Mathematical Skills Research Articles

Analisis kemampuan komunikasi matematis peserta didik ditinjau dari perbedaan gender

Mathematical communication skills are the basic abilities that students must have in learning mathematics. This research aims to analyze students' mathematical communication skills in terms of gender differences. This type of research is qualitative descriptive research. The subjects in this research were class VIII students at MTs Hasanah Pekanbaru consisting of 3 male students and 3 female students with the categories of high, medium and low ability students. The data collection technique in this research is a test technique using a mathematical communication ability test instrument and a non-test technique, namely an interview guide. The data analysis technique is carried out using the stages of data reduction, data presentation, and drawing conclusions. The results of this study showed that in the high category, male subjects met 3 indicators and less than 1 indicator, while female subjects met 4 indicators. Then in the medium category, male subjects meet 3 indicators and do not meet 1 indicator, while female subjects meet 2 indicators and do not meet 2 indicators. Furthermore, in the low category, male subjects did not meet 1 indicator and did not meet 3 other indicators, while female subjects did not meet 3 indicators and did not meet 1 indicator.

Meningkatkan kemampuan pemecahan masalah matematis siswa: Pengembangan modul pembelajaran berbasis studi etnomatematika pada budidaya tanaman hidroponik

This study aims to develop an ethnomathematical study-based learning module on hydroponic plant cultivation to improve the mathematical problem-solving ability of class VII junior high school students on social arithmetic material that meets the criteria of validity and effectiveness. This research method is research and development with the ADDIE model (analysis, design, development, implementation, evaluation). Data collection instruments include interviews, validation sheets, questionnaires, and pre-test and post-test questions. The data were analyzed using qualitative and quantitative data analysis techniques. The results showed that ethnomathematics research-based learning modules were considered effective and feasible, with a percentage of 90% results verified by material and ethnomathematics experts, 96% by media experts, 90% teacher assessments, and a pass rate of group examination assessments of 87.3%, and a pass rate of on-site examination evaluations of 88.61%. The modules developed are also claimed to be effective in improving students' mathematical solving skills, with the experimental class having an average N-gain score of 0.78 in the "very high" category, better than the control class with an average N-gain score of 0.32 in the "medium" category. Both data were tested using a two-sample t-test and obtained 0.00 results less than 0.05 then H0 was rejected and H1 was accepted.

Developmet of Android E-book Forms of Energy to Improve Students' Critical Thinking and Mathematical Representation Skills

Critical thinking and mathematical representation skills play an important role for students, especially in physics. This research’ aims are to study the feasibility and effectiveness of the android e-book forms of energy to improve students' critical thinking and mathematical representation skills. This research was developed using the ADDIE model. The experimental design was one group pretest posttest. This research found that the E-book were feasible to be applied in physics learning. It content qualify the writing and content requirements for a physics E-book. The android e-book is effective for improving students' ability in interpretation and explanation, effective enough in analyze, and less effectively in the inference and argument and evaluation aspects. E-book is less effective in the aspect use pictures, graphs, tables, or diagrams to solve problems and effective enough in training students use symbols or mathematical equations in solving problems and explain data or other representations in sentence form. The global N-Gain value shows that the Android e-book forms of energy is effective enough to improve critical thinking and mathematical representation skills.

Cognitive enhancement through technology: A review of transcranial electrical stimulation (TES) interventions in children and adolescents with specific learning disabilities.

