Interest In Mathematics Research Articles

PENGUKURAN MINAT BELAJAR SISWA KELAS XI SMA DALAM PROSES PEMBELAJARAN MATEMATIKA

This study aims to determine how well the level of interest in mathematical learning of students in mathematics subjects in terms of indicators of learning interest. The subjects in this study were one of class XI at SMA Negeri 6 Karawang for the 2023/2024 academic year, totaling 29 students. This research was conducted using a descriptive method with a qualitative approach. Data collection was obtained with a non-test instrument in the form of a mathematical learning interest questionnaire consisting of 22 statements and adjusted based on indicators of learning interest. After processing data using the Likert scale, the happy indicator has a percentage of 62% (good), the student interest indicator is at 70% (good), the indicator of student attention to the criteria is quite good at 54%, and the student engagement indicator has good criteria with a percentage of 64%. From the results of the study, it can be concluded that the level of interest in learning students in mathematics learning has a good level overall, in terms of indicators of learning interest, namely feelings of pleasure, student interest, student attention, and student involvement.

The Influence of Teams Games Tournament Learning Model on Middle School Students' Mathematics Interest and Learning Outcomes

This learning model will focus on the Teams Games Tournament cooperative learning model on students' learning interest and learning outcomes in Mathematics learning. The Teams Games Tournament learning model is considered appropriate because it can increase students' interest so they are more interested in Mathematics subjects. If students are interested in Mathematics subjects, this will have a positive impact on the students' learning outcomes. Thus, the hypothesis used in the research entitled The Influence of the Teams Games Tournament (TGT) Learning Model on Students' Interest in Learning and Mathematics Learning Outcomes, namely H1: Application of the Teams Games Tournament (TGT) Learning Model has an influence on the Learning Interest and Mathematics Learning Outcomes of Class VIII SMPN 2 Students Ngantru Tulungagung. H0: Implementation of the Teams Games Tournament (TGT) Learning Model has no effect on Learning Interest and Mathematics Learning Outcomes of Class VIII Students at SMPN 2 Ngantru Tulungagung.

Augmented reality in influencing interest in learning mathematics

Learning using technology can grow students' interest, one of which is augmented reality, which can attract students' interest in learning mathematics. This research explores AR forms and responses to students' interest in learning mathematics after using AR. The research method used is a systematic literature review. For this research, a synthesis of relevant studies was created through the PoP (Publish or Perish) application by searching for articles using Google Scholar. Based on the selection results obtained, 740 articles. Ten duplicate articles were found, 143 articles that did not contain any keywords, 561 articles that did not meet the researcher's criteria, and seven articles that did not answer the researcher's question, resulting in 19 basic studies published between 2013 and 2023. The research results provide information that there are forms of AR that can influence interest. Students learn mathematics, namely AR learning media in AR playing cards, 3-dimensional AR, AR text-to-speech applications, AR building space, learning media with magic books, AR and Flash Card applications, and other Android-based AR applications. Augmented Reality (AR) has a very positive impact on students learning mathematics. Thus, educators may consider additional training in the use of AR technology and develop learning strategies that include elements of AR to support the achievement of student mathematical learning objectives effectively.

Analysis of factors of Low Student Learning Interest in Grade IV Mathematics Subjects at Elementary School


 
 
 
 A study was conducted by researchers at SD Negeri 35 Palembang. The purpose of this study was to examine the various factors that cause students' lack of interest in learning in grade IV in mathematics. The researcher utilized a qualitative research method using a case study approach. Data collection was done through triangulation and inductive analysis, and emphasis on meaning rather than generalization in qualitative research results. Case study refers to a series of research activities carried out in a structured, detailed, and thorough manner regarding a program, event, or activity. The purpose of this case study is to understand in depth about it, both from the perspective of individuals, groups, institutions, and organizations. Generally, the case chosen is an ongoing event in real life, not something that has happened in the past. The process of collecting information is carried out through direct observation and interaction through interviews. Based on observations, interviews, and notes taken by the researcher, it was concluded that there were about five students in one class who received low scores and lacked interest in learning mathematics. Based on information found by researchers during observations and interviews, it can be concluded that there are several reasons why grade IV students' interest in learning mathematics at SD Negeri 35 Palembang is low. First, students do not have enough rest time. Second, students lack motivation to learn. Third, students do not show high interest in math. Fourth, students have to deal with two activities at once, namely school and boarding school. Finally, there is the influence of the post-Covid-19 situation or online learning.
 
