Mathematics Students Research Articles

Професійна спрямованість математичної підготовки студентів технічних спеціальностей у контексті фундаменталізації освітнього процесу

The article examines the peculiarities of mathematical training of future technical specialists in the context of fundamentalization of the educational process. The study of the definitions of fundamentalization, mathematical preparation was carried out, the main characteristic features of mathematical preparation, proposed by the researchers of the problem of mathematical preparation, were singled out. An analysis of the work of scientists dedicated to the selected research problem was carried out. It has been established that the mathematical training of future technical specialists is a dialectical combination of formed mathematical skills and abilities for their applied application and the direct process of forming these skills. The fundamentalization of mathematical training is considered to be the concept of improving mathematical training, in which basic mathematical invariants are selected for their further application in professional activities. To implement the approach of professional orientation of mathematical training of students of technical specialties, it is recommended to take into account the peculiarities of the construction of the course of higher mathematics and courses of special disciplines in order to enable the integration of educational material, as well as the organization of the educational process in higher education institutions. Based on the analysis of educational programs for students of various specialties of the Vinnytsia National Technical University, a conclusion was made about the difference in program results in mathematics for students of the same lecture stream. On the basis of which it is proposed to unify tasks of professional content. Examples of professional tasks from the "Theory of Probability" section are given.

Effects of Classroom Seating Arrangement on the Academic Performance in Mathematics of Students in Public Day Schools in Musanze District, Rwanda

Effects of Classroom Seating Arrangement on the Academic Performance in Mathematics of Students in Public Day Schools in Musanze District, Rwanda

Penerapan Model Reciprocal Teaching untuk Meningkatkan Hasil Belajar Matematika Siswa Kelas V SD Negeri 016 Rambah Samo

This research is classroom action research (PTK) which aims to improve student learning outcomes through the application of the reciprocal teaching model in mathematics learning. Data collection techniques are carried out in the form of student activity observation sheets, teacher activity observation sheets and test questions. The results of this research show that in cycle I and cycle II there was an increase. The learning outcomes in cycle I, meeting I, had an average score obtained by students, namely 54.12, then in cycle I, meeting II, the average score obtained by students was 65.88. Then in cycle II, at meeting I, the average score obtained by students was 71.18, and at meeting II, the average score for students was 85.88. Besides increasing student learning outcomes, student observation sheets also increased. In cycle I, meeting I, student observations were 50%, then in cycle I, meeting II, it increased to 60%. In cycle II, meeting I, the student's ability still increased to 80%, and in cycle II, meeting II, it increased to 90%. Based on the results of the research that has been carried out, it can be concluded that the application of the reciprocal teaching model can improve student mathematics learning outcomes for class V students at SD Negeri 016 Rambah Samo

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.

Analisis Kemampuan Mahasiswa Matematika FMIPA Unimed dalam Menyelesaikan Pertidaksamaan Nilai Mutlak dengan Berbantuan Python

This research aims to analyze the ability of Unimed FMIPA Mathematics students in solving absolute value inequalities with the help of the Python program. The problem faced is that students often have difficulty solving inequality problems manually. The purpose of this research is to see the effectiveness of using Python in helping to solve absolute value inequalities and how it affects understanding of mathematical concepts. The method used was qualitative research with a sample of 20 fifth semester students of the Mathematics Study Program, FMIPA, Medan State University. Students are given absolute value inequality problems to solve manually and with the help of Python. Data was collected through online tests and questionnaires using Google Form. The research results show that the majority of students feel that using Python is very helpful in solving absolute value inequalities. As many as 95% of students consider Python to be effective in making it easier to solve mathematical problems and increasing understanding of the concept of absolute value.

Teachers' strategies for training students' literacy and numeracy through media-based learning in Pansor Village

This community service is entitled teacher strategies in training students' literacy and numeracy through media-based learning at SDN 5 in Pansor village, Kayangan sub-district, North Lombok district. This service is carried out with several objectives, first, to increase awareness about the importance of learning numeracy literacy from an early age, second, to provide knowledge to the students of SDN 5 Sesait that learning numeracy literacy is not just by reading books but can use several tools. apart from books such as drawing media and ice cream sticks and so on. The method used is a face-to-face and direct practice method of learning literacy and numeracy using image-based media or using ice cream sticks by constructing a framework. The results obtained from this service or socialization are to outline the methods used by teachers to teach students mathematics and literacy using media-based learning. Numeracy literacy is one of the first steps or stages that must be trained in school. One of the factors causing media-based Literacy and Numeracy training to be held in Pansor Village, especially at SDN 5 Sesait, is the low ability in reading and arithmetic in grades 5 and 6 which is caused by contemporary factors, namely playing online games and playing social media, especially for children. elementary school children who are continuously without parental supervision.