In recent years, the exploration of innovative interventions for addressing problems of children and adolescents with specific learning disabilities (SLD) has garnered significant attention within the realm of neurocognitive research. Transcranial electrical stimulation (TES) has emerged as a promising tool for enhancing cognitive skills in children, offering a non-invasive and safe method that may particularly benefit those with learning difficulties. We aimed to appraise the extent and the quality of studies about impact of TES on cognitive skills including academic skills in children and adolescents with SLD. A literature search was performed according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Articles published between January 2000 and January 2024 were searched in PubMed, Embase, Scopus, Web of Science and Google Scholar. The study eligibility criteria were previously established according to the PICO model. The Physiotherapy Evidence Database (PEDro) scale and Cochrane Collaboration tool (ROB2) were used to assess the methodological quality and the risk of bias of the included studies, respectively. The initial search yielded 1571 studies among which 30 studies were systematically reviewed. The total number of participants was 224 individuals (intervention: 114; control: 110). Findings showed significant improvements in reading skills such as text reading, high-frequency word reading speed and efficiency and mathematical skills. Conversely, other cognitive skills such as working memory were not improved in people with dyslexia and dyscalculia. TES interventions can positively affect cognitive skills in children and adolescents with SLD; However, due to the small number of studies, medium methodological quality and high risk of bias, caution should be taken when interpreting the results.

Effects of physically active maths lessons on children's maths performance and maths-related affective factors: Multi-arm cluster randomized controlled trial.

Physical activity (PA) may benefit academic performance, but it is unclear what kind of classroom-based PA is optimal for learning. We studied the effects of physically active maths lessons on children's maths performance and maths-related effects, and whether gender and previous mathematical or motor skills modify these effects. A total of 22 volunteered teachers and their pupils with signed consent (N = 397, mean age: 9.3 years, 51% females) participated in a 5-month, teacher-led, multi-arm, cluster-randomized controlled trial. The intervention included a PAL group (20 min of physically active learning in each 45-min lesson), a breaks group (two 5-min PA breaks in each 45-min lesson) and a control group (traditional teaching). Maths performance was assessed with a tailored curriculum-based test. Maths-related enjoyment, self-perceptions and anxiety were measured with a self-reported questionnaire. The individual-level intervention effects were tested via covariate-adjusted linear mixed-effect models with school classes serving as random effects. Changes in maths performance or self-perceptions did not differ between the intervention groups. Maths anxiety in learning situations increased in the PAL group (effect .28, 95% CI = .01-.56); there was no change in the other groups. Subgroup analyses suggested that maths anxiety increased in the PAL group among children in the two lowest tertiles of motor skills. It decreased in the highest tertile. Enjoyment decreased in the breaks group among pupils in the lowest motor skill tertile. Physically active maths lessons did not affect maths performance or self-perceptions but had divergent effects on maths anxiety and enjoyment, depending on motor skills.

Implementation of the practice-oriented mathematics teaching methodology to future rescue engineers

Introduction. In modern conditions, the practice-oriented training of rescue engineers, whose professional activities are associated with high-risk situations, is being updated. The purpose of the study is to describe the implementation of the author's methodology of practical-oriented training in mathematics of future specialists in fire and technosphere safety and experimental verification of efficiency. Materials and methods. The experimental training was attended by 685 students of the Donetsk Institute of the State Fire Service (Russian Federation), studying in the specialty "Fire safety" and the areas of training "Technosphere safety" (321 students in experimental groups, 347 in control groups). Methods of mathematical statistics: Wilcoxon signed-rank test, Fisher's exact test, Chi square test, Student's t-test. Results. The methodology of practice-oriented teaching mathematics to future rescue engineers has been developed. Mathematical training of students based on a practice-oriented approach ensures the formation of students' practice-oriented skills and mathematical modeling skills in the field of civil protection, as well as the development of personal qualities of a rescuer. Practice-oriented learning technologies are used: integration of educational and future professional activities of students, educational and practice-oriented research activities. Practice-oriented teaching methods are used (imitation of the practical activities of rescue engineers, "rapid response" and practice-oriented visualization of mathematical objects). The implementation of the developed teaching methodology contributes to the effective formation of practice-oriented mathematical competence among students (T = 0.32, α = 0.05). Conclusions. The implementation of practical-oriented training in mathematics of future specialists methodology in fire and technosphere safety contributes to increasing the level of development of practical-oriented mathematical competence due to the formation of personal qualities of the rescue engineer and his value orientations, knowledge of mathematical and practical-oriented knowledge, skills and methods of activity in mathematical and computer modeling.

