Mathematical Learning Difficulties Research Articles

Analysis of Students' Learning Difficulties in Learning Mathematics at Elementary Schools

This study aims to know the difficulty in learning mathematics experienced by fourth-grade students of SDN 169 Pekanbaru regarding understanding concepts. This study uses descriptive qualitative research with primary data sources from teachers and students of class IV SDN 169 Pekanbaru and secondary data sources obtained from documents and archives supporting learning in class IV to analyze student learning difficulties in mathematics in class IV SDN 169 Pekanbaru. The data collection techniques were obtained through interviews, observation and documentation techniques. To obtain the validity of objective data in qualitative research, the researcher will use source triangulation and technical triangulation. This study uses data analysis techniques Miles and Huberman, namely data collection, data reduction, data presentation and data inference. The results showed students' difficulties in using concepts, difficulties in using principles, and difficulties solving verbal problems. The factors that cause students to experience learning difficulties in learning mathematics in class IV SDN 169 Pekanbaru include internal and external factors. The factors that come from within students (internal) include physical factors, psychological factors (intelligence, attention, interest, talent, motivation), and fatigue. In contrast, the factors that come from outside the student (external) include family factors, school factors (learning methods, learning tools, teaching methods), and community factors.

Numerical magnitude understanding in kindergartners: A specific and sensitive predictor of later mathematical difficulties?

Difficulties in mathematics are argued to stem from impairments of a specialized system of numerical magnitude representation. This study investigates whether different measures of numerical magnitude understanding in kindergarten uniquely predict mathematical achievement concurrently and 6 months later, and also examines the relative explanatory of each aspect of magnitude understanding. It also examines the utility of such tasks as sensitive and specific predictors of children at risk of mathematical learning difficulties. Kindergartners (N = 215, M age = 74 months) were administered a number-line estimation task, a nonsymbolic numerical discrimination task, and a nonsymbolic to word mapping task. Multiple measures of math achievement were administered concurrently and upon entering formal education (M age = 80 months). Path analysis revealed that all 3 aspects of magnitude understanding had similar explanatory power in predicting concurrent and prospective math achievement; the only exception was that nonsymbolic numerical discrimination was not a significant predictor of concurrent mathematical reasoning. Of the 3 measures of magnitude understanding, number-line estimation was found to be the most accurate predictor of persistent mathematical difficulties. Approximately half of the children misclassified as having mathematical difficulties showed inconsistent mathematical achievement across the multiple measures. The implications for screening for mathematical difficulties and for designing interventions are discussed. (PsycInfo Database Record (c) 2021 APA, all rights reserved)

Analisis Kesulitan Belajar Matematika Materi Sistem Persamaan Linear Dua Variabel

This study was conducted to determine the degree of difficulty in learning mathematics in grade X students with the population in this study is 359 students grade X and the number of study samples is 72 students were taken with cluster sampling techniques. Data collection techniques in this study used a essay test and unstructured interview questions for 10 students. The instrument of this study are in the form of mathematical essay questions that are closed to the material system of linear equations in two variables for 4 problems. The data obtained were analyzed by fit student answers and key answers in learning difficultiy analysis guide. The results of this study indicate that students of class X in the academic year 2019/2020 had the most difficulty learning principle in the amount of 21.90% which is included in the low category level. While students who had difficulty learning concepts and operations are 13.90% and 12.34% respectively included in the very low category level.

A hierarchical component model of students’ difficulties of learning mathematics in a distance higher education

The main purpose of the research was to explore the students’ difficulties in learning mathematics at a distance higher education. The method used was a survey of 304 students of the study program of S-1 PGSD in the Pontianak Regional office center of Universitas Terbuka (UPBJJ-UT Pontianak). The data analysis used a partial least squares structural equation model (PLS-SEM) to reveal the hierarchical component model of the students’ difficulties in learning mathematics at Universitas Terbuka. The research confirmed that the difficulties in learning mathematics were reflected by five latent variables as indicated by path coefficients and level of significance: (1) the nature of mathematics, (2) the characteristics of distance learning, (3) learning material, (4) learning support services, and (5) motivation. The recommendation was that to facilitate the students’ learning mathematics, an institution of distance higher education should be focused on resolving the difficulties perceived by the students, such as students’ mathematical background, self-directed learning skills, and skill for learning through media.

