Mathematics Learning Activities Research Articles

Teacher observations of programming affordances for K-12 mathematics and technology

With future shortage of professionals with programming and computing skills, many countries have made programming part of kindergarten – grade 12 curriculum (K-12). A possible approach is to make programming part of an already existing subject. Sweden has chosen this approach and in 2017 programming was integrated in the subject content of K-12 mathematics and technology. Integrating programming is at the expense of extra workload on teachers. Teachers affected by these changes will face new challenges in their teaching and learning activities. The aim of the study is to examine K-12 teachers’ use and perceived affordances of programming as a tool for teaching and learning activities in mathematics and technology. Data were collected through focus group discussions with three teacher teams in mathematics and technology from three K-12 schools in the mid Sweden region. 21 teachers participated in the study. Thematic analysis with a mixture of deductive and inductive coding were used to analyse the data. Theory of affordances was used to structure findings in themes of interests and answer the study’s aim and research questions. Results show that the teachers use a variety of programming tools in their teaching and learning activities. The use of programming in mathematics and technology can be understood in five main perceived affordances: 1) Play, 2) Discovery, 3) Adaptation, 4) Control, and 5) Freedom; which relate to both student motivation and subject content. Teachers also perceive obstacles and opportunities in using programming, that relates to different programming tools’ ability to support teaching and learning activities. The findings of this study can be drawn upon by teachers and other stakeholders in the integration of programming in K-12 education, and in the design of teaching and learning activities with programming.

UPAYA MENINGKATKAN KEMAMPUAN PEMECAHAN MATEMATIS SISWA MELALUI PEMBELARAN BERBASIS IT (GEOGEBRA)

The industrial revolution 4.0 is a formidable challenge for the world of education, one of which is learning mathematics. Moreover, in the current Covid-19 condition, which requires that learning be carried out by e-learning, the level of students' mathematical problem solving abilities is getting lower. To overcome this problem, this study applied an IT-based learning model (geogebra). The objectives of this research are to know the improvement of students' mathematical problem solving, the improvement of students' mathematical learning activities, and the improvement of the teacher's ability to manage learning. This type of research is Classroom Research. The analytical technique used is descriptive. The results of this study seen from the results of students' mathematical problem solving tests increased by 33.33%. Student activity in learning increased by 23.43%. The ability of teachers to manage learning increased by 36%. So the results of this study show that the IT-based learning model (geogebra) can improve students' mathematical problem solving, student activities in class X Multimedia I SMK Negeri 4 Padangsidimpuan.

PENERAPAN STRATEGI BELAJAR AKTIF TIPE LISTENER TEAM MENGGUNAKAN MEDIA MICROSOFT POWERPOINT DALAM PEMBELAJARAN MATEMATIKA KELAS VIII MTsN LUBUK BUAYA PADANG

The mathematics learning outcomes of most of the VIII grade students of MTsN Lubuk Buaya have not reached the Minimum Completeness Criteria. One of the efforts that can be made by the teacher to activate students in learning which can improve student learning outcomes is to apply an active learning strategy of the Listener Team type using Microsoft Powerpoint media. The purpose of this study was to determine the activities and learning outcomes of students' mathematics by implementing an active learning strategy of Listening Team type using Microsoft Powerpoint media. This research is a quasi-experimental research. The population of this study were students of class VIII MTsN Lubuk Buaya. The sampling technique was done by drawing numbers and the selected samples were students of class VIII.2 as the experimental class and class VIII.3 as the control class. The data were first tested for normality, homogeneity test and analysis of variance. The results showed that the mathematics learning outcomes of students who used the application of the Listener Team type active learning strategy using Microsoft Powerpoint media were better than conventional learning in class VIII MTsN Lubuk Buaya. The student activity data was obtained through observations at each meeting in the experimental class which showed that students' mathematics learning activities increased after being taught by implementing an active learning strategy of Listening Team type using Microsoft Powerpoint media in class VIII MTsN Lubuk Buaya.

