Mathematics Classes Research Articles

Pengembangan Desain Wizer.Me Sebagai E-LKPD pada Mata Pelajaran Matematika Materi Bilangan Bulat Kelas VII SMP

The development of E-LKPD in Grade VII Mathematics Subject of SMPN 5 Linggo Sari Baganti is motivated by a teacher-oriented learning pattern, as well as limitations in the use of digital teaching materials such as E-LKPD. This research aims to produce valid and practical E-LKPD products so that they can be used in the learning process. The type of research used is Research and Development (R&D). The development model used in this study is a 4D model. The 4D model consists of 4 stages, namely define, design, develop and disseminate. The results of the development of E-LKPD were obtained through validity and practicality tests. The product validity test was validated by three validators consisting of one material validator, namely a teacher of Mathematics Class VII SMPN 5 Sari Baganti and two media validators, namely lecturers from the Department of Curriculum and Educational Technology, Padang State University. The product practicality test was carried out by conducting an E-LKPD trial for grade VIIB students of SMPN 5 Linggo Sari Baganti. The results of the validity test by a material expert and two media experts obtained an average score of 4.86, 4.86, and 4.8 respectively which was categorized as "very valid". The results of the practicality test obtained an average score of 4.6 with the category "very practical". Thus, it can be concluded that the E-LKPD developed is suitable for use as a teaching material in Mathematics Class VII Junior High School.

Use of Fuzzy Logic in Determining the Academic Achievement of Secondary School Students in Mathematics Class

Many studies have been found in the field of education using the fuzzy logic approach. However, no study has been found examining the academic achievement of secondary school students in mathematics. The research data consists of the exam notes of the 1st term 1st and 2nd Mathematics course of the 2023-2024 academic year in Kütahya. The study consists of the exam scores of 876 students studying in 4 secondary schools in the center of Kütahya. To study a fuzzy logic-based two-input and single-output system was designed using Fuzzy Logic Toolbox in the Matlab program. Totally 9 fuzzy rules were created. The academic success was evaluated first with classical method and then with the designed fuzzy-based model. According to the results obtained, it has been observed that there is a high positive relationship between fuzzy logic method and classical logic method. It was academic success score obtained fuzzy logic method was less than classical logic method for grades 5 and 7. But it was obtained fuzzy logic method was more than classical logic method for grades 6 and 8. In conclusion was reached in favor of fuzzy logic due to fuzzy logic method gives more flexible results.

Enhancing mathematics learning with 3D augmented reality escape room

Learning mathematics is a challenge for many students, especially because of the traditionalist method with which its contents are taught. To a large extent, mathematics classes generate little motivation in students, so in this research, a novel technological method based on augmented reality is applied to improve the mathematics learning process, particularly the techniques of solving systems of linear equations. The research design used was a two-phase mixed sequential confirmatory type. The research worked with a sample of 65 students (Mage=17.72, SD=0.65; 58.5% female and 41.5% male). In the first phase, a quasi-experimental study was designed with an experimental group (M=32) and a control group (M=33). The experimental group received a mathematics teaching and learning intervention based on augmented reality vs. the control group, which received a traditional educational process. The experimental group showed improvements in acquired knowledge and motivation compared to the control group students. In the qualitative phase, two focus groups were conducted with students from their respective groups. In the experimental group, the following categories were identified: interesting, fun, innovative, and entertaining. The control group identified the following categories: little attention, low interest in learning, tired knowledge, and lack of motivation. The results are discussed in relation to the need to generate educational processes that benefit mathematics learning.

Adolescents' evaluations of peer and teacher unfair treatment in science, technology, engineering, and mathematics classes: Expected interventions.

This study explores adolescents' evaluations of unfair teacher and peer behavior in science, technology, engineering, and mathematics (STEM) classes. Participants included ninth and tenth grade students from five public schools in the Southeastern United States, (N = 577, 45.9% female, 49% male, 5% other/prefer not to say/unsure). Students were ethnically representative of their communities: 48% White/European American, 22.7% Black/African American, 14% Latino/a/e/x, and 15.3% multi-racial/other/prefer not to say. Measures assessed adolescents' responses to hypothetical scenarios of unfair treatment. The findings indicate that adolescents recognize both teacher and peer unfair behavior as wrong, with nuanced differences based on participants' gender and grade. Attribution analysis reveals varied expected reasons for unfair treatment. Responses to unfair behavior differ, with adolescents more likely to confront peers than teachers. Demographic factors, school climate, discrimination, belonging, and critical consciousness contribute to variations in judgments and responses. The study highlights the importance of addressing unfair treatment in STEM settings to foster inclusivity and support student persistence in STEM.

