Mathematics Learning Research Articles

Transforming Higher Mathematics Teaching Through Computer Technology

This study investigates the impact of computer technology on higher mathematics teaching and learning, focusing on student attitudes and academic performance. Utilizing a mixed-methods approach, the research involved 210 high school students and 15 mathematics teachers. Data were collected through a combination of semi-structured questionnaires, student test scores, interviews, and classroom observations. The findings indicate that the integration of computer technology leads to significant improvements in students' academic performance and fosters positive attitudes towards mathematics. Students using technological tools showed greater engagement, better understanding of complex concepts, and increased confidence in problem-solving. No significant gender differences were observed in attitudes towards technology use. However, challenges such as resource accessibility and the need for teacher training were identified. The study concludes with recommendations for effectively incorporating computer technology into higher mathematics education to enhance learning outcomes and student engagement.

Analysis of Students Motivation and Mathematics Learning Outcomes on the Material Simplifying Algebra

Each student has a different view of math lessons. For those who consider math fun, there will be motivation in students to learn mathematics and be optimistic in solving challenging problems in mathematics lessons. Learning motivation has a significant role in students' math learning outcomes. Several studies have shown a positive relationship between learning motivation and math learning achievement. A descriptive qualitative method was used in this study. The results obtained from the motivation questionnaire for students with low motivation were 42.86%, students with moderate motivation were 35.71% and students with high motivation were 21.34%. For each indicator of student learning motivation with an average of moderate. or the student learning outcomes test, the average was 62.31 with a medium category.

Implementation of Realistic Mathematics Education Learning Model to Improve Students' Mathematics Learning Outcomes

This study aims to improve student learning outcomes on triangle material by applying realistic mathematics education learning models to students. This research is a class action research which consists of two cycles. The results of the study: (1) The process of learning mathematics through the application of the resource-based learning approach at SMP Negeri 1 Sitolu Ori is good, (2) In the first cycle the results of observations of the implementation of the learning process for teacher respondents through the application of realistic mathematics education learning models reached an average value of 64.38% with a sufficient category. In the second cycle, the results of observations of the implementation of the learning process for teacher respondents through the application of realistic mathematics education learning models reached an average of 85.00% with a good category and based on the average questionnaire results 88.69% classified as excellent. In the first cycle, the implementation of the learning outcomes test obtained an average of 64.52 learning outcomes and included a sufficient category, with a percentage of completeness of 52.38% and unsuccessfulness of 47.62%. In cycle two, the implementation of the learning outcomes test obtained an average of 83.21 learning outcomes and included in the good category, with a percentage of 100% completeness and 0% unsuccessful, so that learning completeness reached the target of 75%.

SELF-REGULATED LEARING DESIGN AS AN APPLICATION OF STUDENT'S SELF-ASSESSMENT IN MATHEMATICS LEARNING

Self-regulated learning is one of the important factors in learning to control oneself in thinking and acting. The purpose of this research is to analyze how much students have achieved their independence in learning. Student learning independence includes all matters of student learning independently without the help of others, student learning motivation or things that affect student independence in learning, especially in learning mathematics. This analysis study will be continued as an effort to improve self-regulated learning. The scope of self-regulated learning was analyzed by descriptive quantitative method through data collection techniques in the form of questionnaires on the object of research taken from a population of 25 students. Data collection was carried out with a questionnaire consisting of 20 statements from indicators of students' self-regulated learning ability. In learning mathematics, students who have initiative and instrinsic learning motivation, apply learning targets, and set a learning schedule in the percentage of almost half of the students do according to these indicators of independence. Almost all students diagnose learning needs, view difficulties as challenges, utilize and seek relevant sources. However, a small proportion of students lack self-efficacy or confidence in their abilities and are still low in evaluating the learning process and results. So that as an educator this needs to be considered to be able to improve students' self-regulated learning abilities (learning independence) in order to improve student achievement.

Penerapan Permainan KarNuSik (Kartu Numerasi Asik) dalam Pembelajaran Matematika

This study aims to evaluate the effectiveness of implementing the KarNuSik game (Kartu Numerasi Asik) in enhancing mathematical understanding and learning motivation among fifth-grade students at SD Negeri 58 Palembang. The research method employed is an experimental design using pre-test and post-test. The respondents of this study are 30 students who face difficulties in mathematics learning. Data were collected through pre-tests, post-tests, questionnaires, and observation sheets. The results indicate that the average pre-test score of the students was 65, while the average post-test score increased to 82, with a t-test showing a p-value < 0.05, indicating a significant difference. Furthermore, questionnaire analysis revealed that approximately 85% of the students reported an increase in their learning motivation after participating in the game. These findings suggest that the KarNuSik game not only enhances students’ understanding of mathematical concepts but also motivates them to participate more actively in learning. The social interactions that occur during the game also contribute to the development of students’ communication and collaboration skills. Despite these positive outcomes, some students still encounter difficulties with certain concepts, highlighting the importance of providing additional support from teachers. This study is expected to contribute to the development of more innovative and effective teaching methods in the classroom.