Utilizing task with scaffolding: growth of students' mathematical understanding from layers of image having to property noticing

Introduction. Learning mathematics accompanied by understanding is an essential component of factual and procedural knowledge skills practical for students in solving real-life problems. Errors in solving systems of linear equations in two variables (SPLDV) among students can be caused by various factors, including students' lack of understanding of this concept, so this problem must be studied in depth by utilizing task with scaffolding. The research aimed to explore the potential of a task to foster mathematical understanding of students from the image-having layer to the property noticing layer in the learning context of a system of linear equations in two variables (SPLDV). Study participants and methods. The study involved three students in grade 8 at a junior high school in Indonesia. They were selected based on their mathematical ability (low, moderate, and high) based on their accumulated score reports in grade 7 and information from the teacher who taught them. This study employed a qualitative research approach, data collection was carried out by giving task to students, observing, and interviews them while doing the task, and data analysis began with transcription and organizing the results of interviews and student task, followed by identification and classification of difficulties faced by students. The results. The study showed that student with low mathematical ability has difficulty recognizing patterns or relationships between coefficients and variables in equations. Even with the help of scaffolding, the student still did not succeed in strengthening her understanding to complete the task given, so her understanding only shifted slightly from the image having layer and could not move completely to the property noticing layer. Next, a student with moderate mathematical ability had a sufficient understanding of the concept of variables and coefficients. However, she still needed additional help to complete task, especially in determining the value of variable. She was observed to be already at the property noticing layer of understanding because she had been able to identify the property of two linear equations in two variables that is equivalence and complete the task given. Lastly, the student with high mathematical ability could understand the relevant mathematical concepts well. She could complete the task assigned well despite folding back and scaffolding. Thus, this student's understanding reached the property noticing layer. Conclusions. The research showed differences in the growth of mathematical understanding from the image having layer to the property noticing layer among junior high school students with low, medium, and high mathematical ability. The student with lower math skills was only slightly shifted from the image having layer and could not be transferred completely to the property noticing layer. The student with moderate mathematical ability had reached the layer of understanding properties because she was able to identify equivalent properties of two linear equations in two variables and complete the given task. Lastly, the student with high mathematical skills has reached the layer of property noticing.

Teaching aids usage and Generic Skills Acquisition in Mathematics Subject in Public Secondary Schools in Rwanda: A Case of Bugesera District

The research assess the extent to which various factors related to teaching aids usage are employed to enhance the acquisition of generic skills among students of mathematics in public secondary schools; identifies the specific generic skills in mathematics that students acquire as a result of using teaching aids in public secondary schools, and determines the relationship between the utilization of teaching aids and the acquisition of generic skills in mathematics in public secondary schools in Bugesera district, Rwanda. The study underscores the significance of teaching aids in improving mathematics education quality in Rwanda's public secondary schools, particularly in Bugesera district. By evaluating the impact of teaching aids on the acquisition of generic math skills, the study offers valuable insights for enhancing educational practices and informing evidence-based policy decisions using a mixed-methods approach that combines qualitative and quantitative data collection through case study and survey research designs. By capturing statistical trends and contextual insights from a targeted sample of 184 respondents, including mathematics teachers, head teachers, sector education inspectors, and students, the study provides a comprehensive understanding of how teaching aids influence student outcomes. Stratified and simple random sampling techniques were utilized to ensure the reliability and validity of the research. Data were collected through questionnaires, interviews, and observations. The study's internal consistency and accuracy were verified using the Content Validity Index (CVI) and Cronbach's alpha coefficient. Quantitative data were analyzed using descriptive and inferential statistics, while qualitative data were subjected to content analysis. Content analysis was used for qualitative data. Results indicate a significant integration of teaching aids into mathematics lessons, with 83.6% of respondents agreeing that these aids effectively enhance the acquisition of generic skills, reflected by a mean of 4.21 and a standard deviation of 1.16. Additionally, 60.9% of respondents agreed that the frequency of using teaching aids is sufficient to support skill acquisition, with a mean of 3.43 and a standard deviation of 1.21. The majority of respondents acknowledged the positive impact of teaching aids on students' motivation, engagement, and skill development, with 86.9% confirming their role in enhancing students' motivation to acquire generic skills. Moreover, 91.3% agreed that teaching aids engage students actively, fostering interest and participation in mathematics learning, as shown by a mean of 4.35 and a standard deviation of 0.56. However, 65.7% noted challenges related to the accessibility and availability of teaching aids, with a mean of 2.7 and a standard deviation of 1.57. Furthermore, the study has revealed a strong and positive correlations between the frequency, variety, and accessibility of instructional aids and the development of students' critical thinking, problem-solving, and logical reasoning skills.