Вычислительный эксперимент в преподавании высшей математики. Комбинаторика и её приложения

<p>The article continues the cycle ([1] – [12]) of methodological developments of the authors. It discusses some problems related to ways to improve the culture of mathematical thinking of mathematics students. The authors rely on the experience of working at the Faculty of Information Technology of MSUPE.</p>

Effects of Game-Based Mathematics Learning on Students’ Academic Achievement

In the evolving landscape of education, creative ways to improve student engagement and academic performance are being investigated more and more. Because traditional teaching approaches frequently fail to hold students' attention, educators are forced to look for substitutes that can create a more dynamic and engaged learning environment. Amidst this change, there has been an increase in interest in methods that enhance academic performance while also making learning fun. This study looks into the effects of game-based learning on the academic achievement of Grade 8 students in Mathematics at the University of La Salette High School. Employing a Quasi-experimental design, specifically the pretest-posttest control group design was adopted using two intact groups. A total of 79 students, divided into control (38 students) and experimental (41 students) groups, participated in the study. The control group received instruction through traditional teaching methods such as board works, seat works, assignments and weekly quiz, while the experimental group engaged in various teacher-made, non-digital mathematical games such as games such as Probability Trio: A Three-Game Challenge, Case Quest: The Million Peso Challenge derived from deal or no deal gameshow, Card Category Conundrum, a card game activity and more activities. The main instrument used in this research is a 50-item researcher-made Mathematics Achievement Test. The test underwent a series of steps of validation and the reliability coefficient was also determined (KR-20 = 0.9141). Statistical analysis included paired samples t-tests, independent t-tests, and Cohen’s D to determine significant differences in mean scores and the effect size of the game-based strategy. Results indicated that both groups showed progress from their pretest to posttest scores; however, the experimental group demonstrated a significantly higher average gain of 7.1 compared to the control group's gain of 3. This suggests that game-based learning positively impacts students' mathematical achievement. Pretest scores were comparable between groups, but posttest results revealed a substantial difference favoring the experimental group. The findings highlight the effectiveness of game-based learning in improving academic achievement, with a large effect size indicated by Cohen's D. In light of these findings, the study recommends that mathematics educators integrate game-based activities into their instruction to enhance student performance and confidence in Mathematics. Continuous updating of activities, curriculum development that incorporates game-based learning, and professional development for educators are also advised. Engaging parents in supporting game-based learning at home and conducting further research with larger sample sizes to explore digital game effects are suggested for future studies.

Snapshots of sameness: Characterizations of mathematical sameness across student groups

Sameness is foundational to mathematics but has only recently become an area of focus in mathematics education research. In this paper, we describe characterizations of sameness generated by four student groups: discrete mathematics students, linear algebra students, abstract algebra students, and graduate students. Based on qualitative analysis of open response surveys, we compare these groups’ characterizations of sameness; note the subcomponents discussed and variation within each dimension; and highlight experiences influential to students’ perceptions of sameness. Findings include interpretability of sameness as a big idea, nascent development of thematic connections across courses, emphases on current course material rather than connections to prior courses for students solicited from a particular course, greater reflectiveness from the graduate student group, and abstract algebra as an impactful course. Implications include a need for thoughtful examinations of how “big ideas” develop among students and what experiences might support such development.