The Problem-Based Learning Model Assisted by Quizizz Papermode Improves Critical Thinking Ability in Mathematics Learning

The low critical thinking ability is caused by the implementation of learning, which is still teacher-centered. This causes students to have a low level of understanding, making it challenging to work on evaluation questions. This research aims to measure the effectiveness of using the problem-based learning model assisted by Quizizz paper mode on students' critical thinking abilities. This type of research is quasi-experimental research. The population of this study was fourth-grade elementary school students. The research sample was selected using random sampling with 33 students. The data collection method is a test. The instrument used to collect data is test questions. The data analysis technique is inferential statistical analysis. The results of the research show that there are significant differences in critical thinking abilities in the learning outcomes between the control class and the experimental class. Student learning outcomes using the Problem-based learning model assisted by Quizzizz paper mode media are higher than those using the conventional learning model. It was concluded that the problem-based learning model assisted by Quizizz paper mode media could improve critical thinking. The research implies that applying the Problem-based learning model assisted by Quizzizz Paper mode effectively improves students' critical thinking abilities.

The Difficulties in Mathematical Problem Solving Among Secondary School Students in Wayanad District

Mathematics is a skillful, thought-provoking, and logical discipline that requires proper training and consistent learning. A successful mathematician possesses complex problem-solving skills that are applicable in various life situations. The fundamental goal of all educational instruction is to develop skills, knowledge, and capabilities transferable to real-world tasks beyond the classroom. A significant objective of mathematics teaching and learning is to cultivate the ability to solve diverse complex problems. Problem-solving represents a critical component of the mathematics curriculum, requiring students to apply and integrate numerous mathematical concepts and skills while making sound decisions. This study aims to identify the difficulties students face while solving mathematical problems and examines how these challenges affect their academic achievement. Key Words: Problem Solving, Secondary School Students.

The impact of technology‑assisted mathematical modeling on a 4th grade student with mathematical learning difficulties

The impact of technology‑assisted mathematical modeling on a 4th grade student with mathematical learning difficulties

Evaluating the impact of active and experiential learning in mathematics: an experimental study on eighth-grade student outcomes

Evaluating the impact of active and experiential learning in mathematics: an experimental study on eighth-grade student outcomes

Prospective Teachers’ Self-Regulation: The History of Mathematics as a Tool for Perseverance

The present study investigated the effect of improving prospective teachers’ self-regulation to teach mathematics at primary education through the mathematical courses they attended at a pedagogical department. Forty-eight students of a pedagogical department participated in the conducted quantitative study. The implemented intervention program, which consisted of two math content courses and a teaching methodology course on mathematics, emphasized the acquaintance of unsolved mathematical problems, the historical development of mathematical concepts, the obstacles faced during the development of concepts through the centuries, and the process of mathematical continuity and development. The use of the history of mathematics aimed to enhance participants’ self-regulatory abilities about the learning and teaching of mathematics. We had used data from tools administered four times over a period of the four years of their studies: at the beginning of their studies, after two math content courses, after a course about the teaching of mathematics, and after the field work at a school. The analysis of those data showed that there was an improvement in their mathematical performance and their self-regulation ability to solve problems, but there was a decrease in their self-efficacy beliefs to teach mathematics and to self-regulate their respective teaching behavior. We discuss the effectiveness of the program on the specific dimension and the implications of the design of teacher education programs grounded in the history of mathematics, with the aim to enhance prospective teachers’ self-regulation on handling difficult situation during the teaching of mathematics.

Unifying dialogic learning and mathematics learning: A discursive lens for the study of dialogic mathematics peer learning

ABSTRACT Background Although it has been suggested that peer interactions that are meaningful both mathematically and dialogically are rare, not much is known about them. We draw on commognition to suggest a unified definition of dialogic mathematics peer learning as a peer interaction including two features: (a) a shift from familiar ways and rules of doing mathematics to newer, more developed ones; (b) openness to and critical engagement with each other’s suggestions that involves reliance on the more developed rules. Method We empirically demonstrate the affordances of the suggested lens by micro-analyzing five dyadic interactions of middle-school students working on a geometric task designed to encourage a shift from familiar visual/configural ways of doing geometry to more developed deductive ones. Findings Only one out of the five interactions included both features of dialogic mathematics peer learning; three interactions lacked both features; and one interaction included the openness and critical engagement feature but still not the mathematical shift feature. Contribution The paper provides discursive conceptual and methodological tools for examining the intersection between two important strands of the learning sciences—mathematics learning and dialogic learning—as well as empirical and practical conclusions that foreground the complexity and fragility of this intersection.

