Mathematical Learning Difficulties Research Articles

Strategies and interventions employed by teachers in supporting students with mathematics learning difficulties in Kenya

ABSTRACT Adequate mathematical skills are essential for successful outcomes in education and in the future workplace. However, mathematical learning difficulties (MLD) are a common occurrence that affects up to about eight percent of children in a typical classroom. Effective teacher practices are important in enhancing mathematical learning outcomes for learners with MLD. This exploratory case study examined perceptions and expereinces of four mathematics teachers in supporting learners with MLD at a secondary school in Kenya. Research questions sought to determine teacher perceptions about their learners with MLD, considerations teachers made in planning for learners with MLD, and support strategies that were used to remediate learners with MLD. Four major themes are highlighted: Teacher perception of learners with MLD; teacher considerations in planning for learners with MLD; instructional strategies used by teachers to support learners with MLD; and challenges experienced by teachers in supporting learners with MLD. Recommendations are presented.

Bringing Compassion to Mathematics Learning in Elementary School

Poor instructional design is alleged to be the cause of the low ability and poor mathematical attitude of students. The preparation of learning design focuses too much on academic intellectual barriers and tends to override psychological-emotional barriers. Without overcoming cognitive and emotional barriers at the same time, a student will not achieve optimal results in learning mathematics. This study aims to analyze the needs of learning mathematics in elementary schools and especially analyze the existence of social emotional barriers in learning mathematics. The results of the learning needs analysis are used as the basis for developing a more comprehensive mathematics learning design. This study uses a qualitative - descriptive method. The study was conducted in 10 elementary schools in East Java involving 30 students and 10 mathematics teachers. The results showed that students who had difficulty in learning mathematics were not always due to the student’s academic capacity, but were also influenced by their ability to focus, struggle, and their involvement in learning. The teachers so far only focus on overcoming academic obstacles and tend to override social emotional barriers in learning mathematics. The purpose of learning mathematics will be achieved when the teacher succeeds in overcoming both intellectual and emotional problems. The implications of the research findings show the urgency to include the value of compassion in mathematics learning, especially at the elementary school. Compassionate mathematics is an idea to collaborate on social emotional learning, joyful learning and realistic education in learning mathematics. Keywords: compassion, elementary school, mathematics learning

The Development of Mathematics for Chemistry Textbook Based on Flipbook as an Alternative Learning Resources

Mathematics for Chemistry course is a basic course that teaches the concept of algorithms in chemistry. Students had difficulties in learning Mathematics for Chemistry because they could not understand the reference books used. So, students need math reference books that directly refer to applications in chemistry concepts. This development research aimed to produce a textbook based on flip books that can be used as alternative learning resources in Mathematics for Chemistry courses. The development model used was the 4D Thiagarajan model with four stages: define, design, develop, and disseminate. However, in this study, the development stage was only limited to the develop stage. To collect data, we used questionnaires with experts and students as respondents. The results of Mathematics for Chemistry textbooks based on flipbook development included flipbook-based textbooks packaged in EXE. The content/material validity level was 90% (very valid), the media validity (design) level was 91.25%, the practicality level was 88% (very high), and the readability level was 89% (very high). It can be concluded that this book is suitable for use as a reference in Mathematics for Chemistry courses. For further research, it is necessary to analyze the effect of this book on improving student achievement.
 Keywords: mathematics, chemistry, flipbook

Peran Guru dalam Mengatasi Kesulitan Pembelajaran Matematika

The aims of this research are: to describe teachers' efforts to overcome mathematics learning difficulties, the use of learning media to overcome mathematics learning difficulties, to describe the challenges experienced by teachers in efforts to overcome mathematics learning difficulties. This research is a library study method. The results of this research show that overcoming difficulties in learning mathematics can be done in several ways, namely: changing learning models that can attract students' interest in learning, using interesting learning media according to the learning material, involving students in using learning media, giving students freedom to ask questions about the material. what is not yet understood; and providing remedial for students who get scores below the KKM. The obstacles felt by teachers are: the amount of media is not proportional to the number of students, so that many students cannot use media during learning; the condition of many mathematics learning media that are no longer used; students find it difficult to use mathematics learning media. The teacher's role is to really help students overcome difficulties in learning mathematics. The difference between this research and previous research is that previous research discussed barriers to mathematics learning while this research discusses the role of teachers in overcoming these barriers.

