Mathematics Classes Research Articles

DEVELOPING STUDENTS' SKILLS TO JUSTIFY THEIR DECISIONS THROUGH THE IMPLEMENTATION OF RESEARCH TASKS

This research describes how high school students can develop the skills to justify their decisions by completing research tasks. According to the results of the international PISA exam for several years, 15-year-old schoolchildren in Kazakhstan have low skills in analysis, synthesis and assessment according to Bloom's taxonomy. Based on this, ways were sought to develop the high skills of students of Nazarbayev Intellectual School in Aktobe. The study was carried out for one year. One of the reasons for choosing this topic is that it allows students to apply the principle of analysis in advanced mathematics classes by conducting research, deepening their knowledge and establishing interdisciplinary connections with physics. The purpose of the study is to develop the communication skills of students, teach them to solve text problems in mathematics, use knowledge in real life effectively. Methods used in the study are collection of quantitative data through questionnaires, collection of qualitative data from students' communication through observation of the lesson. First of all, the results of the international PISA study and the results of CITO monitoring were studied. At the same time, according to the results of the CITO monitoring the skills of knowledge, understanding and application showed 100% each, a comparative analysis showed 82%, synthesis skills 67%, skills assessment 48%. The survey was conducted on the Microsoft Forms platform. A total of 62 students took part. CLIL technologies, Problem-Based Learning, and the LearningApps platform were used. The results of the study were presented at the school pedagogical council.

Designing of the software for atmospheric environment condition monitoring

In current article a process of development of an application for ecological data analysis was researched, particularly pollutants concentration measurements using wavelet transform apparat. To improve the ecological situation and preventing harmful ecological event it is needed to monitor the condition of environment. Ecological monitoring contains a complex system of observations of current environment conditions, observations’ results processing and analysis, creating ecological prognosis including natural and anthropogenic factors. Monitoring data serves as a main source of information for making ecologically significant decisions. Ecological data is stochastic and are extremely random, are known by extraordinary dissipation, directly or indirectly depend on numerous parameters. This data is hard to analyze with methods of classical mathematic, sometimes, when the randomness of the data is high, it could be even impossible. Pollutant’s concentration measurements data makes a time series. In current paper for the analysis of the time series wavelet transform tools were used, either the discrete version or the continuous one, based on those a mathematical model of the process was created. Object-oriented modelling of project’s architecture was created based on provided mathematical model, particularly, classes, components and activity diagrams were built. The application was developed as a cross-platform stand-alone app. After the analysis it was proved to be reasonable to write the application in Python programming language using libraries for mathematical and statistical functions, particularly NumPy, Math, Statistics, and additionally PyWv for wavelet usage assistance. Current application allows to process ongoing and historical data from multiple sources to analyze tendencies of changes in atmosphere condition

Optimizing Fundamental Mathematics Concepts for Middle School Students at Al Ulum Integrated Islamic School through Innovative Teaching Methods

The concept of innovative learning has become a major focus in today's education landscape. Innovative learning places an emphasis on relevant strategies and methods to address educational challenges. Two methods that play a significant role in innovative learning are Problem Based Learning (PBL) and Discovery Learning (DL). PBL centers on problem-solving based on real-life situations, while DL involves everyday experiences in finding solutions. At Al Ulum Integrated Islamic Middle School, the primary issue at hand is a high number of students receiving mathematics scores below the Minimum Mastery Criteria (KKM). Contributing factors include unengaging conventional teaching methods, leading to student boredom in mathematics classes. To address this problem, the PBL and DL methods are considered appropriate solutions. Furthermore, the implementation of this innovative learning concept is supported by information technology, both visually and non-visually, as well as the use of teaching aids to aid students in better understanding mathematical concepts. The implementation of the innovative learning concept is expected to resolve the challenges faced at Al Ulum Integrated Islamic Middle School. An evaluation will be conducted, and the outcomes will be published in Abdimas Talenta and online media. These steps are anticipated to provide sustainable benefits for both students and educators at the school.