Samoświadomość nauczycieli wczesnej edukacji w kontekście diagnozowania dyskalkulii rozwojowej

The article concerns the self-awareness of diagnostic competence of early childhood education teachers in the field of identifying students' risk of facing specific difficulties in learning mathematics. Modern times impose on the teacher increasingly complex tasks, requiring new professional competence, which includes incorporating new teaching methods, methodological considerations, and new professional performance quality. That, in turn, raises the questions concerning the state of preparation of early childhood education teachers to recognize and meet the developmental and educational needs of the student resulting from specific difficulties in learning mathematics as well as the competencies they need and should develop. The overriding goal of the author's research was to find answers to these questions using the diagnostic survey method with the survey technique conducted among 112 early childhood education teachers. In this article, only one aspect of the research is presented, which refers to teachers' self-awareness of the discussed competences. Based on the conducted study, we can conclude that the examined teachers of early education feel prepared to conduct pedagogical activities aimed at recognizing in their students the risk of developing specific difficulties in learning mathematics.

Analysis on the Methods of Solving Difficulties of Junior High School Students with Mathematics Learning Difficulties

Analysis on the Methods of Solving Difficulties of Junior High School Students with Mathematics Learning Difficulties

An Analysis of Student Difficulties in Mathematics Learning in terms of Student Mathematical Connection Ability on Pythagoras Theorem

This research aimed to describe student difficulties in mathematics learning in terms of student mathematical connection ability on Pythagoras theorem. This research was a qualitative descriptive research with case study design. The research subjects were 18 the IX grade students, then reduced to 5 students and purposive sampling technique was used in this research. Triangulation data such as mathematical connection ability and difficulties of mathematic learning tests and interview were used for collecting the data. The data were analyzed by Miles and Hubermen techniques including three stages: reduction, presentation, and conclusion/verification. The findings of this research showed that, each respondent has different difficulties at each mathematical connection ability level; (1) The subject (very high) mathematical connection ability level did not have problem with all indicators of difficulties in mathematics learning; (2) The subject (high) mathematical connection ability level had associations or visual-motor combination; (3) The subject (medium) mathematical connection ability level had associations or visual-motor combination and difficulties in recognizing and using symbols; (4) The subject (low) mathematical connection ability level had little spatial disruption, association or visual-motor combination, and little difficulties in recognizing and using symbols; (5) The subject (very low) mathematical connection ability level had spatial disruption, association or visual-motor combination, and difficulties in recognizing and using symbols

Hand preference and Mathematical Learning Difficulties: New data from Greece, the United Kingdom, and Germany and two meta-analyses of the literature

ABSTRACT Increased rates of atypical handedness are observed in neurotypical individuals who are low-performing in mathematical tasks as well as in individuals with special educational needs, such as dyslexia. This is the first investigation of handedness in individuals with Mathematical Learning Difficulties (MLD). We report three new studies (N = 134; N = 1,893; N = 153) and two sets of meta-analyses (22 studies; N = 3,667). No difference in atypical hand preference between MLD and Typically Achieving (TA) individuals was found when handedness was assessed with self-report questionnaires, but weak evidence of a difference was found when writing hand was the handedness criterion in Study 1 (p = .049). Similarly, when combining data meta-analytically, no hand preference differences were detected. We suggest that: (i) potential handedness effects require larger samples, (ii) direction of hand preference is not a sensitive enough measure of handedness in this context, or that (iii) increased rates of atypical hand preference are not associated with MLD. The latter scenario would suggest that handedness is specifically linked to language-related conditions rather than conditions related to cognitive abilities at large. Future studies need to consider hand skill and degree of hand preference in MLD.

PENINGKATAN HASIL BELAJAR MATEMATIKA MENGGUNAKAN ALAT PERAGA “SENDIRI” PADA SISWA KELAS IV SD INPRES TOBU

S tudents tend to experience difficulties in learning mathematics, one of which is seen from the very low score of students' mathematics report cards. Meanwhile, success means to achieve learning objectives. In fact,there is a situation in which students still find it difficult to understand the material being taught. Mathematics is perceived as a boring, uninteresting , and difficult subject to understand , and l earning is always teacher centered. This study aim ed to determine the increase of students’ learning outcomes and the implementation of learning using teaching aids. Th is research was conducted at SD Inpres Tobu and the research subjects were 20 grade IV students. The data were collect ed through tests and observation sheets. Based on the results of the analysis, it could be concluded that there was an increase in students’ learning outcomes after utilizing teaching aids in Mathematics in the material of geometry and cubes at grade IV SD Inpres Tobu for the academic year 2019/2020.

Identifikasi kesulitan belajar matematika di rumah selama pandemi covid-19 pada siswa kelas IV Sekolah Dasar

Abstract. This research aims to describe the aim of this research is to identify difficulties in learning mathematics at home during the Covid-19 pandemic which took place in grade 4 th elementary school. The research focus in writing this thesis is the method used in this research is descriptive qualitative with a phenomenological approach. The data sources of this research were all 4 th students, parents, and 4 th students teachers. The data collection technique was done by using questionnaires, interviews, and documentation studies. The data validity test used in this study was technical triangulation and source triangulation. Data were analyzed using the data analysis model Miles and Huberman. The results of this study indicate that student learning problems occur because students have difficulty understanding concepts, difficulty solving problems in story problems, and difficulties in numeracy skills. The difficulty in understanding the concept is as much as 78%, the difficulty in solving a story problem is as much as 90%, and the difficulty in calculating in number operations is as much as 85%. The problems that occur are caused by several factors. Factors from within students and outside students. seen from these factors, efforts can be made to solve learning difficulties experienced by students by doing remedies, doing exercises, taking private lessons, and maintaining communication with the teacher.