Meta Analysis: The Effect of Inquiry Learning Model on Students' Mathematics Learning Outcomes

Meta Analysis: The Effect of Inquiry Learning Model on Students' Mathematics Learning Outcomes

Examining the role of spatial and mathematical processes and gender in postsecondary precalculus

Passing the introductory calculus sequence is critical to undergraduate students’ retention in STEM programs. This study examines the relations between three interrelated processes found to influence mathematics learning and achievement: spatial skills, spatial anxiety, and math anxiety. Additionally, it examines the role of gender on these relations and if and how they help explain precalculus achievement. Findings revealed that spatial skills, spatial anxiety, and gender were linked to math anxiety. Furthermore, spatial anxiety and math anxiety were related to strong final exam performance, but spatial skills and gender were not related to achievement. The presented evidence is in accordance with prior research and corroborates the existence of these relational patterns in a postsecondary academic context in addition to the laboratory context. These findings have broad implications for the development and implementation of efforts aimed at improving postsecondary mathematics outcomes, and subsequent persistence, retention, and representation in STEM programs.

KURIKULUM PENDIDIKAN MATEMATIKA PADA TINGKAT SEKOLAH MENENGAH (SECONDARY SCHOOL) DI INDONESIA DAN SINGAPURA

The curriculum is a set of designed arrangements that include goals, materials, methods, and assessments used in the educational process. The curriculum serves as a guide for implementing learning activities and functions as a tool to achieve the objectives of education. This study aims to compare the mathematics curriculum at the secondary school level in Indonesia and Singapore. This research is qualitative, using descriptive methods and data collection techniques from articles, journals, books, and online media. The results obtained indicate that the Indonesian curriculum emphasizes 21st-century competency achievements, while Singapore focuses primarily on problem-solving with five conceptual goals. The content of the secondary school mathematics curriculum in Indonesia consists of numbers, algebra, measurement, geometry, data analysis and probability, as well as calculus, whereas Singapore's curriculum includes numbers and algebra, geometry and measurement, and statistics and probability. Mathematics learning in Indonesia is project-based, reinforcing the Pancasila student profile. Meanwhile, in Singapore, the Singapore Math teaching method focuses on two main principles: the Concrete, Pictorial, Abstract (CPA) approach and mastery of content. The assessment methods used are both formative and summative but with different objectives

Teachers’, Researchers’, and Educators’ Partnerships: The Effect of Co-Creation on Pupils’ Problem-Solving Performance in Mathematics

The collaboration between teachers, researchers, and educators has proven essential in advancing teacher professional development and improving pupils’ outcomes. This study investigates the effect of co-creating instructional materials and lesson plans on pupils’ mathematics problem-solving skills by employing the principles of co-creation and design-based research (DBR) to collect and analyze quantitative and qualitative data, providing a comprehensive understanding of the outcomes. A sample of 530 pupils from six primary schools was used, and data were collected using problem assessment sheets for primary 1, 2, and 3 pupils. The assessment tools measured pupils’ problem-solving understanding and competencies across numbers and algebra, measurement and geometry, and data strands. Descriptive and inferential statistical analyses were applied. The findings revealed that pupils’ performance improved across all three strands due to the co-creation process, with the most significant improvements observed among female pupils and those from rural schools. The factorial ANOVA results showed a significant interaction effect between class level and school location in the geometry and measurement and data strands, with F (2, 518) = 15.15, p < 0.001, and F (2, 518) = 12.28, p < 0.001, respectively. However, the interaction effect of the three independent variables on pupils’ performance in the numbers and algebra strand, F (2, 518) = 1.073, p = 0.342, was not significant. The study concludes that co-creation between teachers, researchers, and educators holds substantial potential for enhancing the teaching and learning of problem solving in schools and provides an excellent opportunity for teachers, educators, and researchers to harness their skills and competencies to improve mathematics teaching and learning.

Mathematical resilience and learning climate in view of learning style: The impact of improving mathematical reasoning in vocational schools

This research aims to analyze the influence of mathematical resilience and learning climate on the mathematical reasoning of Vocational High School (SMK) students, as well as examining the role of learning style as a moderating variable. Mathematical resilience, which reflects students' ability to persist in facing difficulties in learning mathematics, as well as a positive learning climate, is thought to have an important contribution to mathematical reasoning abilities. The research approach used is a quantitative approach. This research was conducted at two vocational schools in Malang with a total of 200 respondents. Data was collected through mathematical resilience questionnaires, learning climate, learning styles, and mathematical reasoning tests, then analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) with SmartPLS 4 software. Validity and reliability tests showed that all instruments used met the criteria determined, with an AVE value above 0.5 and a Composite Reliability value above 0.7, indicating a valid and reliable instrument. All indicators used in this research also met the significance test with a p-value below 0.05. The research results show that mathematical resilience has a significant influence on students' mathematical reasoning (path coefficient 0.237, t-statistic 3.803, p-value 0.000). The learning climate was also proven to have a positive effect on mathematical reasoning (path coefficient 0.287, t-statistic 4.125, p-value 0.000). However, learning style does not significantly moderate the influence of mathematical resilience on mathematical reasoning but plays a moderate role in the relationship between learning climate and mathematical reasoning (t-statistic 2.102, p-value 0.036). These findings provide insight into the importance of learning strategies that support resilience and learning climate to improve students' mathematical reasoning abilities at the vocational secondary education level.