Development of E-LKPD in Differentiated Learning to Improve Students’ Mathematical Communication Skills

This research aims to describe the development process and quality of web-assisted E-LKPD in differentiated learning based on learning styles with a problem-based learning model to improve junior high school students' mathematical communication skills in terms of the validity of the E-LKPD, practicality, and effectiveness. This research was conducted in class VII of SMP Negeri 14 Jambi City. The method used in this research is Research and Development using the ADDIE model. Where the results of this research come from the percentage of material validation of 91% in the "very valid" category, the percentage of design validation of 88% in the "very valid" category, the percentage of practicality by teachers of 96% in the "very practical" category, the percentage of practicality by students of 89 % categorized as "very practical", the percentage of effectiveness by students was 91.25% categorized as "very effective" and the calculation of the gain value in improving students' mathematical communication skills was 76% categorized as "quite effective".

Peningkatan kemampuan komunikasi matematis dengan menggunakan pembelajaran berbasis masalah pada siswa sekolah menengah pertama

This research examines the influence and improvement of students' mathematical communication skills using problem-based learning. The research design used a quasi-experimental quasi-experimental nonequivalent control-group design, a sample of 45 students. The instruments used are test questions in the form of essays. Data was obtained based on written test results, namely pretest and posttest data. The analysis uses parametric t-test statistics. The results show that problem-based learning can influence mathematical communication skills in the low category. The effect of problem-based learning is minimal. Problem-based learning can improve students' mathematical communication skills in the low category.

Formation of Future Mathematics Teachers' Methodological Knowledge and Skills While Studying Mathematical Analysis at Peda-gogical Universities

Formation of Future Mathematics Teachers' Methodological Knowledge and Skills While Studying Mathematical Analysis at Peda-gogical Universities

Analysis of students' mathematical communication skills in terms of learning styles

The purpose of this research is to obtain a description of the mathematical communication skills in terms of the learning styles of Grade XI TKR 3 students at SMK Negeri 1 Tanara for the 2023-2024 academic year. This research is qualitative in nature. Six subjects were selected, representing each learning style, from Grade XI TKR 3 students at SMK Negeri 1 Tanara, Tanara District, Serang Regency. The data collection techniques used were observation, interviews, documentation, and tests based on the indicators of mathematical communication skills, namely: (1) the ability to express mathematical symbols through everyday events, (2) the ability to determine the solution set by relating real objects to mathematical ideas, (3) the ability to explain mathematical problems related to elimination, (4) the ability to analyze mathematical problems related to substitution, and (5) the ability to evaluate mathematical thinking and strategies used in problems according to the observed object. The results showed that (1) subjects with a visual learning style have good mathematical concept comprehension on indicators 1, 2, 3, 4, and 5; (2) subjects with an auditory learning style have good mathematical communication on indicators 1, 2, and 5, but performed poorly on indicators 3 and 4; and (3) subjects with a kinesthetic learning style have good mathematical communication skills on indicators 1 and 2, but performed poorly on indicators 3, 4, and 5.

Pivoting Training and Coaching for an Early Numeracy Intervention During COVID-19.

Early numeracy skills are vital for kindergarten students because they provide the foundation for acquiring mathematics skills in both kindergarten and subsequent years. Teacher support to intervene with kindergarteners at risk for poor mathematics learning outcomes is a promising approach to addressing this achievement gap. The current study replicates previous work on an established early numeracy intervention, ROOTS. In this instance, ROOTS uses remote professional development as a novel format for interventionist training support during the COVID-19 pandemic. Findings indicate that interventionists receiving remote support for implementing ROOTS found training and coaching acceptable and feasible. Remote training and coaching supported strong levels of implementation fidelity. Furthermore, children who received the ROOTS intervention outperformed their control group peers on post-test measures of mathematics achievement within a randomized controlled trial research design. Outcomes and implications for using remote professional development as a format for supporting educators in their use of early numeracy intervention programs are discussed within a pandemic-response context.

