Mathematics Classes Research Articles

IMPROVEMENT OF CRITICAL THINKING ABILITY AND LEARNING INTEREST MATHEMATICS USING MODELS PROBL EM BASED LEARNING ON STUDENT CLASS V SD IT NURUL ILMI PADANG SIDEMPUAN

The purpose of this research is to improve students' critical thinking skills and interest in learning mathematics Class V SD IT Nurul Ilmi Padang Sidempuan . Using the Problem learning model based Learning can improve critical thinking skills and interest in learning mathematics. Improvement from pre cycle, cycle I, and cycle II based on the criteria of critical thinking and completeness of interest in learning. Obtained increased student learning interest, the acquisition of the average grade of the student class increase that is on pre cycle is 51.5 , on cycle I increase become 71 , 2 and in cycle II it increased again to 77.5 during the pre-cycle 13 students ( 21.6 %) who completed, in cycle I became 29 students ( 48.3 %) who completed, and on cycle II Also happen enhancement become 46 student (7 6 ,7%) Which complete. Meanwhile, students who had not completed the pre-cycle were 47 students ( 7.8.3 %) did not complete, in cycle I decreased to 31 students ( 51.6 %) who did not complete, And on cycle II Also experience decline become 15 student (2 3 , 3 %) Which No complete. Whereas For ability think critical student show that level students' critical thinking abilities can be seen starting from the pre-cycle and cycle I reached 2 students or 1 6,7 %, whereas enhancement from cycle I And cycle II reach 9 student or 31.6 %. On level currently obtained enhancement from pre cycle And cycle I as much as 7 person or 31.6 %, whereas from cycle I And cycle II experience an increase of 7 (43,3%).

THE SOCIOGRAPH: FRIENDSHIP-BASED GROUP LEARNING IN THE MATHEMATICS CLASS

Mathematics class can cause many problems if students do not organize diversity and habits correctly. Using a sociograph to form a mathematics study group is one way to organize assortment in the mathematics class. Sociograph is a friendship pathway that appears in a math class. In this sense, this study aims to determine the impact of forming study groups based on friendship in a mathematics class on problem-solving abilities. A quasi-experimental research design with 30 students was used. A friendship questionnaire and a problem-solving test were used as instruments. In addition, an independent t-test was used to analyze the data. The study results indicate that study groups formed through friendship pathways (sociograph) have a more significant effect than those formed through other means. As a result, the formation of heterogeneous groups based on friendship can be used as an alternative to the formation of study groups.

Does Language Matter in the Mathematics Classroom for Orang Asli Students in Malaysia?

Numerous studies have shown that the language barrier may cause the difficulties among indigenous children in learning mathematics. Apparently, this is also the case among the Orang Asli students in Malaysia. As enshrined in the Malaysian Constitution, the Malay language is the national language spoken by Malaysians who are made up of various races. However, other races including the Orang Asli are free to use their respective languages in their daily lives. In the Malaysian education system, the medium of instruction used in mathematics classes is the Malay language. Since the Orang Asli students are only exposed to the Malay language after they enter formal education in a primary school, the use of the Malay language has become an obstacle for them to understand mathematical concepts. Accordingly, this concept paper discusses the position of the Orang Asli language in Malaysia, the medium of teaching and learning in mathematics classes in Malaysia, and the effectiveness of using the Orang Asli language in mathematics classes among the Orang Asli students. In addition, the code-switching approach that is widely practised in many countries is also discussed. Finally, the roles of various parties, including the Ministry of Education, the Department of Orang Asli Development, NGOs, teachers, parents and the Orang Asli communities in increasing the use of the national language among the Orang Asli students are also discussed. It is hoped that this concept paper can enlighten the language problems among the Orang Asli students in Malaysia and further improve their academic quality.

수학 교과서에 나타난 수학 및 수학 학습의 가치화의 학교급과 내용 주제별 양상

This study analyzed the valuing of mathematics and mathematics learning in the 2015 revised mathematics curriculum textbook. The valuing elements of mathematics and mathematics learning were extracted from previous studies to classify the intended valuing in elementary, middle, and high school math textbook tasks, and the differences were examined in relation to school level and the topic of the content. Overall, the valuing of mathematics learning had a higher rate than that of mathematics, and the rate of explaining students’ own ideas and logic was high. In addition, the rates of exercise in elementary schools, control and reflection in middle schools, and problem-solving in high schools were also high. Regarding content topic, number concepts and statistics had a higher rate of modeling, and the spatial figure had a higher rate of operation. Even with the same content topic, the aspect of valuing differed depending on school level. We suggest implications for mathematics education in the school-level transition period, instruction centered on big ideas, the implementation of valuing in mathematics classes, research on the value of mathematics education, and textbook analysis by period.