Perception and Experience of Teachers in Implication of Inductive and Deductive Methods in Mathematics Classes

This paper aims to explore the teachers’ experiences and perceptions towards the implication of inductive and deductive methods in mathematics classes at the primary level. The inductive method is the beginning of all mathematics and derives the formula; the deductive method is the continuity of it and implements those formulas. This article is based on a phenomenological research method under qualitative design, focusing on the lived experience of four primary mathematics teachers on the ‘implementation of inductive and deductive method’ in elementary mathematics classes and their perceptions towards these methods. The data were analyzed and interpreted by using the thematic analyzing approach. The findings of the study show that the teachers were in a dilemma in the selection of proper teaching methods in mathematics teaching, and they followed the traditional methods. Knowingly or unknowingly, the teachers were using inductive and deductive methods, but they were not sure about the correct implementation of those methods. Their perceptions towards the inductive method was positive and they believed that it helps students for developing permanent concepts; however, the teachers were confused in its implications. Most of the teachers were following the traditional teaching methods in mathematics classes instead of student-centered teaching methods. They argued that for a short-cut and easy for the implementation, they were using the traditional methods. The teachers should be trained for better implementation of the inductive and deductive methods in the proper teaching of mathematics at the primary level.

Game Experience of Primary and Preschool Pedagogy Students in a Gamified Mathematics Class

The paper presents a quasi-experimental study using gamification in Seppo during a mathematics course for primary and preschool pedagogy students. The aim of the investigation was to examine students’ game experience and their motivation during the game. The research tools were the Gameful Experience Scale [GAMEX] and the Game Experience Questionnaire (developed by the authors). The participants were 32 second-year students. The results show that students’ enjoyment and the feeling of creativity was high, but their activation, absorption in the game and feeling of dominance were low. Students’ self-reports show that they liked the game’s story, the teamwork, and the diverse nature of the assigned tasks. The perceived stress during the game was also relatively low. There was a strong negative correlation between enjoyment and perceived stress. The elements that contributed most to perceived stress were the difficulty of the tasks, the lack of time, and the competition between teams. The motivating elements mentioned frequently by the students were teamwork, collecting game money, and reaching higher levels of the game. A prevailing pattern among the students involved being influenced by both internal and external motivation throughout the course of the game. For one-third of the students, motivation increased at the beginning and decreased at the end of the game, while nearly another third’s motivation increased at the end of the game. Students preferred the version of the game with physical movement in the building and enjoyed the freedom of selecting the difficulty of the tasks when the game did not restrict the advancement to a higher level.

Multiplying Success: Small-Group Instruction in an Early College High School Mathematics Class

The study was conducted in an early college high school’s 9th-grade Precalculus class and focused on how differentiated small-group math centers impact students’ course grades and overall math progress. Students’ math journals were evaluated on how effective students find the Precalculus math centers to improve their math progress and grade. A paired sample t-test showed that students significantly improved their course grades and overall math knowledge over twelve weeks of instruction. However, students’ views about the small group instruction differed greatly. Working in small group math centers is an effective instructional method. Advanced students can move through the curriculum faster and work on enrichment, while others are given extra time and support to reach proficiency. It is, however, significantly more time-consuming than the traditional lecture/practice method. Capitalizing on the effectiveness of small group instruction is only possible after finding a way to reduce the time it takes to prepare for the centers.

STEM as an effective pedagogical condition for the functioning of physics and mathematics classes in extracurricular education institutions

The article describes the current state of STEM as an effective pedagogical condition for the functioning of physics and mathematics classes in extracurricular education. The necessity of creating high-quality educational programs where the STEM approach plays an important role in teaching students and helps to develop talents in science, technology, engineering and mathematics is demonstrated. An example of a developed curriculum for a physics and mathematics class of extracurricular education institutions, which is designed to work with middle and high school students, is presented.

Analisis pelaksanaan pembelajaran online selama pandemi covid-19 pada mata pelajaran matematika kelas VI

<p><strong><em>Abstract</em></strong><em>. This study aimed to describe the process of implementing online-based learning during the Covid-19 pandemic in grade 6 Mathematics class at SD Negeri Baru 02. This research is a qualitative research used a phenomenological research design. The sampling technique used is purposive sampling technique. The data collection techniques used are interviews, observation, and documentation. The data validity testing technique used technical triangulation. The data analysis was obtained from the results of data collection by using interactive analysis. The results showed that the process of implementing online-based learning during the Covid-19 pandemic in grade 6 of SD Negeri Baru 02 began with the teacher prepared the learning, namely making learning tools, preparing online learning media, preparing learning materials, and preparing assignments. Online learning was carried out through online media, namely WhatsApp, Google Classroom, and YouTube videos. Online learning was carried out by using assignment method. Online learning assessment was carried out in three aspects, namely cognitive assessment, affective assessment, and psychomotor assessment.</em></p>

Online Teaching and Learning of Mathematics in Higher Education: Post-Covid 19 Lecturer Perspectives