 
 

Investigating the impact of classroom management, teacher quality, and mathematics interest on mathematics achievement

Investigating the impact of classroom management, teacher quality, and mathematics interest on mathematics achievement

Individual differences in emerging adults’ spatial abilities: What role do affective factors play?

Spatial ability is defined as a cognitive or intellectual skill used to represent, transform, generate, and recall information of an object or the environment. Individual differences across spatial tasks have been strongly linked to science, technology, engineering, and mathematics (STEM) interest and success. Several variables have been proposed to explain individual differences in spatial ability, including affective factors such as one’s confidence and anxiety. However, research is lacking on whether affective variables such as confidence and anxiety relate to individual differences in both a mental rotation task (MRT) and a perspective-taking and spatial orientation task (PTSOT). Using a sample of 100 college students completing introductory STEM courses, the present study investigated the effects of self-reported spatial confidence, spatial anxiety, and general anxiety on MRT and PTSOT. Spatial confidence, after controlling for effects of general anxiety and biological sex, was significantly related to performance on both the MRT and PTSOT. Spatial anxiety, after controlling for effects of general anxiety and biological sex, was not related to either PTSOT or MRT scores. Together these findings suggest some affective factors, but not others, contribute to spatial ability performance to a degree that merits advanced investigation in future studies.

Playfulness in Mathematics Teaching in the 5th Grade of Elementary School at Tereza Lemos de Oliveira Santos State School in Atalaia do Norte-AM Municipality

The purpose of the present work is to verify if the teaching of mathematics can become interesting for the students of the 5th year of Elementary School, through the playfulness with the use of mathematical games. In this context, mathematical games: contig 60, multiplication domino, division marathon and integer race, emerged as an educational process, with the aim of promoting teaching and learning through play. As a methodology of qualitative documentary approach, a questionnaire was applied to find out the students’ level of learning, right after, there was a class on the contents of addition, subtraction, multiplication and division. As a complement, the games mentioned above were applied. When the questionnaire was applied again, there was a great improvement in the level of learning of the students in this 5th grade class, in relation to the four basic operations of mathematics. Thus, it can be noted that the use of games enabled the construction of students’ knowledge, thus awakening creativity, logical reasoning and their motor skills. Also, through these activities, a greater interest and curiosity in learning mathematics was noticed in the students.

Exploring the Effects of Technology-Related Informal Mathematics Learning Activities: A Structural Equation Modeling Analysis

AbstractDespite the burgeoning adoption of informal learning in people’s daily lives, the actual effects of informal learning activities, especially technology-related informal learning activities, are much less reported than those of formal learning. Furthermore, there is a notable lack of research on the effects of technology-related informal mathematics learning activities (TRLA). This study aims to propose and validate a new model which illustrates the effects of TRLA on four constructs: mathematics self-efficacy (MSE), mathematics interest (MI), self-regulation in mathematics learning (SR), and teacher-student relationship (TSR). Adopting a quantitative cross-sectional survey approach, 460 students were investigated. The data were analyzed employing two-step structural equation modeling. Our findings demonstrate the direct effects of TRLA on MI and SR as well as the indirect effects on MI, MSE, and TSR. This study advances the understanding of technology-enhanced informal learning, which is an emerging perspective of technology-enhanced learning.