Penerapan Media Pembelajaran Interaktif Menggunakan Articulate Storyline untuk Meningkatkan Hasil Belajar Siswa dalam Mata Pelajaran Matematika Kelas X di Madrasah Aliyah Plus Ar Ruhama

The purpose of this study is to determine the influence of the application of articulate storyline interactive learning media on student learning outcomes in class X mathematics subjects at Madrasah Aliyah Plus Ar Ruhama. The method in this study is a quantitative method with a type of experimental research in the form of Pre-Experimental Design. The research design is One Group Pretest-Posttest Design. Sampling of this study uses a saturated sampling method, namely all members of the population are used as samples. This research was conducted on 12 students in class X. The data collection technique is carried out through the initial test and the final test. The data analysis technique was carried out through a t-test. The results of the research the average pretest score was 53.33, after the pretest was carried out then it was treated by using articulate storyline interactive learning media in mathematics subjects, after carrying out learning using articulate storyline interactive learning media there was an increase in learning outcomes which was seen from the posttest results where the average score was 76.67. Based on the results of the Paired sample t-test, it was concluded that the application of articulate storyline interactive learning media was influential in improving student learning outcomes in mathematics class X

Review of Digital Educational Resources for Use in Mathematics Classes

The article discusses a wide range of digital educational resources designed for use in mathematics classes. These resources represent innovative tools that contribute to a more interactive and engaging learning experience in mathematics. The article also considers several classifications of digital educational resources, their potential in mathematics education.

Teaching practice: Contributions to Spanish prospective mathematics teachers

Prospective primary education (PE) teachers of mathematics are trained on university programs which include core subjects in the field of the didactics of mathematics. However, these subjects have no general practical component. Therefore, this research aims to analyze the contribution of practical courses to the development of good practice in mathematics education. For this purpose, an ethnographic study was carried out with the participation of 23 prospective teachers who completed a questionnaire with closed and open-ended questions. The closed responses were analyzed by frequency and percentage, and the open-ended responses were analyzed using the ATLAS.ti software (v. 22) (ATLAS.ti, 2022). The results show that most of the prospective teachers identified principles of good practice in mathematics classes, and most of them found a relationship between their initial training and what they experienced in these classrooms. In the light of the results, contributions are made to improve the initial training of mathematics teachers in PE.

Multivariate analysis on students' cognitive assessment, attitude, and skill evaluation in problem-based learning

To improve the quality of education, the Ministry of Education and Culture of the Republic of Indonesia designed the "Merdeka" curriculum. With this curriculum, there are three learning outcomes, namely cognitive (knowledge), affective (character or attitude), and psychomotor (skills) domains. The learning that can be applied to the "MERDEKA" curriculum is the problem-based learning model. The significance of a variable in the learning process is very important to research to evaluate the learning process, especially in problem-based learning. Thus, the research objective of this study is to provide evidence of the significance of students’ cognitive assessment, attitude, and skill evaluation in mathematics learning. This study is a quantitative research using two-way multivariable analysis of variance (MANOVA), to determine the significance of cognitive assessment (assessment of learning outcomes), character or attitude, and skills evaluation in three classes of VIII students using problem-based learning (PBL). A two-way MANOVA analysis was carried out with students' class and gender factors, using measurement variables: cognitive assessment, attitude, and skill evaluation. From the results of the analysis, it was found that problem-based learning can be applied to Mathematics classes because, with this learning, both male and female students, the student's cognitive assessment is equally good in the significance level 5%. The differences in attitude and skill evaluation occurred because of the uniqueness of male and female students.