Pelatihan Desain Aktivitas Pembelajaran Matematika Digital dengan Menggunakan Desmos

Abstract Desmos is a platform or service that offers a variety of math tools, digital math activities, and curricula to facilitate students’ high-level learning in a joyful way through the web or iOS and Android applications. For teachers, Desmos can be employed to improve the quality of mathematics teaching and learning by facilitating students to perform authentic mathematical activities. Therefore, the present community service activity aims to provide professional development programs for teachers to design digital mathematics learning activities using Desmos. The method used in the present community service was online training using Google Classroom and Zoom. The results of this community service activity indicate that the teachers gave a positive assessment of the training implementation, facilitators, and materials. Also, the teachers acknowledged that the training had provided new knowledge on learning media, sparked the desire of teachers to implement Desmos activities in mathematics teaching and learning, and made the teacher give a positive perception to Desmos. As a follow-up to this training, sustainable community service activities are needed so that the teachers can be more optimal in utilizing and integrating technology in mathematics teaching and learning effectively. Keywords : Desmos; Training; Mathematics Teaching and Learning; Professional Development.

Perusing the Past to Propel the Future: A Systematic Review of STEM Learning Activity Based on Activity Theory

Education is the road to sustainability, creating the appropriate environment for learners to socialize and acquire knowledge and skills for the 21st century. This study reviews 53 studies on Science, Technology, Engineering, and Mathematics (STEM) learning activities from 2011 to 2020. In the past last 10 years, STEM education has gained attention, and little is known about how researchers designed and implemented learning activities. This systematic review based on activity theory reveals that STEM learning activities mostly involved elementary students in all STEM disciplines, with a sample size from 1 to 50. STEM learning activities emphasize mixed tasks, evaluating mixed learning outcomes with three STEM disciplines. Researchers mostly preferred project-based learning and problem-based learning methods, lasting from 9 to 24 weeks under teacher guidance with no rewards. This study revealed that most STEM activities were implemented in the classroom. Finally, the most often-used tools were mixed hardware. The quiz is the most often utilized in STEM activity. Major understudied areas that can be investigated by future studies are also revealed in depth. The results and implications for future studies are also discussed in detail.

Permasalahan Aktivitas Pembelajaran Matematika Sekolah Dasar Selama Era New Normal

Elementary school math learning activities during the new normal era in Alor District are conducted online, home visits, and shifting. This is a transformation of learning activities that are situational and relatively new in this district. The purpose of this study is to explore the problems encountered from all three mathematical learning activities during the new normal era. This research practiced a qualitative research method with a case study approach. The informants in this study were nine teachers determined by using purposive sampling techniques. The informants came from three schools with different learning activities. Data collection was carried out in January 2021. There were several learning problems found during new normal era, namely the competence of teachers and parents in terms of the use of online learning technology, learning design, learning evaluation, student readiness, and the active role of parents. Based on the findings in this study, alternative solutions were provided to minimize various mathematical learning problems during the new normal era.

PENGEMBANGAN SOAL MATEMATIKA MODEL PISA KATEGORI FORMULATE UNTUK PESERTA DIDIK SMP/MTS

Mathematics learning should not only emphasize on computational algorithms, but focus on mathematical-thinking-skills, reasoning and critical-thinking. Mathematical activity that is able to accommodate this, as well as facilitate students to apply mathematical-concepts they have mastered to solve problems from real-life situations, is PISA-like mathematics-problems. This mathematics-problems emphasizes on mathematical literacy. Mathematical literacy is an individual's capacity to formulate, employ, and interpret mathematical solutions obtained into the real-life context provided. However, based on the results of several previous studies, it is known that many students have difficulty working on PISA-like mathematics-problems, one of which is in formulate. Therefore, it is necessary to increase the use of PISA-like mathematics-problems as mathematics learning activity at schools. Thus, in this study, it is developed the PISA-like mathematics-problems on Formulate category. This study employs Research and Development (R&D) method with the ADDIE model. The results of the product trial show that the product developed is valid and gets a response with "Good" criteria from students. In addition, through working on the PISA-like mathematics-problems developed, it helps students understand relationship between mathematics and real-life phenomena. It also demonstrates that mathematical abilities are needed and used in a variety of real-life situations.