Online learning offers excellent chances for both students and teachers because it is flexible, affordable, and convenient in terms of time and space. This paper examined the perspectives of lectures on online teaching and learning mathematics in higher education after COVID-19. This paper adopted the Technology Acceptance Model (TAM) as a theoretical framework. The theory was used in the study to understand the lecturers’ viewpoints on how they embrace the use of technology in their teaching of mathematics. This was a qualitative study that used a case study as a design. The study’s participants were ten (10) mathematics lecturers at the Mathematics Department in one rural university in the Eastern Cape Province purposefully selected as information-rich participants. Data was collected using face-to-face, semi-structured interviews which were analysed through thematic analysis. The findings of the study revealed that lecturers saw the importance of teaching mathematics using technology to close the resource gap as universities steadily shift to 21st-century learning environments. At the same time, lecturers in rural universities are impacted by the challenges they face, which include a lack of technology skills, teaching practical work online, classroom control during online teaching, shortage of resources such as poor internet connections and electricity load shedding in the country which had strained the smooth running of online mathematics classes especially while teaching mathematics online. Based on the findings the study recommended that lecturers should be provided with technology professional development in mathematics, strengthening of internet access points, and methods for monitoring and controlling mathematics classes. Keywords: Higher Education, Learning, Mathematics, Online, Teaching.

Evaluation and modeling of students’ persistence and wheel-spinning propensities in formative assessments

Persistence represents a crucial trait in learning. A lack of persistence prevents learners from fully mastering their current skills and makes it difficult for them to acquire new skills. It further hinders the administration of effective interventions by learning systems. Although most studies have focused on identifying non-persistence and unproductive persistence behaviors, few have attempted to model students’ persistence propensity in learning. In the present study, we evaluated students’ persistence propensity in formative assessments by using an item response theory model with their attempt data. In addition, we modeled their wheel-spinning propensity. The students (N = 115) of first-level mathematics classes at a high school in Japan underwent the aforementioned formative assessments; their log data were collected. Persistence propensity was found to be correlated with frequency-related statistics, and wheel-spinning propensity was correlated with correctness-related statistics. However, persistence and wheel-spinning propensities were not correlated. A comparison of the students’ scores with various persistence and wheel-spinning propensities revealed that both traits considerably influenced their academic performance. The present study provides insights into the use of attempt data to evaluate various characteristics crucial for learning, which are otherwise difficult to evaluate.

Implementing the flipped classroom model in mathematics class teaching

The aim with this research was to examine how the implementation of the flipped classroom model (FCM) impacted the quality and durability of 4th grade students’ knowledge in the field of measuring and measures when compared to traditional teaching (TT). The research was conducted in Serbia on a sample of 135 students, divided into 3 groups. The 3 groups were a control group (C) which was taught mathematics content using the TT model, an experimental group 1 (E1) which was taught using the FCM, while the students in experimental group 2 (E2) were taught using the FCM – the teacher also provided them with feedback regarding their work and made recommendations for their further development. The results show that the students from the E2 group surpassed those from the C and E1 groups regarding the quality and durability of their knowledge in the field of measuring and measures. There was a statistically significant difference in the knowledge of students in this field at the lower cognitive level among all the groups, while the statistically significant difference at the higher cognitive level was seen between the C and the E2 and between the E1 and the E2 groups.

ANALISIS KEMAMPUAN SCIENTIFIC REASIONING SISWA SMP DAN SMA YAYASAN BADAN KARYA KEUSKUPAN SANGGAU

One of the thinking skills is reasoning ability, which includes the process of connecting facts to existing ideas. Each understudy needs great thinking abilities, particularly in the area of SCIENCE so understudies can all the more effectively associate an occasion with the ideas they have learned. The motivation behind this review was to uncover the degree of thinking capacity of the Center and Secondary School Understudies at the Badan Karya Keuskupan Sanggau Establishment. Understudies' thinking skills were estimated utilizing the Lawson Study hall Test Logical Prevailing upon 12 sets of answer-reason things introduced in various decision structure. During the 2021/22 school year, the entire middle and high school population in the Badan Karya Keuskupan Sanggau Foundation's Mathematics and Natural Sciences class served as the research sample. Questions are given online through Google structure. The study revealed that junior and senior high school students in the Badan Karya Keuskupan Sanggau Foundation's Mathematics and Natural Sciences class had reasoning abilities that were still very low on each indicator, falling into the very poor category. The majority of students can only develop concrete reasoning patterns.Key word : Resioning, Lawson's test