IMPLEMENTASI MODEL AUDITORY INTELLECTUALLY REPETITION BERBANTUAN MEDIA GEOBOARD BATIK UNTUK MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIS SISWA KELAS IV SD

The purpose of this study was to determine the increase in mathematical problem solving abilities in fourth grade students of SD 4 Honggosoco by applying the Auditory Intellectually Repetition Learning model assisted by Geoboard batik media. This study used Classroom Action Research (CAR), the subjects of this study were students in grade IV SD 4 Honggosoco Jekulo Kudus. With a total of 17 students consisting of 6 male students and 11 female students. Data collection techniques include interviews, observation, documentation and tests. The data analysis used is quantitative data analysis which includes student learning completeness and qualitative data analysis includes teacher teaching skills and student learning activities. The results obtained from the classroom action research showed that the implementation of the Auditory Intellectually Repetition model assisted by Geoboard batik media was able to improve students' mathematical problem solving abilities in mathematics class IV SD 4 Honggosoco. Learning with the Auditory Intellectually Repetition model assisted by Geoboard batik media is a new innovation for students to explore the concepts of perimeter and area of ​​squares and rectangles.

중학생의 수학 학업 저성취 영향요인 분석

Objectives The purpose of this study is to identify the factors affecting the low mathematical achievement of middle school students and to derive effective implications for the basic academic achievement guarantee policy.
 Methods This study used the 4th to 6th data of the 4th-grade panel of the Gyeonggi Education Longitudinal Study (GEPS). For 5,376 middle school students, we specified a hybrid model that combines both fixed and random effect. The low achievement level represents the lowest 20% in the group. Since this is a binary variable, the panel logit model was applied. Based on previous research, personal characteristics, family background, and school context factors were put as independent variables.
 Results Among the intra-individual effects, the changes in academic amotivation and math class attitude showed significant influence on the possibility of low achievement in math. Among the inter-individual effects, variables such as expected level of education, the degree of smart devices usage for learning and non-learning, family income level and parents' educational background, private tutoring in mathematics, attitude in mathematics class had a significant effect on the possibility of low performance in mathematics. In addition, discriminatory atmosphere based on school achievement, participation in after-school classes, and location of school are identified as significant influencing factors.
 Conclusions Focusing on the variables that had a significant influence on the possibility of low achievement in mathematics, suggestions were made on the effective educational intervention, and on the policy such as the 『Comprehensive Plan for Guaranteeing Basic Academic Achievement』.

Understanding mathematics preservice teachers’ beliefs about English learners using the Mathematics Education for English Learners Scale (MEELS)

ABSTRACT This article outlines the development and validation of the Mathematics Education of English Learners Scale (MEELS) to understand mathematics preservice teachers’ beliefs about teaching mathematics to English learners (ELs). Nine hundred and twenty-five PSTs from 17 states across the U.S. were divided randomly into two samples for the analysis. A Principal Component Analysis was conducted with one sample of 463 respondents, which suggested a four-factor model and a five-factor model. A Confirmatory Factor Analysis with the other sample of 462 respondents suggested that the four-factor model was a better fit. The 19 item four-factor model consisted of the following factors – Classroom Strategies, Native Language, Language in Math, and Comparison with non ELs. The factors show that preservice teachers’ beliefs about teaching ELs cluster around teaching moves in the mathematics classroom with ELs, the use of students’ native language in the class, the role of language in mathematics, and balancing the teaching and learning of both ELs and non ELs in the mathematics class. The MEELS can be used in teacher preparation to evaluate preservice teachers’ beliefs in the program. The factors of MEELS can highlight areas where preservice teachers need more focus.