Analisis Kesalahan Siswa SD Dalam Menyelesaikan Permasalahan Luas Gabungan Bangun Datar Berdasarkan Watson’s Error Category

Geometry is a branch of mathematics and is one of the subject matter in mathematics in elementary schools. Measurement of area is one of the fundamental topics in mathematics. In fact, with regard to broad measurement skills, most of the students have difficulty in describing the problem. the mistakes that students make in answering a problem or problem need to be identified, the information obtained about errors in answering math problems can be used in improving mathematics teaching and learning activities. The purpose of this study was to identify errors made in solving the broad problem of combining data shapes based on the Watson error category. This type of research is descriptive qualitative research. The subjects used were 6 4th grade students of MI Nurul Huda with three different ability criteria. The selection is based on the advice of the math teacher and the daily test scores of the previous material. The results of the study show that the errors made by the research are missing conclusion errors, incorrect data errors, incorrect procedures, missing data error, and skill hierarchy problem

IMPROVING MATHEMATICS LEARNING ACTIVITIES USING STUDENT TEAMS ACHIEVEMENT DIVISION OF COOPERATIVE LEARNING MODEL

The Teacher-centered learning results in students for being less active in responding to the teacher explanations. Therefore, there is a need for efforts to improve students learning activities. This study aims to improve mathematics learning activities using student teams achievement division (STAD) type of cooperative learning. This research was included in the classroom action research consisting of two cycles. The settings in this study were the students of class VII C in the second semester SMP Negeri 1 Imogiri Bantul in the academic year of 2018/2019, with 32 students consisting of 12 male students and 20 female atudents. The research used observation and interviews as the data collection method. The research instrument used in the form of an observation sheet and interview guidelines. The test of the research instrument is the validity test. The researcher used descriptive and qualitative methods to analyzed the datas. The results showed that using using student teams achievement division (STAD) type of cooperative learning model could improve mathematics learning activities of students of class VII C in the second semester of SMP Negeri 1 Imogiri Bantul in thr academic year of 2018/2019. This is evident from the results of observation of mathematics learning activities of student who experience an increase in earch cycle. In the first cycle the percentage of students mathematics learning activities was 40.95% with sufficient criteria. In the second cycle the percentage of students mathematics learning activities was 79.427% with good criteria. From the result of the interview it is obtained information that in general students are interested and feel happy in mathematics learning using student teams achievement division (STAD) type of cooperative learning model.

PENGARUH KEMANDIRIAN DAN GAYA BELAJAR SISWA TERHADAP KEAKTIFAN BELAJAR SISWA PADA PELAJARAN MATEMATIKA

The purpose of this study was to determine the effect of independence and student learning styles on student learning activities in mathematics. The research subjects were high school students of class XII IPA SMAN 3 PRAYA. This research method is a quasi-experimental research that uses two predictor regression equation data analysis techniques. The data collection technique used an instrument in the form of a questionnaire. The results of this study are indicated by the results of Fcount = 5.475 with a large Ftable = 3.42, this shows that there was an influence of learning independence and student learning styles on student learning activities.

Action Research to Develop Mathematical Learning Activities by Using Games

The objectives of this research were 1) to design and develop mathematical learning activities by using games and 2) to study the results of mathematics learning activities by using games. There were two groups of population. The first group was the fourth year mathematics program with a number of 24 people who are responsible for the design and develop mathematical learning activities by using games. The second group consisted of 81 students in Mathayomsuksa 1, which were used to study the results of mathematics learning activities by using games. The research instruments were operational research processes, mathematics achievement test and the teamwork measures. The statistics used for data analysis were mean, standard deviation, t-test dependent and content analysis.