Ensino-aprendizagem matemática no Ensino Médio e sua relação com a afetividade

Understanding student emotions, beliefs, and attitudes is essential for developing teaching-learning strategies that improve engagement and academic performance, particularly concerning mathematics, a subject in which many students have trouble. Thus, this article aims to expose the understanding of affectivity in relationships involving the teaching and learning of mathematics to Integrated High School (EM - High School) students at the Federal Institute of Alagoas. The exploratory study involved bibliographical research and a data collection phase where information was collected about beliefs, attitudes, and emotions related to student affectivity and its impact on learning. The responses were analyzed using the Likert scale. A greater influence of affectivity, specifically on mathematical learning, was recorded in students in the 1st year of EM compared to those in the 2nd and 3rd year. This way, the present study provides support to improve the training of educators and register evidence about the importance of affectivity in the educational context, supporting public policies and pedagogical practices aligned to the emotional needs of students.

Exploring Elementary School Student's Computational Thinking In Terms Of Cognitive Style

Mathematics learning in the independent curriculum emphasizes the pedagogical dimension which aims to create active students so that they are able to develop their thinking patterns and get them used to finding solutions to their own problems. This study uses qualitative methods to investigate elementary school students' abilities through computational thinking, focusing on the cognitive styles of Field Independence (FI) and Field Dependence (FD). The subjects in this study amounted to 14 fifth grade students of public elementary schools in Klaten Regency, Central Java Province. Researchers used data collection instruments in the form of test, learning style questionnaires and interviews. The number of test compiled consisted of 5 items. Before use, the test were validated by 3 mathematics education experts and tested on 5 fifth grade students. After validation and testing, the test that can be used consist of 3 test. Based on the results of tests and learning style questionnaires, research took one of the students' test results with a Field Independent learning style and 1 student with a Field Dependent learning style. The results of this study indicate that there are differences in the computational thinking process of the two subjects in solving problems. At the abstraction stage, FI students are able to answer important factors that need to be considered in making conclusions, FI students are also able to explain alternative solutions to the problems given appropriately. Meanwhile, FD students tend to work directly so they tend to experience errors at the pattern recognition, algorithm thinking and generalization stages. Thus, it can be concluded that students with a field independent cognitive style are more active in using computational thinking processes than students with a field dependent cognitive style.

The Effect of Traditional Congklak Game Method on Students' Learning Outcomes in Learning Mathematics in Elementary Schools

Every level of education includes mathematics as one of its disciplines. However, due to ineffective teaching, children find mathematics less interesting in elementary school. Therefore, teachers must be able to choose the best teaching strategy for their students. By utilizing the classic congklak game, researchers hope to deliver learning media that teachers can use using a literature review study approach from various sources and related media. The analysis findings show that, in addition to helping children learn to count and recognize numbers, the classic congklak game also helps children develop moral principles and good behavior, such as the ability to act honorably, wisely, and obediently. The traditional congklak game can increase students' interest in learning. The traditional Congklak game is also considered one of the most effective ways of improving students' mathematical abilities. So, this game can be used as a reference for teaching mathematics methods. Thus, the traditional congklak game changes mathematics into something exciting and fun to learn.

Understanding The Concept Of Pythagoras In Junior High School Students Using PMRI

This research aims to determine students' conceptual understanding using the PMRI learning approach with the context of cotton rope in the Pythagorean theorem material on students' conceptual understanding in class VIII SMP NEGERI 2 Pagaralam. The obstacle faced by students in studying the Pythagorean Theorem is a lack of understanding of the basic concepts in the Pythagorean theorem material. One method that can strengthen understanding of concepts in learning mathematics is Indonesian Realistic Mathematics Education (PMRI). The research method used was experimental using a control group Pre-test - Post-test design. This research involved 2 classes, namely the experimental and control classes. Data collection techniques include observation and tests, the analysis techniques used are documentation, observation and tests. Based on test data analysis, the average student score in the experimental class was 78.8, while the control class had a score of 72.50. From the research results, students' conceptual understanding was found to be better using PMRI with comparison results in the experimental class being better than in the control class.