Gifted Students’ Views on Integrating History of Mathematics in Mathematics Lessons

ABSTRACT This qualitative study aimed to explore the perspectives of gifted students on incorporating the history of mathematics into their lessons. The research involved 51 fifth-grade students, identified as gifted, attending a Science and Art Center in Ankara, Turkey. The study spanned 12 weeks, equivalent to one semester, during which the lesson plans were enhanced and diversified with various instructional activities. Data were gathered through the History of Mathematics Student Questionnaire (HMSQ), worksheets, and students’ reflections on the instructional activities. The HMSQ data were subjected to descriptive analysis techniques such as percentages, frequencies, and arithmetic means. Additionally, responses to short-answer questions were independently reviewed by another mathematics teacher, leading to the formation of distinct categories. Reflections from the students were analyzed through the lenses of “history as a tool” and “history as a goal.” Employing history as a tool increased students’ motivation and curiosity while viewing history as a goal enriched their understanding of mathematics’ evolution and the lives of mathematicians. Moreover, survey findings revealed a significant shift in their perceptions regarding the integration of the History of Mathematics into mathematics lessons.

Enhancing Math education for visually impaired students: alternative text implementation in LATEX, MathJax, MathML and LAMBDA

Abstract This article outlines an innovative procedure to improve the accessibility of Mathematics for secondary school students with visual impairments. Using LATEX, a widely used typesetting system, a transformative approach is developed that converts traditional mathematical content into three accessible formats: PDF, MathJax and LAMBDA. Central to this system is the integration of alternative text, which offers full descriptions of images and mathematical formulae and promotes a richer understanding of its content. The broader implications of this project include the introduction of novel teaching models for educators, enhanced accessibility of Mathematics programmes, and the potential to encourage the enrolment of visually impaired students in science degree courses. Ultimately, this work contributes to the creation of the conditions for the development of an inclusive and barrier-free learning environment in Mathematics education.

After initial acquisition, problem-solving leads to better long-term performance than example study, even for complex tasks

BackgroundSuccessful implementation of effective acquisition strategies (e.g., example study, problem-solving) could help improve mathematics performance. However, it is not yet fully understood when each acquisition strategy should be used, despite the practical value of this knowledge for mathematics textbook authors, teachers, and students. AimsBuilding upon two recent perspectives on when example study and problem-solving are beneficial, we proposed that the optimal acquisition strategy could depend on both task complexity and retention interval (i.e., time between the final practice opportunity and the test). We conducted a multi-classroom experiment to test this proposition. Sample166 typically-developing Dutch fifth-grade students participated (Mage = 11.14 years; 42.2% boys). MethodsWe used a 2 (Task Complexity: simple vs. complex) x 2 (Acquisition Strategy: example study vs. problem-solving) x 2 (Retention Interval: 5 min vs. 1 week) between-subjects design with problem-solving performance as dependent variable. ResultsThere was no evidence for the hypothesised three-way interaction effect of task complexity, acquisition strategy, and retention interval. However, there was evidence for the hypothesised two-way interaction effect of acquisition strategy and retention interval, independent of task complexity. More specifically, after 5 min, there was no statistically significant performance difference between students studying worked examples and those solving practice problems, but after 1 week, students solving practice problems outperformed those studying worked examples. ConclusionsOur findings imply that, after initial acquisition, problem-solving leads to better long-term problem-solving performance than example study. This holds true even for a relatively complex task and with limited instruction.

Empirical Study on Attitude towards Making Decision to Select Mathematics for First-Degree Program

Recently debatable arguments have existed regarding the perceived lack of numerical skills among the graduates from the Humanities and Social Sciences. In response to this concern, the Faculty of Humanities and Social Sciences, Faculties of Art in national universities in Sri Lanka have taken measures to more opportunities to undergraduates to bolster their numerical proficiency. This is achieved through the incorporation of mathematics course units for their degree programs along with the main subject streams. The study focuses on factors that affect the undergraduates’ attitudes towards making the decision to select the subject mathematics for their first-degree program. A sample survey was carried out using structured questionnaire and stratified random sampling technique was utilized to select a sample size of 352 from the undergraduates belongs to Faculty of Humanities and Social Sciences in University of Sri Jayewardenepura. The binary logistic regression model is utilized, and the study revealed that self efficacy, mathematical anxiety, and interest in mathematics are significantly affected students’ attitudes on counting mathematics course units for their degree program. The student who has self-efficacy is 1.03 times more likely to select mathematics course unit at the first academic year than other students. A unit increase of mathematics anxiety with all other factors remaining constant, the odds of a student selecting the mathematics course decreased by 11.2%. When one-unit increases in the interest in mathematics of students the odds of selecting mathematics course unit is 1.06 times more likely to than other peers. These insights suggest that educational institutes, particularly those in the humanities and social sciences, should prioritize enhancing students ‘numerical skills. This can be achieved by providing valuable consideration aimed at refining their curriculum and support mechanism, increasing awareness programmes about the importance of studying mathematics course units within their degree programmes and conducting programmes to reduce mathematics anxiety while fostering an increased interest in mathematics.