Analysis of Improved Interest and Learning Outcomes in Mathematics at Junior High School RME Teaching Model

Analysis of Improved Interest and Learning Outcomes in Mathematics at Junior High School RME Teaching Model

The Influence of Index Card Match on Mathematics Learning Outcomes in Inverse Matrix Material in High School

Lack of interest in learning inverse matrix mathematics causes a lack of interest in learning mathematics and produces unsatisfactory results. Researchers tried to conduct experimental research on the application of the Index Card Match learning model to mathematics learning outcomes in Inverse Matrix material at SMA Negeri 21 Makassar. The approach used is a quantitative approach with a pre-experimental method with a One Group Pretest Posttest design. The data collection techniques used are tests, observation, interviews and documentation. Meanwhile, data analysis uses the normality test and the Simple Paired T-Test hypothesis test. The results of this research were hypothesis testing on the pretest and posttest which obtained results of 0.000 < 0.05. H0 was rejected and Ha was accepted. From these results, it means that the application of the Index Card Match model has an influence on cognitive mathematics learning outcomes in inverse matrix material for class XI students at SMA Negeri 21 Makassar..

PELATIHAN PEMBUATAN E-BOOK MELALUI APLIKASI POWER POINT DAN ANYFLIP BAGI GURU SEKOLAH DASAR

The reason behind this community service is that there are several obstacles in the learning process, such as a lack of students' interest in participating in the learning process and the media used being less interesting or too ordinary. The learning process is not optimal, so some students get results below the minimum completeness criteria (KKM). Learning outcomes are influenced by several factors, one of which is the role in conveying lesson material; a person needs learning media to support the information they convey, be it visual or audio-visual media. The development of these media was carried out to make the subject matter in the learning process easy for students to understand. To help increase students' interest and motivation to learn, the author tried to create an e-book using the PowerPoint and Anyflip applications. The author uses the e-book learning media development method by utilizing the PowerPoint and Anyflip applications, where through the Anyflip application, teachers are taught to develop PowerPoint material into e-books so that learning activities can provide new experiences for students and can increase participants' interest and learning outcomes in mathematics educate.

Revisiting the Three Basic Dimensions model: A critical empirical investigation of the indirect effects between perceived teaching quality and student outcomes

The Three Basic Dimensions (TBD) model, the leading model of teaching quality in German-speaking countries, theorizes three mediation paths for the effect of teaching quality on student outcomes. However, the existence of these paths and their effects have largely not been empirically tested. This study investigated the mediating role of depth-of-processing, time-on-task, and need satisfaction between student-rated teaching quality and students’ mathematics achievement and interest, expanding the TBD model to include mediation paths suggested by theories of motivation, cognition, and effort. Data from the TALIS Video Study Germany, comprising 958 secondary school students in 41 classrooms, were used to run multilevel longitudinal and correlational mediation analyses. The results found mediation effects only at the student level; there were no mediating effects at the classroom level. Not all of the hypothetical relationships thought to exist between the mediators and achievement and interest outcomes were confirmed. Specifically, at the student level, we found that time-on-task predicted student interest and depth of processing predicted student achievement, but none of the other hypothesized relationships were observed. The conceptual sequence of the variables, the choice of correlational vs. longitudinal evidence, and the level of analysis were all shown to have an impact on the results. The study thus confirms some of the assumptions of the TBD model, identifies new paths between teaching quality and student outcomes, and provides suggestions for how to proceed with the further investigation of a model which should be expanded and empirically tested.

DEVELOPMENT OF THE METHODOLOGICAL COMPLEX

The research design for this study employs a mixed-methods approach, combining both quantitative and qualitative techniques to investigate the effectiveness of the methodological complex in enhancing students' interest in mathematics through the use of gaming technologies. This approach allows for a comprehensive examination of the complex interactions between teaching methodologies, gaming technologies, and students' interest in mathematics.