Incorporating Problem-Posing into Sixth-Grade Mathematics Classes

Problem-posing is an essential component of mathematics education because, among other reasons, when students are given the opportunity to pose their problems, they can take ownership of their learning and become more engaged in the given subject. Thus, problem-posing can lead to a deeper understanding of the studied mathematical concepts. In a collaborative action research study, the authors explored whether well-structured problem-posing activities could be incorporated into classes with students of mixed ability in mathematics. This question is addressed by examining the correlation between students’ mathematics grades and problem-posing success. The problem-posing approach used in this paper relies on problem solving as a parallel activity. Hence, the study also focuses on the relationship between problem posing and problem solving. The paper presents the results of a classroom experiment with 86 sixth-grade students and their teachers from Hungary and Romania. After evaluating the students’ problem-posing products and problem-solving performances, the results show that problem posing, based on a worked-out model problem, is a feasible challenge for most students. Moreover, this experiment identified a direct relationship between successful problem posing and problem solving.

Promising research studies between mathematics literacy and financial literacy through project-based learning

Financial literacy is a knowledge and attitude about finance and is a 21st-century skill. As a knowledge, a cognitive factor of a person will impact their financial literacy skill. Through a bibliometric analysis study of 274 documents published from 1994 to 2022 in the Scopus database, we found that mathematics literacy is the cognitive factor of one's financial literacy skill. The OECD and several studies offer intertwined concepts, financial literacy and mathematics, to be presented in the mathematics curriculum in primary and secondary schools. After we got the bibliometric results, we surveyed several junior high schools in Yogyakarta to learn more about this issue. A total of 15 mathematics teachers participated in this survey, randomly chosen in junior high school. We got information stating that mathematics teachers used financial terms as a social arithmetic context, did not teach financial knowledge and attitudes, and never heard 13 from 17 financial terms in the survey. Furthermore, we present a framework for implementing financial literacy in mathematics through three dimensions, content, context, and process. The dimension content consists of mathematics' and financial content. On the other hand, the dimension context is related to education and work, home and family, and individual and societal. As a cognitive process, the dimensions of the process are based on Bloom's Cognitive stages. The potential for future research is developing learning activities and implementing them in the independent curriculum, which impacts schools' ability to use project-based learning, which is the most approach to implementing financial literacy in mathematics classes.

Development of HICAH Learning Media (Count Fractions) for Blind Students in Makassar

This study aims to determine the feasibility of the media, student responses, and teacher responses to Hicah learning media (count fractions) for blind students in Makassar. This research is development research using the ADDIE model (Analysis, Design, Development, Implementation, dan Evaluation). The analysis stage is used to find out about the problems and needs of students, the design stage makes media prototypes according to student needs, then the development is carried out media validation, implementation as a media trial, and evaluation by revising to adjust the results of field trials. The results of this study are: (1) The results of the validation of the Hicah learning media developed are feasible to use and feasible to be tested on students and teachers with a media feasibility weight of 90% percent. (2) The responses of the blind students of SLB Negeri 1 Makassar, SLB-A YAPTI Makassar, and SLB Yukartuni to the Hicah learning media developed received a positive response. Student responses strongly agree by 83 percent. (3) The responses of mathematics teachers and class teachers at SLB Negeri 1 Makassar, SLB-A YAPTI Makassar, and SLB Yukartuni to the Hicah learning media developed were given a very good response. The positive response of the teacher can be seen from the percentage of 100 percent positive response.

Effect of Journal Writing on the Conceptual Understanding of Grade 11 Students in Mathematics

Conceptual understanding is essential to mathematics proficiency because it involves carefully applying mathematical concepts, relationships, and representations to different life contexts. However, some students struggle to develop mastery of conceptual understanding in mathematics across grade levels. This quasi-experimental explored the effect of journal writing on conceptual understanding among 30 Grade 11 students in a district school in San Jose, California, USA. Conceptual understanding of mathematics was measured using a teacher-made examination, while three experts evaluated the quality of journal outputs. The findings reveal that the participants had an excellent quality of journal outputs as rated by the experts. The levels of conceptual understanding of students with and without journal writing in their mathematics class increased based on the pretest and posttest results. The conceptual understanding of the students in mathematics increased in both groups; however, there was a higher increase in the experimental group. The respondents generally have favorable journal writing experiences in mathematics class based on the self- reported survey. The quality of journal outputs of the male respondents is comparable to those of the female respondents. However, the levels of their conceptual understanding of mathematics are significantly different.