Memorization versus conceptual practice with number combinations: their effects on second graders with different types of mathematical learning difficulties

ABSTRACT The study set out to explore different mathematical difficulties among 877 second-grade children and to test the effect of memorization versus conceptual practices with number combinations. It used a latent profile analysis of baseline measurements of digit writing speed, number combination fluency, multidigit calculation, and number sense skills to identify six latent classes: three mathematical learning difficulty classes, two typical classes, and one high-achieving class. The memorization practice produced superior improvement for all classes of students except the high-achievers class. These results suggest that memorization practice with basic number combinations should not be considered poor teaching practice. It is important for teachers to incorporate practices with number combinations that focus on speed and memorization, even for children who struggle with mathematics.

Analisis Kesulitan Belajar Matematika pada Materi Penjumlahan dan Pengurangan di MIs Yayasan Azis Al Akbar

Many students at Azis Al Akbar Elementary School are having trouble understanding addition and subtraction in basic arithmetic. This research aims to identify the difficulties in learning mathematics among lower-grade students. The researcher used a qualitative descriptive approach. The study subjects were 13 students, including 2 boys and 10 girls. Data was collected through interviews, tests, and document studies. The results showed that: 1) students' reading abilities are still lacking, making it difficult for them to understand, 2) difficulties in counting more than two digits are still low, 3) difficulties in understanding addition and subtraction operations, and 4) students' lack of interest in learning due to minimal parental encouragement. Based on these findings, the researcher hopes that teachers can teach and introduce addition and subtraction operations to students so that they can understand them.

Analysis of Learning Difficulties in Mathematics Regarding 3d Geometric Shapes Materials at SDN 2 Weru

This research aims to determine the difficulties of learning cubes and rectangular prisms experienced by 5th grade students. The research method used was quantitative descriptive methods with a sample of 18 students and the 5th grade teachers at SD Negeri 2 Weru. Data collection techniques were carried out by observation and interviews. The results of the research show that: a) Students' ability to draw cubes and rectangular prisms is in the high category with a percentage of 83.33%. This can be seen in the suitability of student work results with the instructions given; b) Students' ability to identify geometric elements in images is in the very low category, with a percentage of 33.33%; c) Students' ability to determine the volume and surface area of a cube is in the moderate category with a percentage of 61.11%; d) Students' ability to determine the volume and surface area of a rectangular prism is in the low category with a percentage of 55.55%; and e) Students' ability to determine the volume and surface area of a rectangular prism based on the image presented is in the very low category with a percentage of 38.89%. Difficulties in learning mathematics faced by students include the inability to distinguish between cubes and rectangular prisms and their elements, difficulty while answering questions and applying formulas, the basics of multiplication are not yet strong, and lack of motivation to learn.

Development and validation of a semi-automated, scalable response to intervention framework in mathematics

Response to Intervention (RTI) has been shown to be better at identifying and addressing learning difficulties than other frameworks. However, only a few educational systems have implemented it, and it can be difficult for schools to implement RTI on their own without policies in place. One solution is to create semi-automated digital tools that can assist with RTI without requiring a lot of extra time from the teacher. This study describes the development and implementation of such tools in schools that were not previously familiar with RTI. The effectiveness of the tools was tested by comparing 5 schools (149 students) that used RTI with 8 schools (269 students) that did not. The results showed that the extra practice was effective and that students in the intervention group made significantly more progress in arithmetic fluency than their peers in the control group. These students were also more likely to leave the “low achievement” and “at risk of Mathematics Learning Difficulties” zones than students in the control group. This suggests that it is possible to develop a scalable RTI framework and implement it in educational systems without RTI-based policies.