MATHEMA TIC-TAC-TOE: AN INTERVENTION TO ENHANCE POLYNOMIAL-SOLVING SKILLS AMONG STUDENTS IN KAPALONG NATIONAL HIGH SCHOOL

The purpose of this study is to evaluate the impact of the Mathema Tic-Tac-Toe intervention on students’ skills in solving polynomial problems. Specifically, the study aims to determine the significant difference between students’ pretest and post-test scores. A pre-experimental research design was utilized to assess the intervention’s effectiveness. Data were collected from 76 students in Grades 8 and 10 at Kapalong National High School, selected through purposive sampling. Pre-test and post-test assessments were used for data gathering. The findings revealed a substantial improvement in scores, with the mean percentage score increasing from 15.5% (Very Low) before the intervention to 61.14% (Average) after the intervention. The t-value obtained was -22.19, indicating a substantial difference in the scores before and after the intervention or treatment related to solving polynomials. This large negative t-value suggests a strong effect of the treatment on the students’ ability to solve polynomials. This significant improvement in scores indicates a highly positive impact of the Mathema Tic-Tac-Toe intervention on students’ ability to solve polynomial problems. The results suggest that the intervention is effective in enhancing students’ performance in this area, demonstrating a strong and beneficial effect on their Mathematical skills. The teacher may use this intervention in their mathematics classes to improve the problem solving skills of the students in polynomials. KEYWORDS: Action Research, Intervention, Polynomial Problem Solving Skills, Mathema Tic-Tac-Toe

Students’ Knowledge of Integration of GeoGebra in Mathematics Classes in Uganda

GeoGebra, an open-source Dynamic Mathematics Software (DMS), has emerged as a transformative tool in mathematics education, allowing students and teachers to visualize, explore, and manipulate geometric concepts in dynamic virtual environments. This study investigated the students’ knowledge of integration of GeoGebra in mathematics classes in lower secondary schools in Rwampara District, Southwestern Uganda. The objectives of this study were to identify the most abstract geometrical concepts posing challenges to students, examine the impact of GeoGebra training on the identified abstract concepts, and assess the relationship between students' attitudes and the integration of GeoGebra. This study utilized a quantitative approach, employing quasi-experimental and cross-sectional survey designs. Data were collected from 103 students using questionnaires and pre-and post-tests to evaluate the impact of GeoGebra software intervention. Independent samples t-test, Pearson's linear correlation, and descriptive statistics such as means, standard deviations, and frequencies were employed as data analysis methods. The study found that the students identified rotational transformation as the most abstract geometrical concept. The pre-test results indicated that respondents had similar baseline knowledge of rotational transformation. However, after the GeoGebra intervention, the post-test results showed that the difference in mean scores between the experimental and control groups was statistically significant. Additionally, the experimental group demonstrated a positive attitude towards the software. The study concluded that while rotational transformation posed a significant challenge for students, GeoGebra significantly improved their conceptual understanding and performance in this geometry concept. The study recommended that teachers should strongly consider integrating GeoGebra into their ICT-based teaching and learning resources to help improve students' conceptual understanding, motivation, attitude, and achievement in rotational transformations and other geometric concepts

Using the Technology Acceptance Model (TAM) to Study the Relationship between Teachers’ Behavioral Intention to use A Data Projector and Some Other Variables

The present study focuses on Using the Technology Acceptance Model (TAM) to study the relationship between teachers’ behavioral intention to use a data projector and some other variables and highlighting the extent to which the TAM is applicable. A random sample consisting of 6480 teachers was randomly selected for the study. For data collection, the author used a questionnaire, which was derived from relevant literature. The employment of Data Show Projectors in teaching Mathematics is influenced by a variety of factors, which chiefly include what is known as computer anxiety (abbreviated as CA). The study shows that CA has a negative effect on PE. Moreover, results of the study also show that there is a positive correlation between actual use (abbreviated as AU) and intention to use (abbreviated as IU). However, results show that perceived usefulness (abbreviated as PU) is not significantly correlated with IU. This means that teachers are more interested in how easy the use of projectors is to them, as opposed to the extent to which it is useful in their work. The study proposes an expansion of the TAM model that takes into consideration the contexts of AU, IU, PU, PE, and CA. Findings show that the proposed TAM model expansion shows positive correlations with AU, IU, PU, PE, and CA. The expanded model shows success in achieving the research objectives. The present study is a contribution to the research efforts for supporting the adoption of projectors in mathematics classes.

