Mathematics Learning Research Articles

EFFICACY OF ONE-ON-ONE PEER TUTORING IN IMPROVING THE PROBLEM-SOLVING PERFORMANCE AMONG THE GRADE 10 LEARNERS

<p>This study aimed to determine the effectiveness of peer tutoring on the mathematical problem-solving performance of Grade 10 students in a public school in Cebu City during S.Y. 2021-2022. Utilizing a single-group pre-test and post-test research design, the study assessed the impact of peer tutoring on selected students' problem-solving performance in mathematics. Participants were chosen based on their math performance, and peer tutoring was conducted in a one-on-one tutor-tutee format. Two research tools were used: a Learner’s Questionnaire to gather students’ profiles and perceptions of the peer tutoring sessions and a Learners’ Achievement Test to measure their mathematical problem-solving performance. Both descriptive and inferential statistics were employed to analyze the data. Descriptive statistics, including weighted means and Likert scales, were used to summarize the students’ perceptions, while a z-test and paired t-test were used to compare pre-test and post-test scores. The results showed a significant improvement in the students' mathematical problem-solving abilities after the peer tutoring intervention, with a significant increase in their post-test scores. Furthermore, students perceived peer tutoring as highly beneficial in enhancing their understanding and ability to solve math problems. Based on these findings, it is recommended that educators utilize peer tutoring as an instructional strategy to improve students' mathematical problem-solving skills. This approach can also foster greater student participation and interest in learning mathematics.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0785/a.php" alt="Hit counter" /></p>

Pengaruh Penerapan Model Pembelajaran Collaborative Problem Solving terhadap Kreativitas Peserta Didik pada Mata Pelajaran Matematika Kelas V

This study aims to determine the influence of the Collaborative Problem Solving (CPS) learning model on students' creativity, which is needed in the 21st Century, in Mathematics learning subjects in grade V including block and cube spaces. The study used a quantitative method with a quasi-experimental design with a pretest-posttest control group design. with Class V-A (CPS Class) and Class 5B (Conventional Class) samples. The results of the calculation from this study show that the Collaborative Problem Solving learning model using the N-Gain Test shows an increase in creativity in the CPS group getting an average score of 75.6151% including the "Quite Effective" category while the conventional learning model of 24.4634% is included in the "Ineffective" category to measure student creativity. Thus, the application of the Collaborative Problem Solving learning model is effective in increasing students' creativity in mathematics class V MI Nahdhotul Ulama Ngingas Waru-Sidoarjo.

Digital Didactics Embedded in Ethnomathematics Assessment of Online Mathematics Instruction

Online and e-learning programmes have shifted the power bloc to the learner within their cultural settings. In a case study-based qualitative design, the researchers sampled 40 student-teachers to produce and laminate works of prominent women scientists’ contributions. The data was collected through observations and unstructured interviews. The items were coded on four 7-point Likert scales to represent the planning and design (satisfaction), teaching and learning (reflection), as and through learning (priority), formative assessment (quality), and assessment of virtual class (satisfaction). In qualitative content analysis, the medians predominantly pooled 6 while the modes pooled between 5 and 8 (multimodal). In cases where the median was greater than the mode, we had positive skewness and the reverse was negative skewness. The Spearman’s correlation coefficients showed that only one pair recorded strong positive correlation and two to three pairs recorded strong negative correlations. The chi-square tests for independence showed the null hypothesis was rejected to mean that there were associations among the variables. It was concluded that digital didactics was the central point for the design and use of teaching and learning. It was therefore concluded that digital didactics innovated mathematics instruction and learning.

STUDI LITERATUR: PERANAN PENGGUNAAN MODEL-MODEL PEMBELAJARAN PADA MATERI INTEGRAL

This article presents a literature review on various learning models applied to improve mathematics learning outcomes in integral calculus. The 4 studies that form the basis of the literature study have discussions in understanding integral concepts, critical thinking skills, motivation and learning outcomes and the dimensions of character education. These four studies provide a comprehensive picture of the various approaches that can be used to improve students' understanding and learning outcomes in integral calculus. The first study highlights the effectiveness of the Problem-Based Learning (PBL) model in enhancing students' understanding of integral concepts. The PBL model has been shown to encourage active student engagement and sharpen critical thinking skills. The second study compares two learning models, Discovery Learning and Accelerated Learning, focusing on students' learning motivation and mathematics learning outcomes in integral calculus. The results indicate that Discovery Learning is more effective in improving students' motivation and their deeper understanding of integral concepts. The third study implements Lesson study with a PBL approach that incorporates character education in the class. This approach not only improves mathematical understanding but also develops students' character, such as collaboration and curiosity. Meanwhile, the fourth study develops a learning device for integral calculus based on a problem-solving model to enhance students' creative thinking abilities. These four studies demonstrate that problem-based learning models, whether PBL, Discovery Learning, or problem-solving-based instructional devices, are effective in improving students' understanding and critical thinking skills in integral calculus.