Eksplorasi Etnomatematika pada Kerajinan Gerabah dan Penerapannya dalam Pembelajaran Kalkulus Integral

Ethnomathematics is a study that links culture with mathematics. Ethnomathematics can bridge students' learning difficulties in understanding mathematics. Ethnomathematics objects can be found around the environment, for example, pottery. This research aims to find mathematical elements in the typical Kulon Progo pottery culture so that it can be used to facilitate understanding of the concept of integral calculus, precisely the volume of a solid of revolution. This research is qualitative descriptive research with an ethnographic approach. The subjects of this research are pottery craftsmen in Bumirejo village, Lendah, Kulon Progo. Data collection was carried out by observation and interviews. Next, literature studies and data analysis were carried out to conclude. The research results found that pottery crafts in the form of mortars, jars, cauldrons, and flowerpots can be linked to learning the volume of rotating objects through rotating curves that resemble the shape of the pottery crafts. Hopefully, this research can help educators find fun learning alternatives and increase students' understanding of integral material. Keywords: ethnomathematics, pottery crafts, integral

Analisis Kesulitan Belajar Matematika dan Upaya Menanganinya pada Siswa Kelas IV MI Gagaksipat 2

There are still many elementary school-age children who have learning difficulties in understanding the arithmetic operations of addition and subtraction which are presented in the form of story problems and the arithmetic operations of multiplication and division. The aim of this research is to determine the types of mathematics learning difficulties experienced by students, the factors that influence learning difficulties, and to reveal efforts that can be made to overcome mathematics learning difficulties in grade IV elementary school. This research method uses descriptive qualitative. The research subjects were 23 class IV students and class IV teachers. The data collection procedures used were observation, interviews, and documentation. The research results showed that 10 of the 23 students in class IV had difficulty learning mathematics. The types of learning difficulties for class IV students in mathematics learning at MI Gagaksipat 2 include difficulties understanding concepts, calculating skills, and solving problems. Factors that cause difficulties in learning mathematics come from internal and external factors. Internal factors originating from students include IQ or intelligence, students' attitudes toward learning mathematics, students' low learning motivation, suboptimal physical health, and students' poor sensory abilities. Meanwhile, external factors originating from outside students include the lack of variation in teacher teaching, the use of learning media that is not optimal, the infrastructure at school, and the family environment. Efforts to deal with mathematics learning difficulties can be made by students, teachers, or schools.

Digital Game Applications on Mathematics Achievement of Students at Risk of Mathematics Learning Difficulty

In this study, the effect of four operations-based digital game applications on the basic mathematics skills of students at risk of math learning difficulties was examined. In this context, the study was designed as a mixed research method. Quantitative and qualitative methods were used in two separate interactive phases following an exploratory design scheme. The study was conducted with seven 5th grade students from two primary schools in two provinces in the Mediterranean region. A pre-test was administered to the students and a 10-session intervention was conducted. Finally, a post-test was administered after the intervention. Participants' responses to the pre-test and post-test were analysed. Shapiro-Wilk test and Wilcoxon signed-rank test were used to analyse quantitative data, and descriptive analysis technique was used to analyse qualitative data. At the end of the study, semi-structured interviews were conducted with the parents of the students. The results of the study showed that the intervention positively affected the academic achievement of the students and the interviews with the parents supported this result. At the end of the study, it can be said that mathematics education with students at risk of mathematics learning difficulties gave positive feedback in the learning domain of numbers and operations, and it may be useful to carry out applications in other learning domains.

Increasing the Learning Independence of Students Experiencing Learning Difficulties Through the Peer-Mediated PJBL Model

Learning Independence is the ability of students to regulate themselves in learning. Project-based learning mediated by peers is a learning innovation in an inclusive setting to accommodate the diverse learning needs of students by fostering student independence. The purpose of this study was to reveal the effect of project-based learning on the learning independence of students with learning disabilities. This research uses a qualitative approach with data collection techniques using questionnaires, interviews, and observations. This research involved 9 schools in West Java. The results showed that peer-mediated project-based learning affected increasing children's learning independence, especially for children with learning difficulties in mathematics. The results of this study can be used as a reference in the implementation of learning mathematics to foster learning independence.