Effects of Geogebra use on the Academic Performance of Students in Mathematics in Public Secondary Schools in Rwanda

This study examines the impact of GeoGebra, a dynamic mathematics software, on the academic performance of students in mathematics at a public secondary school in Nyaruguru District, Rwanda. Specifically, it explores GeoGebra’s use in mathematics, its effects on student performance, and the correlation between its usage and academic outcomes. A sample of 7,916 participants was surveyed, including 69 math teachers, 309 students, and three headteachers. Data were collected through questionnaires, interviews, and observations, using purposive, stratified, and simple random sampling. The study revealed that 87.4% of participants agreed that GeoGebra enhanced students’ mathematical problem-solving abilities, while 94.1% agreed that it improved class participation. Additionally, 89.9% noted improvement in mathematics exam and test performance, with 91.3% observing better homework completion rates. GeoGebra use correlated with higher test scores and increased engagement in mathematical analysis, including trigonometry, transformations, and equation-solving. Although correlations with some outcomes were statistically minor (p > 0.05), the tool consistently supported mathematical independence and exploration. GeoGebra’s interactive features, including graphs, charts, and 3D models, facilitate students’ understanding of complex concepts, fostering improved memory and problem-solving skills. It enables collaborative learning, which promotes critical thinking, and highlights real-world applications of mathematics, increasing engagement. Personalized feedback features allow students to progress at their own pace, suggesting GeoGebra as an effective tool for enhancing mathematical comprehension and performance in secondary education.

Mathematics Self-Efficacy and Study Habit as Predictors of Achievement of Senior Secondary School Students

This study therefore looked at Mathematics Self-Efficacy and Study Habit as Predictors of Academic Achievement of Senior Secondary School Students in Ijebu Ode Local Government Area, Ogun State, Nigeria. Three hypotheses that were examined at the 0.05 significance level served as the study's compass. Descriptive survey was used, 500 students sampled from 10 senior secondary schools in Ijebu ode using simple random sampling techniques. mathematical achievement test, study habit scale, and self-efficacy scale constitute the instruments, validated and demonstrates reliability coefficients of 0.78, 0.81 and 0.86. The results shows that self-efficacy and study habit will accurately forecast students' academic success in mathematics (F =38.328, p < 0.05 & F =35.011, p < 0.05) and jointly predict students' proficiency in mathematics (F = 49.136, p < 0.05). The conclusion derived is that both Study habits and self-efficacy are significant predictors of academic achievement of senior secondary school students in mathematics.

O princípio da inclusão-exclusão e o cálculo de permanentes

In this article we review the inclusion-exclusion principle (PIE) from set theoretical and algebraic points of view and discuss its application to the calculation of permanents, a subject that is not normally covered in undergraduate courses. The presentation is intended to be rigorous but elementary, accessible to first-year students in mathematics, science, and engineering programs, requiring only familiarity with set notation, arithmetic and matrix algebra. In dealing with the calculation of permanents, we present the Ryser algorithm, one of the most spectacular developments in the approach to difficult combinatorial problems, whose computational complexity we briefly discuss. The article contains examples, complementary notes, and a program in Python that implements Ryser's algorithm using Gray codes to calculate permanents, accompanied by its discussion.

PENERAPAN MODEL PEMBELAJARAN DIRECT INSTRUCTION TERHADAP HASIL BELAJAR SATUAN WAKTU SISWA KELAS II SD

This study aims to describe the improvement of learning outcomes of grade II elementary school students in Mathematics through the direct instruction model on the material of time units. The study adopted Classroom Action Research (CAR) with four (4) stages, namely planning, implementation, observation and reflection. The subjects of the study were 44 grade II students of Elementary School 1 Lembursawah, consisting of 24 female students and 20 male students. Data collection tools used repeat tests and observations. The data analysis technique used was the recapitulation of students' pretest and posttest scores from cycles I and II. The results of the study showed that the implementation of the direct instruction model can improve Mathematics learning outcomes of grade II students. It can be seen from the students' completeness in cycle I of 68% increasing to 84% in cycle II. It means that student learning outcomes increase gradually from cycle I to cycle II by 16%. Therefore, direct instruction model can improve students' understanding of the content of time units in the Mathematics subject of grade II elementary school.