Exploration of Ethnomathematics in Traditional Javanese Cakes

Mathematical concepts are used to explore the existence of mathematics in Javanese culture, expecially in traditional Javanese food. Given the current research that discusses traditional Javanese food/cakes is very rare and there is still a lack of public knowledge about ethnomathematics. This study aims to explore the concept of geometry contained in traditional Javanese cakes. This study is qualitative research was conducted in Prapat Janji Village, Buntu Pane District. The instruments used are human instruments. Researchers communicate directly with the object of research and actively participate in data collection, both in literature studies, interviews, documentation, surveys, and observations. The results of this study showed that the traditional Javanese cake there is the concept of flat Geometry on Getuk (Rhombus), Wajik (Parallelogram), Serabi (Circle), Lupis (Triangle), Kue Lumpur (Cylinder), Lemper (Cylinder), Kue Jadah (Cube), Klepon (Sphere), Kue Lapis (Cuboid). Ethnomathematics in traditional Javanese cakes can be used as a source of learning mathematics geometry material.

Independent Learning of Grade 12 Learners in Mathematics 11 Under the Blended Learning Modality

Independent Learning of Grade 12 Learners in Mathematics 11 Under the Blended Learning Modality

Teachers' and Student's Perception on Shadow Education in Mathematics Learning

The title of this study was Teachers and Students Perceptions of Shadow Education in Mathematics learning. This study aims to cover the perceptions of teachers and students regarding shadow education. A qualitative research design specifically using narrative interviews, was employed in this study. The main tools of this study were interview and focus group discussion. The primary data source of this study were two community schools and mathematics teachers. Two students and one Teacher from each of the two schools were selected based on purposive sampling . After collecting the data themes were generated through coding. Both positive and negative perception were observed among teachers and students. A positive expectation was that coaching class would enhance students achievements while negative expectation was that regular class attendance might decrease. An improvements in teachers’ economics situations was a positive aspects. Shadow education was also seen to increase students self confidence and enhance use of materials when solving mathematical problem, which were considered beneficial aspects.

Prospective teachers’ mathematical world views and beliefs about mathematics teaching and learning goals

As mathematics teachers’ beliefs form the basis of their classroom practices, it is important to gain greater insight into them and their development. This study examines and compares the beliefs of prospective teachers without and with practical experiences regarding the nature of mathematics and mathematics teaching and learning goals. As a result of combining qualitative and quantitative data analysis, it is possible to obtain a deeper understanding of prospective teachers’ beliefs and their potential change due to practical experiences. Eleven students participated in a survey consisting of a questionnaire and an interview. In order to analyse the participants’ answers, the examined beliefs were categorised into four mathematical world views. Both the quantitative and qualitative analyses provide evidence that the evaluated beliefs have not changed as a result of practical experiences. All respondents considered the application of mathematics to be a teaching goal. The dynamic and static nature of mathematics is reflected in their views regarding the essentials of learning mathematics.

Development of an AI-Based Differentiated Learning Module for Quran-Memorizing Students to Enhance Mathematics Achievement and Motivation in Elementary Education

Quran-memorizing students face unique challenges in balancing their religious memorization with academic subjects, particularly mathematics. This study aims to develop an AI-based differentiated learning module tailored to the specific needs of Quran-memorizing elementary students to improve their mathematics performance and motivation. The module was designed to personalize content delivery and provide real-time feedback to enhance student engagement. Using the ADDIE model as the research methodology, the study involved analyzing student needs, designing, developing, implementing, and evaluating the module. The results showed a significant improvement in both academic performance and student motivation in learning mathematics. The AI-based module allowed for a more interactive, adaptive, and personalized learning experience, addressing the diverse learning profiles of students. This research contributes to the growing field of AI in education, demonstrating the potential of differentiated learning approaches to enhance academic outcomes. Future studies should explore the long-term effectiveness of such modules and consider expanding their application to other subjects and student groups.

Curriculum and teacher assessment practices in mathematics learning: Alignment with higher order thinking skills in Indonesian secondary schools

Higher-Order Thinking Skills (HOTS) are an essential element in education that must be integrated into curricula and classroom assessments. In Indonesia, educational initiatives have increasingly emphasized the incorporation of HOTS into both curriculum design and assessment practices. However, prior research has primarily focused on the challenges faced by teachers in developing HOTS-based assessments and aligning their teaching with curriculum demands. This study aims to investigate how the Indonesian mathematics curriculum integrates HOTS and evaluate the alignment between the curriculum objectives and teacher-developed assessments in fostering HOTS. The study employed a descriptive qualitative approach and was conducted in two Indonesian high schools, one located in an urban area and the other in a regional setting. A total of 15 mathematics teachers from grades ten, eleven, and twelve participated in the research. Data collection methods included focus group discussions, document analysis of mathematics assessments, and semi-structured interviews. The analysis employed Anderson and Krathwohl’s Taxonomy to categorize cognitive levels. Findings reveal that the Indonesian Mathematics Curriculum predominantly emphasizes Low-Order Thinking Skills (LOTS), and teacher-developed assessments are largely aligned with these LOTS-focused objectives. Furthermore, even when curriculum indicators aim to target HOTS, teachers often struggle to design assessments that effectively evaluate students’ higher-order cognitive abilities. These findings highlight a significant gap between curriculum goals and the practical implementation of HOTS in assessments. The results provide valuable insights for curriculum developers, suggesting the need for a curriculum redesign that places greater emphasis on HOTS. Additionally, the study underscores the importance of professional development initiatives to equip teachers with the skills necessary to design and implement HOTS-based assessments. This research contributes to advancing educational practices and policies that prioritize the integration of HOTS into teaching and assessment frameworks.