Discussion on the Causes and Transformation Strategies of Students with Mathematics Learning Difficulties in Sports Schools

Discussion on the Causes and Transformation Strategies of Students with Mathematics Learning Difficulties in Sports Schools

How Cognitive Strengths Compensate Weaknesses Related to Specific Learning Difficulties in Fourth-Grade Children.

The goal of the present study was to investigate whether children’s cognitive strengths can compensate the accompanied weaknesses related to their specific learning difficulties. A Bayesian multigroup mediation SEM analysis in 281 fourth-grade children identified a cognitive compensatory mechanism in children with mathematical learning difficulties (n = 36): Children with weak number sense, but strong rapid naming performed slightly better on mathematics compared to peers with weak rapid naming. In contrast, a compensatory mechanism was not identified for children with a comorbid mathematical and reading difficulty (n = 16). One explanation for the latter finding could relate to the lack of ability to compensate, because of the difficulties these children experience in both academic domains. These findings lead to a new direction in research on learning difficulties in mathematics and/or reading by suggesting that children with a learning disability each have a unique profile of interrelated cognitive strengths and weaknesses. Children might compensate with these strengths for their weaknesses, which could lead to (small) learning gains in the affected domain.

The need analysis of mathematics module based on problem-based learning to improve reasoning ability

This study aims to determine how students ‘needs for mathematics modules based on problem-based learning to improve students’ reasoning ability. The research method used is qualitative method. The subjects of this study were teachers and class VIII students in the junior high school even semester of the academic year 2019/2020 which contained 28 students of Junior High School 2 Jumapolo. The analysis was carried out in 3 stages, namely preliminary analysis, student analysis, material teaching analysis. Data collection using non-test methods using interviews and open questionnaires with 10 questions. The results of interviews with mathematics teachers in Junior High School 2 Jumapolo, it is known that students often experience difficulties in learning mathematics. The results of the open questionnaire showed that 82.15% of students stated that the development of mathematics modules based on problem-based learning was needed. The result of teaching materials showed that aspects manipulating mathematics, checking the validity of an argument, drawing conclusions are still not adequate, then for indicators make a conjecture and make generalizations there are still no match. The development of mathematics modules based on problem-based learning is needed to overcome the problem of textbooks that have not yet maximized reasoning ability.

Students’ Learning Difficulties in Mathematics: How Do Teachers Diagnose and How Do Teachers Solve Them?

This study aims to find out how teachers diagnose to determine students’ learning difficulties, especially in Mathematics in Elementary Schools. There are four aspects discussed in this study, including the teachers’ perception of students’ learning difficulties, teachers’ practice in connection with diagnosing students’ learning difficulties, teachers’ actions in response to the results of the diagnosis, parties involved regarding students’ learning difficulties. The research method used was descriptive qualitative with 13 teachers as the subject selected by purposive sampling. The data were obtained through interviews with classroom teachers, both from private and public schools, especially in North Borneo. The findings in this study show that the teachers use various ways to diagnose and overcome students’ learning difficulties. There are 3 ways that teachers do to diagnose learning difficulties in Mathematics, including tests, observations and interviews. While the ways to overcome them are to do remedial, provide tutoring individually, provide additional hours for students who have learning difficulties in Mathematics and involve students in learning. The method used has been effective, proofed by changes in students’ understanding and improvement in students’ learning outcomes. This study offers elementary school teachers ways that can be carried out to diagnose and overcome students’ learning difficulties in Mathematics.

Identification of Difficulties in Learning Mathematics at Secondary Level in West Bengal

Identification of Difficulties in Learning Mathematics at Secondary Level in West Bengal

“It does not Mean that They Cannot Do Mathematics”: Beliefs about Mathematics Learning Difficulties

Namibian preservice high school mathematics teachers’ (N=4) and teacher educators’ (N=3) beliefs about mathematics learning difficulties (MLD) were investigated to document the beliefs developed at the end of the teacher education program, the views and practices that might be emphasized in the program, and possible changes in these beliefs during the first year teaching. Preservice teachers were interviewed before they graduated from the teacher education program and during their first-year teaching. Teacher educators were interviewed once. Participants believed that the most important factor causing MLD at the high school was students’ knowledge and beliefs. Teacher educators stated former unqualified teachers and preservice teachers stated curriculum and teachers’ workload as other causes of MLD. Participants suggested individual support and mixed ability grouping to reduce students’ MLD. The partial alignment of beliefs among the participants showed that preservice teachers might have developed some beliefs through the views and practices emphasized in the program. Preservice teachers elaborated more on MLD when they became teachers and stated similar beliefs with some stress on their MLD-related practices. Preservice teachers did not comment on how teachers’ knowledge and practices might influence students’ MLD in both times. Findings pointed that teacher education programs should focus on increasing preservice teachers’ awareness of how their knowledge, practices and beliefs about MLD might affect students to improve their future practices. It is possible that teachers’ beliefs about MLD could be related to their beliefs about the nature of mathematical knowledge and indicators of high performance in mathematics.