CONCEPTS OF STUDENT EDUCATION IN MATHEMATICS CLASSES

CONCEPTS OF STUDENT EDUCATION IN MATHEMATICS CLASSES

The Effectiveness of Teaching Derivatives in Vietnamese High Schools Using APOS Theory and ACE Learning Cycle

<p style="text-align: justify;">The actions, processes, objects, and schemas (APOS) theory is a constructivist learning theory created by Dubinsky based on Piaget's epistemology and used to teach math worldwide. Especially the application of APOS theory to the curriculum of a mathematics class helps students better understand the concepts being taught, which in turn contributes to the formation and development of mathematical competencies. With the aid of the APOS theory and the activity, classroom discussion, and exercise (ACE) learning cycle, this study sought to ascertain the effect of teaching derivatives in Vietnamese high schools. In this quasi-experimental study at a high school in Vietnam, there were 78 grade 11 students (40 in the experimental and 38 in the control classes). As opposed to the control class, which received traditional instruction, the experimental class's students were taught using the ACE learning cycle based on the APOS theory. The data was collected based on the pre-test, the post-test results and a survey of students' opinions. Also, the data that was gathered, both qualitatively and quantitatively, was examined using IBM SPSS Statistics (Version 26) predictive analytics software. The results showed that students in the experimental class who participated in learning activities based on the APOS theory improved their academic performance and attitudes. Additionally, it promoted the students' abilities to find solutions to problems about derivatives.</p>

Development of Animated Videos as a Medium for Learning Mathematics Class XI at State High School 2 Gomo

Various obstacles in this study include students not being able to learn independently, the lack of teaching materials that can support learning, and the unavailability of animated video media as a mathematics learning medium. So that students wait for the teacher's presence in learning. This study aims to develop animated videos as a valid, practical and effective mathematical learning medium. This type of research is development research with the Plomp development model. Based on the results of the study, animated videos as mathematics learning media developed have been tested very valid by material validators with a percentage of 97.33%, linguists with a percentage of 100%, and media experts with a percentage of 93.04%, practicality levels with an average percentage of 94.81% and effectiveness levels with a percentage of 95.23% each categorized as very valid, practical and effective.

Insights on the Implementation of Learning Management System in Mathematics Class

Learning Management Systems (LMS) are becoming increasingly important in today's educational system. The study aimed to determine students' insights and the advantages and disadvantages of using a learning management system in mathematics class. The participants in the study were ten (10) students who were carefully chosen for the study. Vygotsky's sociocultural and e-learning theories were the foundation for this study. A single descriptive case study design was utilized in this study, and thematic (Braun & Clarke, 2006) data analysis was used to analyze the data acquired through a semi-structured questionnaire in a google form and a virtual focus-group conversation. The results demonstrated the following insights: feasible learning tools, adequate learning resources, and a depository of learning. The antecedent of knowledge and self-driven growth are advantages of using a learning management system in a mathematics class, then the disadvantages include unpredictable learning occurrences and internet service disruption. The findings of this study enable the academic community to develop additional online techniques and materials that can enhance learning outcomes and engage students even during a pandemic.

Suočiti učenika sa njegovom senkom znači pokazati mu sopstveno svetlo - na primerima iz nastave matematike

The greatest wealth begins within. The most difficult thing is to make a change within yourself, but it is the most profitable in the long run. Working on yourself is a serious and demanding job, it is a lifelong learning that never ends. The world in which each of the students lives, primarily depends on how they present it to themselves, which is conditioned by the individual characteristics of the students. The shadow child and the sun child are metaphors for different states of consciousness. All the beauty and diversity of teaching is made of light and shadows, while the main role of the teacher is to transform all the shadows of the students into light. This paper talks about the fact that the most important role of the teacher is to form his students into beings who are persistent, dedicated, committed and awaken in them self-confidence, self-respect, self-discipline and self-evaluation. All of the above is presented on concrete examples from mathematics classes. Once the student has mastered the skills and tools listed, he can apply that knowledge in any life situation. In this way, each of the students becomes truly rich and successful in any area of life - in the mind, in emotions, in the relationships they build with other people, in communication, finances and future profession.