EXPLORING MALAYSIAN STUDENTS’ MATHEMATICAL THINKING SKILLS

Mathematical thinking is a fundamental aspect of mathematics education and encompasses a range of cognitive processes. It is a crucial part of mathematics for students who desire to continue higher level mathematics. This research aims to investigate the students’ mathematical thinking based on the four elements of mathematical thinking, namely specializing, generalising, conjecturing and convincing. In addition, this study also aims to determine which element of mathematical thinking is the most difficult among students. This study employed a nonexperimental descriptive research design, and fifty (50) Form Four students from a public school in Johor, Malaysia, have been chosen as the sample of this study. A Mathematical Thinking Test (MTT) was used as an instrument in this study to collect the data. The test results showed that students are lacking in mathematical thinking skills, especially the conjecturing element, which was the most difficult element among the students. Therefore, teachers and other relevant authorities should pay closer attention to this issue. This study suggests that it is necessary to find solutions to overcome student difficulties in learning mathematics. Besides, this study established the instrument's validity and reliability in assessing mathematical thinking. Hence, it can be replicable and practical to be used to measure secondary school students' mathematical thinking.

Exploring Challenges Towards Learning Mathematics Among Secondary School Students in Nepal

Mathematicians had been concerned with everyday problems. However, today's students are uninterested in learning mathematics. The main objective of this research is to identify students' challenges to learning mathematics. Employing an interpretative research paradigm, the study utilizes a narrative research design involving eight students from public and private schools in the Kaski district. To achieve the research objective, in-depth interviews were conducted with research participants. I had narrated views about challenges towards learning mathematics from my participants. After analysis and interpretation of data, challenges towards learning mathematics were difficulties in learning mathematics, negative perception and external pressure, disruption in learning environment and foundation, changing teacher and lack of support, enjoyment in mathematics practice and fear of teacher, barriers in conceptual clarity and guidance, obstacles in effective mathematics teaching and disinterest, unclear teaching and insufficient support respectively. Moreover, Students face a multitude of challenges in learning mathematics, including issues related to teacher behavior, lack of motivation, the current curriculum, low parental socio-economic status, ineffective teaching strategies, poor home environments, low academic achievements, math anxiety, impractical curricula, and traditional teaching methods.

Analyzing the difficulty level in learning mathematics online using a quantile regression approach

Online learning is a difficult type of educational process due to its limitations, particularly in college mathematics courses. The essential aim of this article is to elucidate the students' difficulty level in learning mathematics amid online learning and predict its statistically significant influencing factors. The data used in this study is secondary from a paper in the mathematics education literature on the form of cross-sectional. The data were summarized employing some descriptive measures and regression modeling as an inference. The result of the study showed that, on average, students are facing "difficulty" in learning their mathematics lessons during distance learning due to some problems. The quantile regression revealed that younger and female students are experiencing higher levels of difficulty. Plus, students who spent more money on the internet are facing higher difficulty in learning. In addition, a not conducive learning environment and social distractions are predictors of difficulty in learning. Conclusively, the difficulty in learning mathematics which adversely affects their performance is due to the distractions and problems in the learning environment, low coping mechanisms, and unprecedented educational process in the form of online setup. Hence, the study suggested that teachers must be flexible with students and provide digital simulations of mathematical problems, and use interactive models in their classes.

Analysis of Mathematics Learning Difficulties in Addition and Subtraction Material in Class II of SD Negeri 1 Ngumpul

This research aims to examine the problems faced by students when learning mathematics in class II elementary school, especially in addition and subtraction material. This research is a type of qualitative research conducted in September 2023 at SD Negeri 1 Ngumpul. The method used is descriptive, with the research subject focusing on class II students. Research instruments include the use of tests, interviews, and document collection. The analytical method used is Miles and Huberman's interactive analysis, which includes the stages of data collection, data reduction, data presentation, and drawing conclusions. Research findings indicate that 1) a number of students have difficulty understanding addition and subtraction material; 2) this difficulty is caused by limited reading ability, so students find it difficult to understand the meaning of the questions; 3) This problem is also experienced by class II students because their understanding of the concept of sequential addition and subtraction is still not optimal; 4) students' learning difficulties are caused by a lack of attention to the use of addition and subtraction symbols in saving and borrowing techniques. Based on research suggestions, it is to support assistance in the process of learning addition and subtraction by educators or parents, as well as presenting questions in stages, according to commonly used learning methods.