A Case Study on Mathematics Instructional Implementation: Teacher’s Perspective on How Mathematics Teachers Face The Pandemic Covid-19 Situation

Learning activities carried out by teachers are at the core of the learning process. How the implementation of learning activities have a major influence on students’ understanding, especially when facing a Covid-19 pandemic situation. This paper aims to explain how mathematics learning takes place during the Covid-19 pandemic based on the teacher’s perspective. The research was conducted at MTs Sambirejo Sragen. The selection of research subjects was made based on purposive sampling. The research subjects were chosen by all mathematics teachers at MTs Sambirejo. The data in this study is a description of the teacher’s perspective regarding mathematics learning activities during the Covid-19 pandemic. The data collection techniques are interviews, documentation and observation. As a result, in general there were two types of learning activities on mathematics online learning during the Covid-19 pandemic situation at MTs Sambirejo. However, the two types of learning activities still use a teacher-centered learning approach. Even though the current pandemic condition is very different from the conditions before the pandemic. Explicitly, the actual process of learning activities in online learning has a consequence that all learning activities can be carried out in a more mobile and dynamic manner.

Enhancing Grade 11 students’ representation and connection in permutation and combination for their problem solving

The purpose of this paper was to enhance Grade 11 Thai students? concept of “Permutation and Combination.” The participants included 35 Grade 11 students in Khon Kaen University Demonstration Secondary School (Suksasart), Khon Kaen, Thailand in the academic year of 2018. The students were studying with adoption of Lesson Study Innovative mathematical learning activities to acquire knowledge of permutation and combination by using Open Approach. The methodology used in this study was in the interpretive paradigm. The students? concept about permutation and combination was interpreted through students? tasks and class observation. The interpretation considered on how and what teachers? understanding on students? learning on permutation and combination. The findings revealed that students held several ideas for their solving problem development in the lessons of permutation and combination. The study discussed and identified key students? solving-problem learning, which further highlighted the implications to enhance students? learning on mathematics performance based on lesson study and open approach in Thailand.

THE ISSUES AND CHALLENGES OF MATHEMATICS TEACHING AND LEARNING IN MALAYSIA ORANG ASLI PRIMARY SCHOOLS FROM TEACHERS' PERSPECTIVES

Purpose - The Malaysian government has allocated a large budget for Orang Asli primary school education via the Department of Orang Asli Development (JAKOA) to help improve Orang Asli pupils’ academic performance including mathematics. Teachers face challenges in ensuring that Orang Asli pupils become competent learners of mathematics. Hence, this study examined the teachers’ perspectives on the issues and challenges in the teaching and learning of mathematics at Orang Asli primary schools in Malaysia. Methodology - In this qualitative study, Two Orang Asli primary schools were randomly selected from eight primary schools within an Orang Asli Settlement in the District of Sungai Siput. The data were collected via focus group discussions and interviews, which were carried out during enculturation visits and were fully transcribed and thematically analysed. The research participants were purposively selected and comprised the schools’ administrators and mathematics teachers. Findings - The results of the data analysis showed that there were two main themes, namely classroom challenges and school challenges, in determining mathematics competence among Orang Asli pupils. Classroom challenges consisted of five sub-themes namely coverage of mathematics syllabus, mathematics teaching and learning resources, pupil engagement, language barrier, and mathematics learning culture. School challenges consisted of two sub-themes namely school attendance and discipline. To enhance mathematics competence among Orang Asli pupils, it is deemed important to conduct programmes and community engagement. Significance - This study contributes to the knowledge of the teaching and learning of mathematics at Orang Asli primary schools. It is recommended that teachers allow Orang Asli pupils to take home their mathematics textbooks so that they can complete their homework at home. Teachers are highly encouraged to conduct mathematics teaching and learning activities in groups to develop meaningful and engaging lessons.