Investigation and Analysis on the Interactions Between Mathematics Literacy Skills Using Mathematical Modeling

This study investigated and analyzed the interactions between mathematics literacy skills using mathematical modeling. The study used an ASMD model to represent the population of individuals who have skills on addition (A), subtraction (S), multiplication (M) and division (D). The objectives achieved were that the recruitment parameter and coefficient of leaving any compartments significantly influence the system based on the free-equilibrium analysis of mathematics literacy skills. The study showed that system has direct and indirect dynamics in the three states: subtraction, multiplication and division. It also revealed that addition skill is easier to learn than others. Subtraction and multiplication do not interact and have no inter coefficient. The system showcased that good number of individuals are not efficient and effective in the utilization of these skills from the endemic equilibrium of the model showed that E<sub>n</sub>>1 (asymptotically unstable). Finally, this study discovered that these elementary skills in mathematics is fundamental to learners, educated and uneducated, support continued inclusive, workable economic growth, full creative employment, decent work and improve academic performance for all at all levels and in the world at large. The study recommends that curriculum planners should give more time to study these skills thoroughly say one academic session, discourage the use of calculator at early stage, student and teacher factors should be taken into considerations and so on.

Basic mathematical skills and fraction understanding predict percentage understanding: Evidence from an intelligent tutoring system

Research on fostering learning about percentages within intelligent tutoring systems (ITSs) is limited. Additionally, there is a lack of data‐driven approaches for improving the design of ITS to facilitate learning about percentages. To address these gaps, we first investigated whether students' understanding of basic mathematical skills (eg, arithmetic, measurement units and geometry) and fractions within an ITS predicts their understanding of percentages. We then applied a psychological network analysis to evaluate interdependencies within the data on 44 subtopics of basic mathematical concepts, fractions and percentages. We leveraged a large‐scale dataset consisting of 2798 students using the ITS bettermarks and working on approximately 4.1 million mathematical problems. We found that advanced arithmetic, measurement units, geometry and fraction understanding significantly predicted percentage understanding. Closer inspection indicated that percentage understanding was best predicted by problems sharing similar features, such as fraction word problems and fraction/natural number multiplication/division problems. Our findings suggest that practitioners and software developers may consider revising specific subtopics which share features with percentage problems for students struggling with percentages. More broadly, our study demonstrates how evaluating interdependencies between subtopics covered within an ITS as a data‐driven approach can provide practical insights for improving the design of ITSs. Practitioner notesWhat is already known about this topic Longitudinal studies showed that basic mathematical skills predict fraction understanding. There is only limited evidence on whether similar predictions can be observed for percentage understanding—in general and within intelligent tutoring systems. Process data from such intelligent tutoring systems can be leveraged to pursue both educational research questions and optimizing digital learning software. Problems involving percentages typically are word problems requiring multiplications and/or divisions. What this paper adds Similar to the case of fractions, students' performance on advanced arithmetic, measurement units and geometry significantly predicted performance with percentages. Students' performance with fractions also predicted performance with percentages significantly. A psychological network analysis was applied to evaluate specific interdependencies between a range of subtopics (eg, Multiplying and dividing fractions, Adding and subtracting fractions and Calculating with percentages). Fraction word problems and fraction problems involving multiplication/division turned out to be the best predictors of understanding percentages. Implications for practice and/or policy When facing difficulties with percentages, revision of previous mathematical concepts sharing similar features (eg, fraction word problems, fraction/natural number multiplication/division problems) may be advised. Software developers may consider implementing such data‐driven revision recommendations for students facing difficulties within intelligent tutor systems. Psychological network analysis can be utilized as a learning analytics method for easy‐to‐access visualizations illustrating relationships between a large range of different subtopics.

