Mathematical Learning Difficulties Research Articles

Pengembangan Integrasi Bangun Ruang Prisma Berbasis Etnomatika Terhadap Rumah Adat Joglo dengan Kemampuan Visualisasi Spacial pada Siswa Kelas V Sekolah Dasar

The background that prompted this research was the existence of factors in students' learning difficulties in understanding mathematics, especially in geometric material. The aim of the research is to determine the development stage and feasibility of integrating ethnomathematics-based prism spatial construction into Joglo traditional houses with spatial visualization abilities in fifth grade elementary school students. The research in this thesis uses Research and Development research using the ADDIE model. It can be concluded that the Omahku media based on ethnomathematics with visual spatial capabilities is a media that is suitable for use as a learning medium and of course can also be an alternative media used by teachers in mathematics lessons regarding spatial construction material. Based on the results of this research, the resulting learning media can provide suggestions that can be an alternative for teachers in learning, especially in building materials and can be combined with other learning resources.

Dimensional versus categorical approach: A comparative study of mathematical cognition

BackgroundResearchers have employed two distinct methods to understand the cognitive underpinnings of mathematical ability: categorical and dimensional. These two methods have different underlying assumptions. However, to the best of our knowledge, research to date has not empirically tested which method can better predict variance in mathematical ability. Method104 children from Indian public schools in the 3rd and 4th grades completed a mathematical ability test. For the categorical approach, participants were categorized into two groups: mathematical learning difficulty and high math achieving. For the dimensional approach, the data of all participants were considered. The cognitive abilities measured included approximate number system, working memory, inhibitory control, and spatial ability. ResultsMixed factorial ANOVA and hierarchical regressions revealed that the dimensional approach demonstrated better predictive power for mathematical ability than the categorical approach. ConclusionsThe dimensional approach offers a more comprehensive insight into mathematical cognition, enabling greater control over the predictors.

Mathematical skills classification through primary education

By the end of primary school, children are expected to acquire a range of mathematical skills that progressively develop. This study aimed to gain insight into how a large number of numerical and geometrical measures are grouped and whether the structures shift or remain invariant along child’s development based on the data obtained from a sample of 1346 s to sixth grade children. On the basis of correlation analyses and exploratory factor analyses, we came up with an invariant four-factor structure for each grade. The four factors obtained were the following: (a) early and retrieval skills (subitizing, enumeration, number facts) (b) transcoding and ordinality skills, (c) numerical advanced skills and (d) visual-spatial advanced skills. Confirmatory factor analyses showed that the four-factor model fits well to the data (RMSEA < 0.06, CFI > 0.95, GFI > 0.93, SRMR < 0.05) at all grades. The associations between the mathematical measures were captured in each factor and the revealed invariant structure is discussed and compared with previous classification models of mathematical skills. Given that the difficulties in learning mathematics is currently being viewed as a continuum of academic abilities instead of a distinct problem, the underlying invariant four-factor structure can facilitate experts and educators to better understand how a broad area of mathematical skills are related across the primary education, in order to carry our comprehensive assessment of both the mathematical strengths and weaknesses of their students and to apply the appropriate customized teaching strategies.

Mathematics Learning Model for Children with Dyscalculia through Special Intervention

This research aimed to formulate a model of mathematical learning difficulties for children with dyscalculia to help children with dyscalculia overcome mathematics problems at school. This research is important to carry out considering that dyscalculia is a serious problem experienced by many students throughout the world. The SDTA model was built by analogizing the STIR model to non-communicable diseases. In this study, of 1247 students who conducted a series of tests (screening tests), there were 121 students, or 9.7% were initially identified as having dyscalculia. Furthermore, observations were carried out and confirmation was carried out with parents and teachers so that 119 students tested positive for dyscalculia. The research results showed that after intervention through treatment by the teacher, dyscalculia students experienced a very drastic decrease, especially in the material on recognizing and ordering numbers. Likewise, the results of model simulations on multiplication operation material illustrated the decline in students with dyscalculia. Specifically for division operations, the treatment process took relatively longer. Therefore, the simulation results in the SDTA model reflected students who are identified as having dyscalculia, along with planned intervention/ treatment, students could pass through the mathematics learning phase successfully.

Using Assistive Technology to Differentiate and Accommodate Students with Special Needs Facing Learning Difficulties in Mathematics

This paper will discuss how assistive technology forms the basis of differentiation and support for students with special needs when conquering specific math learning difficulties. The Department of Special Education utilized a quantitative research design to collect data from 240 teachers through a structured, self-developed questionnaire. The use of simple random sampling maximized representative samples and minimized biases. We established the effects of AT in terms of differentiated instruction, increased student engagement, and an inclusive learning environment. Teachers estimated complex mathematical concepts using AT tools, such as virtual manipulatives and educational apps, as easier to understand and improve student confidence and participation levels. Overall, the findings indicate a need for continuous teacher training and resource allocation to effectively integrate these into a holistic classroom experience. The conclusion is that integrating assistive technology into education is a gateway to ensuring that every special need student receives quality learning in mathematics, thus equalizing access to education. Recommendations call for investment in professional development of the teachers, adequate resources for AT tools, and inculcation of AT provision in curriculum design. Further research should investigate the long-term effects of AT on students' achievement in other subjects.