Peningkatan Aktivitas dan Hasil Belajar Matematika Siswa SD melalui Metode Quantum Teaching pada Siswa Kelas III Sekolah Dasar

<p><em>Quantum teaching method applied in grade III sd Negeri Cinanas 03 Bantarkawung Subdistrict Brebes aims to improve the activities and results of students' mathematics learning. This research is conducted in 2 cycles with stages of each cycle, namely planning, implementation, observation, and reflection. The subjects of this class action study were teachers and grade III students of SD Negeri Cinanas 03 with a total of 30 students consisting of 13 male students and 17 female students. Data collection tools use observation sheets and technical formative tests of data analysis using qualitative and quantitative analysis techniques. The results showed that the application of quantum teaching approach model can improve students' mathematical learning activities and results. This can be seen from the student's learning achievements reaching the completion level gradually from pre-cycle (40%), cycle I (60%) and up to cycle II (83.33%). The activity of learning students reach a level of completion.</em></p>

Food-Based Science, Technology, Engineering, Arts, and Mathematics (STEAM) Learning Activities May Reduce Decline in Preschoolers’ Skin Carotenoid Status

ObjectiveTo assess the effectiveness of food-based science, technology, engineering, arts, and mathematics (STEAM) learning activities on preschoolers’ liking of 9 target vegetables and objectively-assessed fruit and vegetable (FV) intake. MethodsSeven hands-on, food-based STEAM learning activities were implemented to expose children to 9 target vegetables in 3 Head Start preschools (11 classrooms) across North Carolina. Child-reported vegetable liking scores and skin carotenoid status (SCS) were dependent variables collected at baseline, midpoint, and posttest. Adjusted repeated-measures ANOVA was used to examine intervention impact. ResultsA total of 113 children (intervention = 49; comparison = 64) participated. Children were an average age of 3.7 ± 0.57 years at baseline. Mean target vegetable liking scores for the intervention and comparison groups, respectively, were 3.2 ± 0.19 and 3.2 ± 0.17 at baseline, 2.9 ± 0.17 and 3.1 ± 0.15 at midpoint, and 2.8 ± 0.15 and 3.1 ± 0.13 at posttest. A time × group interaction was not significant for target vegetable liking scores. Mean SCS were 268.6 ± 13.24 and 270.9 ± 12.13 at baseline, 271.3 ± 12.50 and 275.6 ± 11.46 at midpoint, and 267.8 ± 11.26 and 229.6 ± 10.32 at posttest for the intervention and comparison groups, respectively. A time × group interaction was significant for SCS (F1,77 = 3.98; P = 0.02; r = 0.10). Both groups declined from baseline to posttest (intervention = 0.06%; comparison = 15.09%), which occurred after winter break, with a smaller decline observed in the intervention group (P = 0.02). Conclusions and ImplicationsFood-based STEAM learning activities may present a unique opportunity to affect FV intake while meeting academic standards. More research is needed to understand how liking for familiar FV changes over time and its relationship with consumption. In addition, more implementation research featuring larger sample sizes, teachers as the interventionist, and a longer study duration is needed to confirm the outcomes of food-based STEAM learning observed in the current study and the long-term impact this approach may have on children's’ dietary quality.

Two-Dimentional Figure Learning Through Problem Based Learning in Class V Students of Primary Schools

The problem of this research is the low student learning outcomes in mathematics subject class V Pai State Primary School. The purpose of this study was to improve mathematics learning outcomes through problem-based learning in fifth grade students. This type of research uses a Class Action Research that includes cycles of planning, implementation, observation, and reflection. The research subjects were teachers and fifth grade students with a total of 20 students, consisting of 9 men and 11 women. Data collection techniques used were observation, testing and documentation. Analysis of the data used is qualitative and quantitative. The results showed an increase in student learning activities and outcomes. This increase can be seen from each cycle. In the teaching activities of teachers and student learning activities have increased. In the first cycle, the teaching activities of teachers and students were in the moderately increased category in the second cycle being a good category. Improvements also occurred in student learning outcomes. In the first cycle, the classical completeness which has not been determined and is in the inadequate category has not yet been achieved. In cycle II student learning outcomes have improved, it is seen from the average value that has increased and is in the very good category. The conclusion of this study is that the existence of teacher teaching activities and student learning activities in learning mathematics by applying problem-based learning can improve student learning outcomes in mathematics subjects in Class V Pai State Primary School