Gamification in Primary School Mathematics Teaching

This essay explains the current situation of primary school mathematical teaching and the effectiveness of applying Gamification in mathematical primary classrooms. The primary school stage is an important issue that the whole society cares about in childhood education. Among them, as a mathematics subject that will be widely used in future development, its learning method is even more critical. However, as traditional mathematics classes cannot consider individual differentiation, they cannot let students reach their potential. It will lead to a wrong understanding of mathematical theory from students. Therefore, it needs to incorporate some new pedagogy. Gamification, as a novel and innovative teaching method, can increase students’ motivation and interest in a subject, which can be used in primary school mathematics classes. However, it has not been widely used in primary school mathematics. This study will combine the analysis of gamification by a large number of researchers to explore its advantages and disadvantages for primary school mathematics teaching, as well as the current status of a small number of gamification mathematics teaching, the difficulties it uses, and the strategies that can be used. Finally, combined with a lot of research and analysis, Gamification is feasible in the application of elementary school mathematics. Even if it contains some defects, it can be used in combination with other pedagogies to make up for the defects.

Research on Blended Learning in Middle School Mathematics Classes

Blended learning is gaining importance in the field of education as a result of the quick advancement of science and technology. There is a rising understanding of the necessity of integrating technology and digital resources into traditional classroom settings as educational systems continue to evolve. Combining in-person instruction with online learning activities is known as blended learning which offers a promising approach to enhance student engagement and improve learning outcomes in mathematics education. The objective of this research is to explore the impact of blended learning on middle school mathematics education, further understand its significance in improving student learning outcomes and interest, reveal the current status of blended learning in middle school mathematics classes, and provide some suggestions. The research finds that students will face the challenge of self-regulation in blended learning, students' personalized learning should be paid attention to, students' affective factors are also important, and students' negative learning attitude will lead to lower scores. In addition, the individual guidance from teachers is insufficient and the effective evaluation needs to be improved. Some teachers are even intimidated by new technology, which leads to the reduction of their teaching innovation. To overcome these challenges, student engagement should be increased, teacher planning should be optimized and a support system should be built. Through the research on blended learning, hopefully, this paper can provide support for improving mathematics education.

Pengembangan Lembar Kegiatan Peserta Didik berbasis Project Based Learning pada Materi Komposisi Bangun Datar Kelas 4 Sekolah Dasar

The purpose of this study is to develop a project-based learning activity sheet (PBLA) to reinforce the learning of content related to the construction of plane figures in mathematics classes. The study was conducted in Gianti Sidoarjo's Class IV SDN 1 with a sample of 10 students. The ADDIE model was used as the design method. The validators of the study were experts in teaching materials and LCAP. The data collected were qualitative and quantitative. Observation, interview, questionnaire, survey, and documentation methods were used to collect data. Pre-tests and post-tests were administered in the sample class. The analysis of the data yielded the following data: (1) the results of the material test were good (70.0%); (2) the results of the LCAP test were good (80.75%); (3) according to the responses to the questionnaire, the appearance, motivational qualities, and usefulness in the learning process were acceptable for all students; (4) the learning results were good (0.8). Thus, the conclusion of this study is that the Project-Based Learning Activity Sheet (PBLA) is highly rated, suitable as teaching material for SR Class IV, and furthermore, can improve students' learning outcomes.

Fundamentals of e-learning in mathematics teaching: future perspectives

Technology in education has changed math instruction, with e-learning being one of the biggest changes. This article examines the origins of e-learning in mathematics education and its future applications. In recent years, e-learning has become a key part of modern mathematics education, helping pupils study, focus, and become proficient. Recently, e-learning has become vital to mathematical education. By giving students interactive mathematical material, educators may make the classroom more engaging. This enables educators to accommodate different learning styles and make the classroom more entertaining for everyone. Thus, employing a range of e-learning tools in mathematics classes may boost student learning. Future math education in regular classrooms is likely to utilize more e-learning. Artificial intelligence, virtual reality, and student analytics may improve math instruction and personalize it. Hybrid and online learning methods like remote education may also make mathematics education more accessible. Math education has changed significantly due to e-learning technologies and technological advances. These improvements caused these modifications. E-learning's importance as a way to make mathematics instruction more productive and enjoyable has expanded in recent years. Artificial intelligence, virtual reality, and student analytics will likely play a larger role in spreading mathematical knowledge in the near future. Thus, pupils' mathematical skills will increase and their teaching will be more personalized. Due to online and hybrid teaching methods, more individuals can learn arithmetic. Future mathematics instruction will be more effective and efficient owing to modern technology.

