The sample was divided into two groups, an experimental group that was studied according to the proposed strategy and a control group that was studied according to the usual method. Parity was made between the two groups in the variables (chronological age, IQ level, previous achievement in mathematics). For the purpose of collecting data for the experiment, the achievement test was built in (20) test items of objective type, and a test of visual intelligence in its final form of (15) items also “objective type”. The results indicated that students of the experimental group who studied according to the proposed strategy outperformed the students of the control group who studied according to the usual method.

Analisis kesalahan siswa dalam memecahkan masalah soal cerita matematika materi kecepatan, jarak, dan waktu berdasarkan kecerdasan logis matematis di sekolah dasar

<em>This research aims to describe and find out the causes of errors made by students in solving mathematical problems in the form of story questions with speed, distance, and time material based on the level of logical mathematical intelligence. This research is a qualitative descriptive study with a case study approach. The data sources of this research include the results of the logical-mathematical intelligence test, the results of the speed, distance, and time story test results, the results of student interviews, and the results of classroom teacher interviews. The sampling technique was done by purposive sampling. Data was collected by using test and interview techniques. Test the validity of the data using triangulation techniques. The results showed that students who had high logical mathematical intelligence made mistakes in carrying out the completion plan according to Polya's steps. Students with logical-mathematical intelligence are making mistakes in formulating plans, carrying out completion plans and re-checking answers. Students who have low logical-mathematical intelligence make more mistakes in understanding the problem, compiling a settlement plan, implementing a settlement plan, and re-examining the answers according to Polya's steps. The causes of errors made by students are that students have not mastered multiplication and division, students have not fully understood the material, and students tend to be unfamiliar with re-examining answers.</em>

Kemampuan Literasi Numerasi Berdasarkan Kecerdasan Logis Matematis Melalui Soal AKM Pada Siswa SMP

Abstract
 Numeracy literacy skills are skills in to use several types of numbers and symbols related to mathematics in analyzing, interpreting, and applying the information that has been obtained to solve problems in everyday life. This study aims to determine numeracy literacy skills based on mathematical logical intelligence through AKM questions for junior high school students. This research is a descriptive research with a qualitative approach. Data collection techniques were in the form of logical-mathematical intelligence questionnaires as research subjects, numeracy literacy tests in the form of AKM questions and interviews with selected subjects. The results of this study indicate that students in the high category are able to use knowledge, interpret problems with formulas, write down steps and strategies, use complex and complicated models to solve situations correctly, use reasoning on problems but are not correct. Whereas students in the moderate category are able to use knowledge, interpret problems with formulas, write down steps and strategies, use models to solve complex and complicated situations but are incorrect, use reasoning on questions but are incorrect. For students in the low category, they are able to use knowledge, interpret problems but are incorrect, have not written down steps and strategies, have not used models to solve complex and complicated situations, use reasoning but are incorrect.

Strategi Guru dalam Pengembangan Logika Anak Usia Dini

One type of intelligence that is very important and must be possessed by children is mathematical logic. This study aims to describe effective and efficient strategies that can be implemented by teachers in growing, stimulating and developing mathematical logic intelligence and logical thinking in early childhood at the Pembina Village Kindergarten in Pendahara Village. The method used in this research is descriptive qualitative. The results of the study illustrate that the teacher s strategy in choosing children s learning methods is very important. The development of early childhood logic can be stimulated by learning activities by finding patterns and finding logistical relationships combined with appropriate and fun learning methods.