Peningkatan Pemahaman Konsep Pecahan Siswa Sekolah Dasar dengan Media Kertas Lipat

The background to this research is the low understanding of concepts experienced by students, and the lack of student interest in learning mathematics. For this reason, teachers must choose the right learning media so that they can increase students' understanding of concepts, as was done by the teacher in class IV MI Darul Ulum 02. This research was conducted at MI Darul Ulum 02 for the 2023/2024 academic year. This research aims to analyze the increase in understanding of mathematical concepts regarding fractions in class IV using folded paper learning media. The method used in this research is observation, directly observing the mathematics learning process and interviews with class IV teachers. The results of this research show that the use of folded paper media increases students' understanding of concepts in mathematics regarding fractions. This is shown when the teacher asks students questions, and the students can answer correctly.

The impact of robotics clubs on K-12 students' interest in STEM careers

This paper explores the transformative impact of robotics clubs on K-12 students' interest in Science, Technology, Engineering, and Mathematics (STEM) careers. Through a comprehensive review, we delve into the experiential learning environment, critical thinking skills, and collaborative dynamics fostered by these clubs. Despite their potential, challenges such as accessibility, gender disparities, and resource constraints are identified. The recommendations provided offer strategic insights to optimize the effectiveness of robotics clubs. These recommendations aim to create inclusive, sustainable, and impactful STEM engagement by emphasizing equitable access, diversity, and integration with the formal curriculum. By addressing challenges and implementing recommendations, educators and policymakers can harness the full potential of robotics clubs in shaping the STEM trajectories of K-12 students.

Informal Assessment of Preschool Children’s Concepts of Zero

AbstractThere is growing interest in mathematics learning progressions in early childhood education. Counting is a skill usually developed early in life. The application of the counting principles in early childhood typically entails counting objects. This poses challenges for learning about zero. Indeed, the word “zero” is seldom used in the context of early childhood education. Early childhood educators could purposefully introduce children to zero as a concept and facilitate children’s understanding that zero is a number and more than just the absence of something. “Zero” is introduced in school, but little guidance is provided to teachers within the Australian Curriculum for Mathematics in the Foundation year. This study contributes to a small corpus of research that has investigated preschool children’s understanding of the concept of zero. Unlike other studies, the method employed to elicit children’s knowledge was informal and more similar to educator-child conversations that occur within a playbased curriculum and contribute to formative assessment. Data are presented from 20 children, aged from three to five years, participating in a regional early learning centre. Six children demonstrated familiarity with the symbol for zero (“0”) and/or the concept that zero describes a numerical quantity. Asking a follow-up question encouraged children to share their thinking. The importance of early childhood educators purposefully supporting children’s familiarity with the word zero along as well as the concept of zero is proposed.

Membangun Lingkungan Belajar Menyenangkan untuk Mengatasi Kecemasan Matematika dan Meningkatkan Keterlibatan Siswa Kelas I SD Sekolah XYZ Jakarta

This research aims to explore the use of Math Centers as a enjoyable learning environment to address mathematics anxiety and improve engagement in 1st-grade students at XYZ Elementary School. Mathematics plays a crucial role in the elementary education curriculum, contributing significantly to the development of logical understanding and problem-solving skills for students. However, the high level of mathematics anxiety and low student engagement pose challenges in the early learning process. This qualitative research involved one 1st-grade class with 20 students as the research subjects. Data were collected through classroom observations, test results, and interviews with both teachers and students. The findings indicate that 1st-grade students participating in Math Centers exhibit low mathematics anxiety and active engagement in the classroom. Students also tend to enjoy mathematics lessons in the Math Centers setting compared to regular classes. The varied activities provided in Math Centers make mathematics no longer perceived as a dull and intimidating subject. The implementation of Math Centers at XYZ Elementary School will be carried out regularly every Friday to sustain students' interest in mathematics, reduce anxiety, and motivate them to actively participate in the learning process.