Diagnostic Assessment Knowledge and Practices among Secondary School Mathematics Teachers in Dodoma, Tanzania

This study examined how secondary mathematics teachers understand and implement diagnostic assessments in their mathematics classes. To understand how mathematics teachers conceptualize diagnostic assessment and how they put it into practice, the study conducted in-depth interviews with 20 secondary school mathematics teachers using a phenomenography research approach and analyzed them thematically. The results showed that most mathematics teachers are unfamiliar with the concept of diagnostic assessment, misunderstand its role in the teaching and learning process, and refrain from using it because they don't know how to do so efficiently. Due to the overcrowding in classes and the widespread failure of national examinations, the few people who understood the concept admitted to not implementing it. The study recommends professional development for mathematics teachers to improve their conceptual understanding of diagnostic assessment as well as their capacity to integrate it in classrooms to improve the teaching and learning of mathematics and hence improve students' performance in the subject.

Transformative Assessment Practices in Mathematics Classes: Lesson from Schools in Jimma, Ethiopia

AbstractTransformative assessment is a classroom assessment aimed at changing both how teachers teach and students learn a lesson. Nowadays, this kind of assessment needs to be practiced to encourage teachers to be creative and flexible when designing their assessments and for students to be reflective and take responsibility for their learning. Hence, this qualitative study aimed to examine mathematics teachers’ practices of transformative assessment and the associated challenges. Data collected from eight teachers using semi-structured interviews and lesson observations were analysed thematically. It was found that teachers did, in fact, not provide evidence of practicing transformative assessment in their teaching. There was an attempt to align assessment to learning outcomes even though the assessment practice utilized remained traditional. Teachers’ assessment practices focused on fast-learners while leaving behind the majority, lacking balance and equity. Teacher, student, and school-related factors were the main challenges facing the teachers during assessment practices. The study presents possible strategies by which transformative assessment practices in mathematics teaching can be developed, implemented, and sustained to improve students’ learning.

PENERAPAN PENDEKATAN MATEMATIKA REALISTIK INDONESIA(PMRI) TERHADAP HASIL BELAJAR MATEMATIKA SISWA KELAS VII SMP NEGERI 3 LUBUKLINGGAU

This study aims to determine the mathematics learning outcomes of students class VII SMP Negen 3 Lubuklinggau after using the application of the Indonesian Realistic Mathematics Education (PMRI) approach. The approach used in this research is a quantitative approach with a quasi-experimental research type. Negen 3 Lubuklinggau for the 2022/2023 academic year. The samples taken were class VII 4 with a total of 30 students. The data collection technique in the uu yahu research was a test technique, namely by giving students four questions. The results of this study showed that student learning outcomes experienced completeness of 86% with an average MLA of 71.92. Based on research using a t-test with a significant level = 0.05 with the results of the hypotensive test analysis showing the final ability of students with thong (2.434) > table (1.699), it can be concluded that students' learning outcomes in mathematics class VII SMP Negeri 3 Lubuklinggau for the 2022/2023 academic year after the application of the Indonesian realistic education approach (PMRI) to learning mathematics results.

Digitisation of Classical Exercise Practices with STACK: Management of Large Mathematics Classes in Higher Education Institutions

Management of large classes’ tutorials is a known problem in Mathematics. Engineering mathematics classes enrol around 1000 students at the University of Dar es Salaam. For effective learning, each tutorial session should register not more than 40 students. This requires at least 25 sessions of tutorials per week, which may not be feasible due to both scarce human resources and venues. In this work, we developed online Mathematics exercises based on the System for Teaching and Assessment using Computer Algebra Kernel (STACK). About 300 STACK questions in linear algebra, calculus, complex numbers, and numerical analysis were constructed for weekly tutorials and quizzes. Students were given an unlimited number of attempts in tutorials and only one attempt for quizzes. The quality of the questions was analysed by examining their facility indices and discriminative efficiencies. Majority of the questions (87%) were within acceptable region. The questions, therefore, provided reasonable insight as appropriate alternative to classical practice. Competent authoring of STACK questions can improve the quality of teaching and learning of Mathematics and save scarce human and material resources required to serve large classes. This can also address the issue of running online programmes in Mathematics and computational subjects to support distance learning.