Application Of Quizizz-Assisted Gamification Model to Students' Mathematical Communication Skills and Learning Motivation

Application Of Quizizz-Assisted Gamification Model to Students' Mathematical Communication Skills and Learning Motivation

Analysing the Mathematical Critical and Creative Thinking Abilities in Problem Solving Introverted Students

This study aims to evaluate the critical and creative thinking abilities in the context of mathematics when solving problems related to arithmetic sequences and series among introverted students in the 11th grade at Xaverius 1 High School in Jambi City. This issue arises due to differences in thinking skills and cognitive processes among students based on personality types, where it was found that introverted students tend to have low mathematical critical and creative thinking abilities. The research method employed is a descriptive qualitative approach, collecting data through personality questionnaires, tests, and interviews. Research subjects were selected from introverted students based on personality questionnaire results and answer sheet analysis, with three students representing the various response groups. The results of this study indicate that introverted students demonstrate good mathematical critical thinking skills in understanding problems, planning, and implementing plans. However, they tend to overlook rechecking their solutions. The creative mathematical thinking abilities of introverted students mainly involve fluency and flexibility in understanding problems, planning, and implementing plans, although they lack in terms of originality and elaboration in problem-solving

Profil kemampuan komunikasi peserta didik materi SPLDV

This research aims to find out and describe how high the mathematical communication skills of Grade IX Middle School (SMP) students are on the material Systems of Linear Equations in Two Variables (SPLDV). This study involved students in class IX-D at one of the State Middle Schools in Karawang Regency for the 2023/2024 academic year as research subjects. Purposive sampling technique was used to select subjects and obtained 32 students. Qualitative descriptive research was used. The data collection method was carried out using a mathematical communication ability evaluation tool which consisted of three descriptive questions. The data processing technique used descriptive statistics to determine the high, medium and low categories of all students in classes IX-D. It is proven from the result of the students’ mathematical communication skills test that they are in the low classification because they show an average score of 32,00957.

Pengaruh model pembelajaran 3CM (cool – critical - creative – meaningfull) terhadap kemampuan berpikir kritis siswa kelas VIII

This research aims to determine the differences in the mathematical critical thinking abilities of students who use the 3CM learning model and students who use the direct learning model with a scientific approach, the influence of the 3CM learning model on students' mathematical critical thinking abilities and student learning activities. The type and research design used is quantitative research with a Quasi Experimental design in the form of a Nonequivalent Posttest-Only Control Design. The sampling technique used was purposive sampling. The data collection instruments were posttest mathematical critical thinking skills and observation sheets of student learning activities. Data analysis techniques in this research are normality test, homogeneity test, independent two-sample t-test, and percentage of student learning activities. The results of the research show that the mathematical critical thinking abilities of students who use the 3CM learning model are higher than students who use the direct learning model with a scientific approach, the 3CM learning model has a big influence on students' mathematical critical thinking abilities, and student activities are classified as very active after implementing the 3CM learning model.

The Effectiveness of Matific Interactive Game Media to Improve Mathematics Learning Outcomes of Grade VII Students on the Matter of Integers

Math learning is often considered difficult by students, this requires the creativity of math teachers to innovate, one of which is by using interactive learning media such as Matific. The purpose of this study was to determine whether or not the use of Matific interactive game media was effective in improving the learning outcomes of seventh grade mathematics students at SMP Negeri 7 Padang on integer material. This study uses a qualitative method by giving a questionnaire. The results of the research on the use of interactive game media Matific has been running effectively in learning mathematics, especially integers and is able to improve student learning outcomes. This is evidenced by the percentage of student questionnaire assessment results of 88.45% which means that Matific games are very effective as interactive learning media. This research contributes to the field of education in developing mathematics skills, increasing student engagement, and reducing student anxiety through educational games that utilize technology in the teaching and learning process. Student involvement in the mathematics learning process is related to increased student learning outcomes. For this reason, it is hoped that mathematics will no longer be considered a difficult lesson by students