Teaching Materials Using the Discovery Learning Learning Model to Facilitate the Mathematical Communication Skills of Junior High School Students

Indonesian students are in the low category where students only have basic mathematical abilities. It is caused by difficulties in learning mathematics in the circle material, requires teacher creativity in developing learning, namely in terms of teaching materials, media, and methods used in the learning process. Learning materials that are integrated with good learning models are needed to facilitate students in learning mathematics. Therefore this study aims to develop teaching materials using the discovery learning model to improve students' mathematical abilities in the circle material for class VIII junior high school. This type of research is development research with reference to the ADDIE development model (Analysis, Design, Development, Implementation and Evaluation). The subjects of this study were teachers and students of class VIII junior high school. Based on the subject teacher and student questionnaires, it can be concluded that the teaching materials have good criteria. Students' response to the media was positive, this can be seen from the value of students' positive responses which reached 83.83%. When viewed from the students' mathematical abilities, it can be said to be quite good, that is, seen from the score of the students' completeness test results reaching 44%. Based on all this, it can be concluded that these teaching materials can facilitate the improvement of students' mathematical abilities.

ANALISIS KESULITAN BELAJAR MATEMATIKA SISWA KELAS IV SD 6 KANDANGMAS DITINJAU DARI GAYA BELAJAR

This research aims to analyze the difficulty of learning mathematics in terms of students' learning styles. This study uses a qualitative descriptive research design with a case study approach. In this study the subjects used were all students of grade IV, totaling six students. Data collection techniques in this study were observation, questionnaires, interviews and documentation. The data analysis technique uses a qualitative approach using the Milles & Huberman model including the stages of data reduction, data presentation, and drawing conclusions. The results showed that the learning styles obtained by fourth grade students at SD 6 Kandangmas were 1 student with a visual learning style, 3 students with an auditory learning style, and 2 students with a kinesthetic learning style. Students with a visual learning style have difficulty learning mathematics in terms of weaknesses in counting and transferring knowledge, students' difficulties in learning mathematics with an auditory learning style tend to experience difficulties in all indicators, this indicates that students with an auditory learning style experience various difficulties. subject difficulties include aspects of weakness in arithmetic, difficulties in transferring knowledge and errors in visual perception, while students with a kinesthetic learning style experience difficulties in learning mathematics in aspects of weakness in arithmetic and transferring knowledge.

The Effects of Visual Cueing on Students with and without Math Learning Difficulties in Online Problem Solving: Evidence from Eye Movement.

This study investigated the impact of visual cueing on attention guidance, deep-thinking promotion, and performance optimization in arithmetic word problem solving for students with mathematical learning difficulties (MLD). The participants included eight students with MLD and twenty students without MLD who attempted to solve mathematical word problems with and without visual cueing. Eye movements were recorded during the tasks. A repeated-measure design and nonparametric tests were applied to enhance the statistical power of the study. The data analysis results indicated that visual cueing effectively guided and sustained the attention of students with MLD, reducing their off-task duration. However, it showed limited influence in facilitating deep thinking and performance improvement for these students. There were no significant attention-guidance or performance-improvement effects observed in the problem-solving processes of students without MLD, who initially demonstrated better concentration levels and performance. The potential explanations for these findings are further discussed in this paper.

ANALISIS KESULITAN BELAJAR MATEMATIKA PADA ANAK BERKEBUTUHAN KHUSUS TUNAGRAHITA RINGAN KELAS IV SDN PERWIRA

Education is a basic need for humans to achieve an expected goal, because without education we will not be able to develop the potential of ourselves optimally both cognitive, pricomotor and affective. Education is realized through the teaching and learning process. The government states that every citizen has the same right to receive quality education and citizens with physical, emotional, mental, intellectual and social disabilities are entitled to special education. Education is needed to develop the potential of children with special needs for their survival which must always be dynamic and optimistic. As a prospective teacher, you should know the learning difficulties experienced by students in class, especially the difficulties of students in learning mathematics. The purpose of this study was to determine the factors of difficulty in learning mathematics for children with special needs for mild intellectual impairment. The subjects of the study were 1 grade IV student with the initiative "D". This study used qualitative descriptive method. Observation place at SDN Perwira Kota Bogor. Information collection is carried out by observation and interviews. The factor that causes difficulty learning mathematics is that "D" has a lack of self-confidence. Must do repetition in counting. Lack of motivation, lack of focus in concentration, having problems with the health of his body which resulted in "D having difficulty learning mathematics.