Teachers’ professional ideas on the characteristics of evaluation of educational results of students with limited health abilities on lessons of physics and mathematics

Introduction. The article is dedicated to the problem of evaluating educational achievements of students with limited health abilities in the classes of physics and mathematics. The results of the research aimed at the study of professional views of the teachers on the issues of conducting interim certification of students at the level of basic general education are presented in this work. The actuality of the study is determined by the need to improve the quality of general education of students with OHS, which is directly related to the assessment of their educational results. Materials and Methods. The study was conducted among physics and mathematics teachers using an online questionnaire, consisting of problems, the answers to which characterize the professional positions of teachers in terms of defining goals, developing assessment tools, using a differentiated approach and creating special conditions when conducting midterm assessment and assessing the educational results of students with special educational needs. Results. The results of the study showed a fairly wide variability of the views of the teachers on the subject studied. The majority of respondents point to the need to modify and differentiate the ratings by the degree of complexity, allowing to provide different types of assistance to students, and consider it necessary to create special conditions. At the same time, in practice, part of the teachers address the problem quite formally, and in some cases the special educational needs of the students are ignored. Discussion and Conclusions. According to the results of the study, the author, on the one hand, notes the insufficient scientific development of the problem, on the other hand, he identifies some professional deficits of physics and mathematics teachers in terms of competencies related to the assessment of educational results. These deficits, according to the author, can be overcome by developing and including in the content of the main and additional professional educational programs sections related to the study of the special educational needs of different categories of students with disabilities, which determine the features of assessing their educational achievements, including the features of adapting assessment tools and assessment procedures, creating special conditions.

Beliefs of Undergraduate Mathematics Education Students in a Teacher Education Program about Visual Programming in Mathematics Classes

AbstractIn the digital age, the range of digital technologies used in mathematics education grows. Since beliefs are affective-cognitive elements that significantly determine teachers' behavior in the classroom, they are an interesting field of research in mathematics education. A review of previous research has identified different groups of beliefs about the use of digital technologies in mathematics classes. These studies are not focused on specific digital technologies. In an empirical case study that is presented in this paper, the aim was to figure out how beliefs that can be described specifically about the use of visual programming relate to general beliefs about the use of digital technologies in mathematics education. A qualitative content analysis of the reflection journals of seven undergraduate mathematics education students on their work with Scratch, a visual programming environment, in a university seminar led to the formation of ten belief categories about the use of visual programming in mathematics classes. Most of the beliefs are associated with a positive attitude towards visual programming in mathematics education. However, some beliefs could also be identified that refer to the limits and challenges of using visual programming and thus demonstrate rather negative associations. Only a few of the categories identified match the list of belief groups about digital technologies in mathematics education identified in previous research. Some possible reasons for these results are discussed and further research interests in the field of beliefs about the use of digital technologies are suggested.

Responding to negative emotion in a pre-service mathematics classroom

AbstractEmotions associated with prior mathematics learning experiences endure for some pre-service teachers, leaching into their own teaching of mathematics. Taking a sociology of emotions framing, the naturalistic study used event-oriented social inquiry and employed multiple methods (classroom transcripts, interviews, email conversations and reflective notes). In the event selected for this paper, we identified the importance of teacher educators intentionally attending to emotions in pre-service mathematics classes to address a dominant cognitive emphasis in learning to teach mathematics. We found that collective empathy was central to an emotional climate in which responses to individual and collective emotions were considered. We argue that collectively creating an emotionally safe environment in pre-service teacher education can help disrupt cycles of negative emotion associated with mathematics.

An innovative distance learning platform for mathematics education in secondary schools: Design, development and preliminary studies

AbstractThis study addresses the emerging challenges in mathematics education, emphasizing the integration of innovative teaching strategies and tools amidst the evolving educational landscape. The study begins with an analysis of prevalent e-learning and communication systems in distance education, pinpointing their limitations and identifying the gaps in effective remote mathematics instruction. In response, we introduce a novel educational platform designed to facilitate real-time mathematics teaching over the Internet, aiming to replicate the interactive essence of traditional classroom settings within a digital domain. The system features a suite of tools including a mathematical editor, a virtual whiteboard, audio-video communication capabilities, a virtual library, and an evaluation support module, all accessible via a standard web browser. The platform’s effectiveness was assessed through its application in regular mathematics classes at two secondary schools in Romania, as well as in a private tutoring scenario. The paper presents the findings of these preliminary studies, offering insights into the usefulness and usability of the platform and its potential to seamlessly integrate into existing educational frameworks without compromising the quality of instruction.