Misconceptions and Errors Among Grade 12 Students When Learning Differentiation Rules: A Case Study

t is an established fact that some grade 12 students learning differentiation in calculus are found struggling with the rule of differentiation and these rules include power rule, quotient rule, chain rule and product rule. Because of these, some students came up with some misconceptions which eventually resulted to the students having multiple errors when learning rules of differentiation. The reason associated with these common errors are not far from their failure to model some prerequisite knowledge in the laws of logarithm into their learning of the laws of differentiation. And this has resulted to the poor performance of some students in mathematics (calculus) since calculus carries about 40% in the overall grade in mathematics as a subject at grade 12 level. On this note, this paper presents an analysis of students’ errors and misconceptions in learning differentiation rule. The study was conducted among grade 12 students preparing for NSC examination in a high school in Limpopo province in South Africa. And the data was initially collected using 35 test scripts of grade 12 on the topic of differentiation and differentiation rule. A qualitative approach was considered, and the data collected was analysed, focusing on product rules, quotient rules and chain rules and the errors committed. The result of the study indicated that some grade 12 students make some errors and misconceptions in differentiation rules. And these were because of poor conceptual understanding, poor mathematics language understanding, and some other error. It was confirmed that the results of this study highlight the common mistakes and errors students make when learning differentiation rules, and these errors are; conceptual, systemic, language, and generalization errors.

Принципы, условия и средства формирования компетентности правдоподобного рассуждения студентов-математиков педвуза

This article highlights the actual problem of modern education, aimed not only at transferring knowledge, but also at preparing students for life difficulties, adapting to changes and actively participating in the development of society. The approaches to the formation of the competence of plausible reasoning among students of mathematics at pedagogical universities, as well as the principles, conditions and means necessary for its development are considered. The purpose of the study is to analyze various methods and strategies that contribute to the development of the competence of plausible reasoning, and describe the basic principles, conditions and means to ensure its successful formation. The methodological basis of the research is the theory of the gradual formation of mental actions by P. Ya. Galperin, the theory of the development of thinking, as well as systematic and constructive approaches. These theories play an important role in shaping students' plausible reasoning, as they are directly related to cognitive activity. The article presents and analyzes the main approaches to the formation of competence of plausible reasoning, such as theoretical-semantic, inductive and analog, computational, constructive, problem-oriented, modeling and design, as well as provides examples of each of them. Special attention is paid to the use of open tasks as an important tool in the development of this competence. The article provides examples of the use of open problems for the formation of plausible reasoning competence in mathematics students, as well as describes the basic principles, conditions and means of its effective formation. As a result of the research, the importance of integrating various approaches into the educational process and the need for further study of methods for forming the competence of plausible reasoning is emphasized.

The Effectiveness of Attributional Feedback in Improving Perseverance and Learning Achievement of Low-Achievers and Under-Achievers Students in Mathematics of Junior High School Students

This experiment tested the hypothesis that students who received oral and written attributional feedback showed higher perseverance and achievement in learning Mathematics than the control group. The subjects of this study were students in grades I and II of Semester II SLTP whose achievement in Mathematics was below the class average. They were categorized as low achievers (SBK) if the scores obtained from the WISC-R Intelligence Test were at or above the average obtained by their peers in this group of research subjects, while the rest were categorized as low achievers (SBR). Students were randomly assigned to one of four treatment groups: (1) oral attributional feedback group; (2) written attributional feedback group; (3) reinforcement feedback group; and (4) no treatment group. The results of ANOVA with LSD test showed that those who received attributional feedback, oral or written, scored significantly higher on the variables of perseverance and achievement in Mathematics compared to the control group students. The comparison group, students who received reinforcement feedback, did not show significant differences in both scores with either the attributional or untreated group. Further factorial design analysis revealed that attributional feedback, both oral and written, was more effective for low achiever students than underachiever students.