Teaching Derivative Concept Using 6 Questions Cognitive Model

Derivative is one of the basic concepts of calculus, has an extremely rich practical background and wide application. However, "low exploration" of the limit thought in teaching and learning activities have caused difficulties in future advanced mathematics learning. The purpose of this study is to create a learning model that helps students understand calculus. The method in this research is using research and development method, designing a learning model using 6 questions cognitive model on derivative material. Based on the results of developing a new learning model in this study using the six questions cognitive model to explore mathematics from the six dimensions of "from where", "what ", "why", "how", "what if it changed" and "think about it", The teaching and learning activities when teaching derivative under the cultural background reflects the continuity, naturalness and order of teaching. The results of this study indicate that 6 question cognitive models can help students learn the basic concept of calculus. The results of this study can be implemented by teachers in schools to improve the quality of high school student learning

Development of scientific approach-based interactive multimedia for elementary school dyscalculia children

Difficulties in learning Mathematics for children are rarely understood by parents, even parents sometimes do not understand dyscalculia for children. In fact, dyscalculia children need special motivation and guidance. Interactive multimedia can be used as an alternative in giving special guidance for dyscalculia children. The objective of developing this interactive multimedia was to produce a product for elementary school dyscalculia children using android application suitable for a scientific approach. This development research employed four-D models development model which was developed by Thiagarajan. In this design, the researchers tested the validity level, practicality level, and also the effectiveness of the developed multimedia. The research subject was elementary school dyscalculia children especially the third graders. Based on the result of the validity test conducted by three validators, it was shown that the overall average was 3.20 where it was categorized as valid to be used. The result of the practicality test showed that the overall average was 3.09 where it was categorized as practical to be used. The result of effectiveness test showed that the overall average was 3.36 where it was categorized as effective to be used. The conclusion of this research was that the developed scientific approach-based interactive multimedia was practical and effective to be used as a learning source.

The Interpretation and Screening of Learning Difficulties in Mathematics: Regard at the Contribution of the Anthropo-Didactic Approach

The aim of this study is to increase knowledge about learning difficulties in mathematics by exploring how different explanatory perspectives on learning difficulties influence the discourse of educational specialists when they take a position on the foundations of learning difficulties in the field of mathematics. A literature review of the learning difficulties in mathematics researches of the last thirty years shows the emergence of two major interpretative perspectives. In the first one, the difficulties are interpreted in terms of the learners’ cognitive characteristics, while the second perspective study learning difficulties as the result of interactions between the student and the school system. Many debates during the last few decades between the proponents of the first perspective and those of the second perspective brought out a third perspective: the anthropo-didactic approach. This research aims to test the relevance of this third perspective by analyzing the discourse of different education professionals. Since this third interpretive perspective of learning disabilities has recently appeared in the scientific literature, to our knowledge, no research to validate this perspective has been done in Canada. Through semi-structured interviews, 14 educational specialists shared their experience and their vision regarding the interpretation of learning difficulties in mathematics. Moreover, they discussed the different methods for screening those difficulties. The results obtained through analysis of their discourse highlight different themes connected to three explanatory perspectives (cognitivist, didactic and social science). In addition, the results reveal the complementary contribution of the anthropo-didactic approach (related to the social science perspective) which, owing to its recent emergence in the Quebec scholarly research, is rarely considered by researchers and professionals working in the field of education.

Exploration of explanatory factors underlying teachers’ perception of learning difficulties in mathematics in interaction with student performances

This study project contributes to documenting the subject of learning difficulties in mathematics [1-4]. In this research, we aimed to verify what are the main explanatory factors underlying teachers’ perception of learning difficulties in mathematics and in relation to student performance in a problem-solving test. To meet the objectives of the study, we implemented a correlational quantitative data analysis devise with the participation of 262 primary school students. Regression analyzes were performed. The results of the analyzes show that the performance in solving a written mathematics questionnaire is explained mainly by socio-demographic variables associated with the students and by factual variables relating to the conditions for taking the questionnaires. Moreover, the teacher’s perception of student performance in mathematics is mainly explained by variables directly related to the student or to the teacher’s vision of the student’s potential for success at school.