Sociocultural influences on primary teachers implementing TouchTimes

In this article, I share case studies of two primary school teachers (K–5) in British Columbia, Canada who were interviewed after their implementation of <i>TouchTimes</i> (hereafter, TT) in their mathematics classes. TT is a multi-touch digital application that is designed for users to create and interact with multiplicative situations kinaesthetically through their fingertips on an iPad screen. Using the theoretical constructs of double instrumental genesis, instrumental distance and didactical landmarks, I identify and highlight sociocultural influences described by each of the teachers as being impactful on their integration of this digital technology into their mathematics teaching. These influences included other teachers and the researchers who were part of a larger research project involving TT, as well as the students in each of the case study teachers’ classes. My analysis indicates the multi-faceted and complex nature of the process of double instrumental genesis that teachers undergo when implementing digital technology and how sociocultural factors impact teachers’ personal and professional instrumental geneses.

The emotions lived in mathematics classes and their reflection outside the school context: A case study of Manuel

Based on the theory of the Cognitive Structure of the Emotions (OCC), this article has a dual objective: 1) to document negative attitudes toward mathematics generated during the academic formation of Manuel, an adult who ended his school education 15 years before this investigation and today is a professional voice-over actor; and 2) to analyze the reflection of those attitudes in the emotions that emerged during the process of solving mathematical problems related to his work. Manuel was chosen from among ten voice-over professionals who, before the study began, manifested a strong aversion toward mathematics. Manuel was interviewed twice: once before, and then after solving the mathematical problems posed. Results indicate that his negative attitude toward mathematics was reflected in the emotions — frustration, fear, anger, and nervousness — he experienced while solving the problems.

WAYS OF SOLVING MATHS TEXTUAL PROBLEMS IN ELEMENTARY CLASSESS OF PUBLIC SCHOOLS

The article presents a study of theoretical material on the methodology of solving word problems, theories and steps put forward by methodologists on word problems, as well as research among students during mathematics classes and the results of an online survey among teachers. We have represented the experimental-teaching work done among the students analyzing only the results obtained at the end of the research. We have presented our analysis based on the results of an empirical online survey conducted among teachers. In the article, at the end of the experimental-research work, conclusions are presented, from which the recommendations are derived. They refer to making it easier to solve the text problems in the textbooks, as well as to include in the textbooks such problems that have not yet been encountered or rarely encountered in elementary school mathematics textbooks. According to that, the scientific novelty lies in the fact that, based on a number of video-methodological studies carried out in this field, we have generalized and presented in a new way the uniqueness of solving text problems among younger schoolchildren within the framework of a single study.

Eigenstructure assignment of constrained second-order linear systems: an optimised positively-invariant set control approach

Second-order systems constitute a mathematical model class used to represent a variety of physical processes to be controlled, such as vehicle damping systems, hydraulic pump flow, and robot manipulators. Due to the practical limitation inherent to physical systems (or their mathematical representation) and constraints on the input variables, the constrained control theory became an important research field. In this work, based on set-invariance theory, we propose an eigenstructure assignment optimisation using a state-feedback control law that guarantees the respect of state and control constraints for second-order systems. Positive invariance is the property of keeping the trajectory of the system states inside the set. This characteristic is incorporated into the analysis and design of the control law to ensure local stability and constraint fulfilment.

Effects of Knowledge of Mathematics on Student’s Performance in Physics in Senior Secondary Schools in Ekiti State, Nigeria

This study examined the effects of knowledge of mathematics on student’s performance in physics in senior secondary schools in Ekiti State, Nigeria. Three hypotheses were formulated to guide the study. The sample size for this study consisted of Forty (40) secondary school physics students from two public schools were randomly selected in Ikere Local Government Area of Ekiti State. Self-Structured Test was used for data collection. The Pearson Correlation statistical and t-test tools were used to test all the hypotheses at 0.05 level of significance. The results revealed that knowledge in Mathematics helps to provide a basic foundation for study of physics. Thereby, allows learners to have better understanding of physics contents and improve their procedural knowledge to inter-relate various symbols during solving of physics problems. Student’s mathematics knowledge should be lay more emphasis on because it helps in others aspect of sciences, students demonstrate conceptual understanding when they provide evidence that they can recognize, it also helps to develop their procedural and problem solving skills. Students absent during Mathematics class might lack knowledge which can leave lasting impact on them. In line with the findings of the study, appropriate recommendations were made.