Improvement of Mathematical Learning Activities And Results Through PBL and Congretting Media in Class 1st Students

<p><em>The researchers made improvements by applying a scientific approach with the Problem Based Learning model and concrete media. This type of research is classroom action research. which consists of two cycles, each cycle carried out with one meeting. Each cycle consists of the planning, action, observation and reflection stages. The research subjects were grade I students of SDN Pende 02. The data collection techniques used test and non-test techniques obtained from observations and documentation. The results of this study are the use of concrete media and problem based learning can improve student learning outcomes on the subject of addition and subtraction of numbers in grade I SDN Pende 02, Kersana District, Brebes Regency. In the first cycle of students who completed there were 14 students, the percentage of classical student learning completeness was 63.63%. In cycle II students who completed an increase of 20 students, students' reading completeness was 90.90%. So it can be concluded that student learning outcomes have increased and are said to be complete.</em></p>

PENINGKATAN AKTIFITAS DAN PRESTASI BELAJAR SISWA SMA MATEMATIKA MATERI LIMIT MELALUI MODEL TUTOR TEMAN SEBAYA (TTS) VARIASI

IMPROVEMENT OF LEARNING ACTIVITIES AND ACHIEVEMENTS OF SENIOR HIGH SCHOOL STUDENTS ON LESSONS OF LIMIT THROUGH VARIATION PEER-TEACHING MODELSThis research aims to improve Mathematics learning activities and improve mathematics learning achievement of the Limit material through the variation peer-teaching models model for class XI MIPA 3 students in the 2018/2019 academic year. This research was conducted at SMA Negeri 9 Bogor. This research was conducted from January 2019 to June 2019. The subjects in this Classroom Action Research were students of SMA Negeri 9 Bogor in class XI MIPA 3, totaling 35 students consisting of 13 male students and 22 female students. Data collection techniques with written tests and observations. Data analysis using comparative description analysis and qualitative description. The results of this Classroom Action Research are: students' mathematics learning activities in the initial conditions, cycle I and cycle II have increased. The average score of student learning activities in the initial conditions of 2.74 increased to 3.77 in the first cycle and increased to 4.30 in the second cycle, while the mathematics learning achievement of students in the initial conditions, cycle I and cycle II increased. The average value of student achievement in the initial conditions of 39.13 increased to 71.17 in the first cycle and increased to 88.13 in the second cycle. The percentage of students who completed also increased, in the initial condition, students who completed learning were only 17.14%, increasing to 50% in cycle I and increasing to 80% in cycle II. This increase is due to the variation peer-teaching models learning method, all students can be actively involved in learning. Students who are appointed as tutors are active in helping their group members overcome learning difficulties. Students who have difficulty learning actively ask questions and discuss with tutors who are their own friends.

The emergence of leadership in students\u2019 group interaction in a school-based makerspace

This case study is an examination of the emergence of leadership in students’ group interaction in a school-based makerspace. The data comprised video records of 20 primary school students’ group work within this context, encompassing student-driven creative engagement in science, technology, engineering, arts, and mathematics (STEAM) learning activities. Interaction analysis was applied to analyze the students’ leadership moves and to depict how students’ leadership was related to their collaboration. The analysis resulted in a typology of students’ leadership moves in a makerspace context, namely, coordination of joint work, exploring new ideas, seeking out resources,and offering guidance and supporting others, adding to the existing literature on student leadership and collaboration in novel learning environments. The study also illustrates how the students’ leadership moves in group interactions can lead to dominating and/or shared leadership, with consequences for students’ collaboration. The study points to the importance of more research and development of pedagogical practices that support students’ symmetric participation and opportunities to lead collaborative work and to promote advanced collaboration in school-based makerspaces.