On Designing Prototype Model of “MathWiz” Mobile Application as an AR-Based Learning Media to Improve Students’ Mathematical Proficiency

Learning loss is one type of learning crisis, which refers to the loss of previously learned competencies, incomplete learning at the grade level, and the numerous consequences of not mastering learning at each grade level. As a result, attempts can be made to address these issues through advancing information technology, particularly through augmented Reality (AR)-based learning technologies and artificial intelligence with machine learning. This study aims to create and evaluate the effectiveness of the mobile application "MathWiz" as an AR-based learning media for improving students' mathematical proficiency. The MathWiz program is designed in three stages: listen to customers, build/revise mock-ups, and customer test drives mock-ups. Many respondents from several universities in Bandung participated in this study. According to the results, MathWiz has four advantages: (1) it can display detailed objects and learning materials in real-time; (2) interactivity supported by sophisticated and accurate audio text, video, images, and animation features; (3) has the potential to improve students' mathematical proficiency, and (4) has the potential to increase students' interest in learning mathematics and reduce boredom. The results of this study show that learning mathematics can be made more entertaining and memorable through lecturer innovation.

Value Judgments in Mathematics: G. H. Hardy and the (Non-)seriousness of Mathematical Theorems

One of the general criteria G. H. Hardy identifies and discusses in his famous essay A Mathematician’s Apology, Cambridge University Press, Cambridge, 1940) by which a mathematician’s patterns must be judged is seriousness. This article focuses on one of Hardy’s examples of a non-serious theorem, namely that 8712 and 9801 are the only numbers below 10000 which are integral multiples of their reversals, in the sense that 8712=4·2178\\documentclass[12pt]{minimal} \\usepackage{amsmath} \\usepackage{wasysym} \\usepackage{amsfonts} \\usepackage{amssymb} \\usepackage{amsbsy} \\usepackage{mathrsfs} \\usepackage{upgreek} \\setlength{\\oddsidemargin}{-69pt} \\begin{document}$$8712=4\\cdot 2178$$\\end{document}, and 9801=9·1089\\documentclass[12pt]{minimal} \\usepackage{amsmath} \\usepackage{wasysym} \\usepackage{amsfonts} \\usepackage{amssymb} \\usepackage{amsbsy} \\usepackage{mathrsfs} \\usepackage{upgreek} \\setlength{\\oddsidemargin}{-69pt} \\begin{document}$$9801=9\\cdot 1089$$\\end{document}. In the context of a discussion of generality, which he considers an essential quality of seriousness, he explains that there is nothing in this example which “appeals much to a mathematician” and that it is “not capable of any significant generalization.” Interestingly, since the publication of the Apology, more than a dozen papers—including one by the renowned mathematician Neil Sloane—have been published that discuss generalizations of Hardy’s example. By identifying the most important aspect of Hardy’s notion of generality, it is argued that, contrary to the views of several researchers, Hardy’s claim regarding the non-capability of any significant generalization is still tenable. Furthermore, this case study is presented and discussed as an example of the multifaceted nature of mathematical interest.

Pengaruh Pembelajaran Pendidikan Matematika Realistik Indonesia (PMRI) Terhadap Kemampuan Numerasi Dan Minat Belajar

This study aims to determine the effect of the application of the Indonesian Realistic Mathematics Education (PMRI) learning model in improving students' numeracy skills and learning interests. This type of research is experimental research using pseudo-experimental or quasi-experimental designs. This research scheme uses Nonequivalent Control Group Design, where the selected control and experimental classes are given tests at the beginning of the research (pretest) and given questionnaires of interest in learning mathematics, then giving different treatment between the control class and experimental classes, then ending with final test activities (posttest) and filling out questionnaires of interest in learning mathematics. Data collection techniques use the distribution of pretest and posttest questions and questionnaires of interest in learning mathematics. The data analysis used is normality test, homogeneity test, and independent sample t-test. This research was conducted at SMA Negeri 4 Yogyakarta by involving class X E5 students as an experimental class and class X E6 students as a control class. The results showed that the Indonesian Realistic Mathematics Education (PMRI) learning model was more influential in improving numeracy skills and interest in learning mathematics for grade X students of SMA Negeri 4 Yogyakarta in the 2023/2024 academic year when compared to conventional learning models.