Reflexiones de la práctica educativa de maestros de matemáticas panameños en ejercicio

Abstract The purpose of this document is to analyze the results of previous research where the components with the low or null presence of the Didactical Suitability Criteria (DSC) in developed tasks (didactic sequences) for a training course in the teaching of Mathematics are reviewed. Individual semi-structured interviews were conducted with five teachers who participated in the previous research to gather information on why these results were obtained. The interview consisted of eight questions on the component’s connections, didactical innovation, representativeness of complexity, errors, social-professional practicality, and autonomy. The analysis was conducted through a qualitative study of the semantic units of meaning (descriptive analysis). These were extracted from the transcripts of the interviews guided. The results revealed that most interviewees indicated that components, such as autonomy and social-professional practicality, generate positive emotions in their students. It is concluded that the teachers’ reflection on their mathematics classes up to that time was considered a non-priority for the components whose score was low. However, the interviewees considered the importance of modifying their educational practices by employing other components of the DSCs to have quality teaching and learning processes.

Collapsing Spaces, Colliding Places: Leveraging Constructs from Humanistic Geography to Explore Mathematics Classes

Humanistic geographers distinguish between space and place: “What begins as undifferentiated space becomes place as we get to know it better and endow it with value” (Tuan, 1977, page 6). In this essay, we seek to demonstrate how mathematics education researchers and mathematics instructors may find space and place illuminating for understanding important aspects of students’ learning experiences during the coronavirus pandemic—and possibly beyond. Specifically, after introducing the terms and relating them to the context of a university mathematics class, we exemplify how home and class places collided for three undergraduate mathematics students forced to deal with the abrupt transition to online education. We conclude by discussing implications of attending to space and place for designers and researchers of (pandemic) online instruction and make connections to how the pandemic and attending to space and place can serve as a catalyst for reshaping undergraduate mathematics education.

Учебная мотивация, осмысленность жизни и ассертивность у учащихся седьмого класса проекта «Математическая вертикаль»

Background. In Moscow schools there is a programme for vocational guidance for schoolchildren. One of these projects includes specialized classes in the project "Mathematical Vertical" for schoolchildren of grades 7-9. However, at present, studies of various psychological aspects of the influence of education on the personal characteristics of adolescents in special classes providing professional orientation for schoolchildren are not enough. Objective of the study was to assess school motivation, meaningfulness of life, assertiveness, as well ae to identify differences in these indicators between students in the 7th grade of the "Mathematical Vertical" project and their peers in the regular class, as well as to determine the correlations between the indicators under consideration. Methods. The questionnaire "Assessment of the level of school motivation" by N.G. Luskanova; the test by D.A. Leontiev to assess the level of meaningful life orientations; the assertiveness test by V. Capponi and T. Novak were used. Sample. The material was obtained for 50 students of the 7th grade. 28 adolescents (of which 50 % were boys) were students in a “regular” class, 22 subjects were students in a mathematical class (73 % were boys). The average age of adolescents was 13 years. Results. A low level of educational motivation was revealed among students in both classes. Male teenagers from the advanced mathematics class had a higher level of meaningfulness in life than their peers from the regular class. There were no gender differences in assertiveness test scores, while the number of assertive students was higher in the regular class compared to the maths class. The work also showed direct correlations between the levels of school motivation and meaningfulness of life, between assertiveness and meaningfulness of life. Conclusion. It seems appropriate to introduce a number of measures in various classes of the school with the purpose of the development of assertiveness, awareness and formation of life meanings and orientations, an active position in relation to one’s own life, which can positively affect the level of school motivation.

A Study on the Implementation of Teaching Mathematical Modeling Classes Based on Mathematical Learning Objectives

Mathematical modeling literacy is one of the six core literacies in high school mathematics and occupies an important place in the objectives of the high school mathematics curriculum. “The core element of mathematical modeling literacy is to abstract mathematically from real problems, express them in mathematical language, and construct models to solve them with mathematical methods. The STEAM education concept has received much attention in the education field because of its effective integration of “science, technology, engineering, art and mathematics” in the practice of education and teaching, which not only makes up for the shortage of traditional teaching in knowledge inquiry, but also helps to improve the problems of traditional classrooms. This paper explores the development of mathematical modeling literacy in high school by drawing on the STEAM education concept, and examines the effectiveness of the integration of the two through specific teaching cases.