A reflection on the use of artificial intelligence tools for the meaningful learning of mathematics

No abstract available.

Students' mathematics performance and their attitude toward the learning of mathematics: an attempt to explore their relationship

Students' mathematics performance and their attitude toward the learning of mathematics: an attempt to explore their relationship

Review – a multidimensional approach to learning in mathematics and sciences

Review – a multidimensional approach to learning in mathematics and sciences

Gender comparisons of pupils' self-confidence in mathematics learning

Gender comparisons of pupils' self-confidence in mathematics learning

Study on School Students’ Blended Learning Experiences and Mathematical Self-Concept during Covid-19

The self-perception of one's mathematical abilities is a critical component that academics study to improve mathematics education. Amidst the Covid-19 pandemic, the majority of educational institutions used a blended learning method, specifically including both online and modular distance learning. This research investigated the contribution of blended learning experiences in mathematics to learners' self-perception of their mathematical abilities in the new learning environment. This research used deliberate sampling to select and conduct focus group conversations with ten (10) students studying Science, Technology, Engineering, and Mathematics (STEM). The data obtained underwent thematic analysis. The findings revealed that students' experiences of the teacher’s mastery of the topic, observations about learner-learner relations, the importance of rereading transcripts, and utilisation of internet-based resources fostered their mathematics self-perception, while their experiences such as inadequate teacher-student connections, distracting educational settings, clashes with domestic obligations, and sensations of solitude hindered it. The findings show that comprehending these encounters in this demanding educational setting presents a constant prospect for students to enhance their mathematical learning and their perception of their own ability to excel in the topic.

The use of symbolic algebra in learning mathematics: the barrier from formal examination schemes

The use of symbolic algebra in learning mathematics: the barrier from formal examination schemes

Supporting teacher dispositions towards translanguaging-for-learning in a Grade 9 mathematics classroom

Background: Our article argues that the role of translingual instruction in mathematics classrooms is under-recognised in South Africa, as policymakers, teacher educators, teachers, learners, and parents assume that mathematics is just about numbers and calculations and not language. This is despite findings on the value of using children’s familiar language resources in MacDonald (1991), code-switching for meaning-making in mathematics and science learning by Setati et al. (2002) and Probyn (2015), and the findings by Mbude (2019) on using isiXhosa for boosting mathematical and science skills.Objectives: The main aim of our article is to examine the role of the Languaging-for-Learning (L4L) project in fostering ‘supportive teacher dispositions’ to translanguaging and bilingual and multilingual education. We will accomplish this aim through description and analysis of one Grade 8 and Grade 9 mathematics teacher and her learners who participated in the project.Method: The study is a qualitative and interpretive linguistic ethnographic case study of a Grade 8 and Grade 9 mathematics teacher. The researchers used ethnographic methods to collect data and primarily draw on data transcribed from one of the video recordings of a lesson, fieldnotes of their classroom observations and still photographs from their classroom visits and L4L workshops. They used discourse analysis to interpret the data.Results: The research findings point to the critical role that fostering supportive teacher dispositions to translanguaging can play in teacher development and in supporting learners’ engagement and learning in multilingual mathematics classrooms.Contribution: Our contribution to the field has been in demonstrating pluriversality in mathematics classrooms, showing how translanguaging enhances meaning-making and participation and helps to give voice to learners.Conclusion: Having multilingual resources, collaboratively building knowledge and resources and team teaching with teachers played a role in supporting the teacher’s development in pedagogical translanguaging.

Accountability affects the use of small group learning in school mathematics

Accountability affects the use of small group learning in school mathematics

Developing mathematics teaching and learning through research

Developing mathematics teaching and learning through research

The Implementation of Active, Bodily Experience Mathematics Learning Activities: the Perspective of Italian Primary and Secondary School Mathematics Teachers

Abstract Despite the growing emphasis on embodied education in mathematics research, it remains unclear how extensively these ideas permeate schools. Through an exploratory survey, we pinpoint common traits and differences in beliefs among a convenience sample of Italian primary and secondary school mathematics teachers, searching for contextual and individual factors that could influence the active, bodily experience mathematics learning (ABM) activities implementation. Teachers refer to the insufficient availability of suitable spaces and resources as the primary obstacle to implementation, while lack of familiarity and guidance is another significant challenge. Secondary school teachers, and in particular those who reported to integrate fewer such activities in the classroom, express concerns about time constraints, leading to diminished belief in the efficacy of ABM activities. Transfer of learning is reported by teachers as the greatest difficulty for students. Providing specific training, along with concrete examples of resources, is hypothesized to be a key supportive strategy. The impact sheet to this article can be accessed at 10.6084/m9.figshare.27151194.