Practices Used to Diagnose Hearing Impaired Students with Learning Difficulties in Mathematics

This study aimed to examine how teachers perceive the diagnostic practices used to identify mathematical learning difficulties among hearing-impaired students. This study adopted a quantitative research design, sampling 300 teachers using simple random sampling. We collected data using a self-developed questionnaire and analyzed the data using descriptive and inferential statistics in SPSS. The study highlights the importance of visual aids, non-verbal assessment, and teamwork between the audiologist and educator to identify hearing-impaired students. Teachers believe that we need to design more versatile tools in addition to norm-referenced tests. This underscores the shortcomings in the diagnostic tools. There was a lack of specialized diagnostic equipment for both hearing and learning disabilities, as reported during the observation. It also highlights the need for continuous practice improvement and excellent collaboration among all stakeholders. These findings contribute to the broader literature on inclusive education and underscore the necessity for innovation in diagnostic tools to support students with hearing impairments better. In this area, emerging technologies should be the focus of further research to improve diagnosis.

From developmental theory to effective training: long-term and transfer effects of promoting the quantity-to-number word linkage in first-graders at risk for mathematical difficulties.

The model of quantity-to-number word linkage (QNL model) identifies relevant milestones in the process of early numerical acquisition and describes a developmental sequence that can guide the fostering of foundational mathematical abilities in at-risk children. While there is substantial evidence for the predictive value of the quantity-number competencies (QNC) described by the model, evidence supporting the preventive potential of interventions targeting these QNC is so far largely restricted to short-term effects. Findings regarding their long-term preventive impact, especially in terms of transfer to mathematical school achievement, are still limited. This quasi-experimental study aimed to address this gap by evaluating the long-term transfer effects of an intervention program that is strictly derived from the QNL model of mathematical development [QNL training; in German "Mengen, zählen, Zahlen" (MZZ)]. We assessed the quantity-number competencies of 575 first-graders and identified 119 of them as being at risk for mathematical learning difficulties, who were then assigned to three experimental conditions. Sixty one children received 12 sessions of the QNL training, while 30 underwent training in inductive reasoning. Another 28 children served as a control group, receiving no specific intervention. Multi-level analyses confirmed both significant short-and long-term effects in the specifically trained quantity-number competencies as well as transfer effects on subsequent mathematical school achievement. In accordance with previous findings, transfer effects of the QNL training on mathematical school achievement were not yet evident immediately after the intervention but turned out to be significant after a delay of 6 months and remained stable even 15 months after training. Effect sizes ranged from d = 0.32 to d = 1.12. These findings both underscore the preventive potential of interventions that are strictly driven by developmental theory and, conversely, support the theoretical assumptions of the QNL model.

Ethnomathematics Digital Student Worksheet Using the Problem Based Learning Model to Improve Creative Mathematical Thinking for Elementary School Students

Low creative mathematical thinking ability is caused by the difficulty of learning mathematics on the division of decimal numbers. Therefore, this research aims to develop digital ethnomathematics worksheets using the PBL model to build students' creative mathematical thinking skills on division of decimal numbers in class V elementary school. This type of research is development research with the ADDIE development model. The subjects of this research were 7 material experts and 2 learning media experts. The test subjects in this research and development were 8 students. Data collection techniques include observation, interviews, and questionnaires. The data collection instrument is a questionnaire sheet. The techniques used to analyze the data are qualitative and quantitative descriptive analysis. The research results, namely the assessment results given by learning material experts, were 84.29% so they were declared very good. The assessment results by learning media experts were 90.00% so they were declared very good. The assessment results by students obtained an overall average score of 81.52%, so it was very good. It was concluded that digital ethnomathematics worksheets using the PBL model were suitable for learning. This research implies that using digital ethnomathematics worksheets using models can improve students' creative thinking.

Thinking about numbers in different tongues: An overview of the influences of multilingualism on numerical and mathematical competencies.

In an increasingly multilingual and multicultural world, understanding the interactions between language and mathematics is critical, especially when individuals must acquire and exercise their mathematical competencies in multiple languages. Indeed, research shows that, overall, L2 language learners are at an academic disadvantage compared to their L1 peers. The current article briefly overviews how multilingualism influences basic and advanced mathematical skills and interacts with mathematical learning difficulties. We first outline the traditional cognitive models of number learning and language processing. We then discuss the particularities of multilingualism and how it impacts numerical skills such as counting and building lexical-semantic associations, transcoding and arithmetic, mathematical word problems and mathematical performance tests, and dyscalculia diagnosis. We end this review by outlining challenges, recommendations, and solutions for multilingual educational settings. The article is intended as a guide for numerical cognition researchers who work with diverse populations and for mathematics educators and educational policy-makers facing the challenges of a multilingual classroom.

Faktor yang Memengaruhi Minat dan Kesulitan Belajar Matematika Siswa Tingkat Sekolah Dasar

The recurring issue in the education sector is the low interest in learning and the difficulties children face in learning at school, particularly in Mathematics. These two aspects are crucial to address and minimize as they significantly impact students' learning outcomes. This study aims to identify the factors that influence children's interest in learning and the emergence of difficulties in learning Mathematics at the elementary school level. This research employs the Systematic Literature Review (SLR) method. Data were collected through the documentation of all articles related to interest and difficulties in learning Mathematics at the elementary school level from 2019-2023. Subsequently, the researchers reviewed these articles comprehensively. The articles used in this study include both national and international journal articles. The research findings indicate that there are two factors influencing interest and difficulties in learning Mathematics: internal factors (factors within the students) and external factors (environmental factors).

Analisis Kesulitan Belajar Matematika pada Materi Diagram Batang Siswa Kelas IV SDN Kalicari 01 Semarang

Mathematics learning is considered challenging for many students, with some sh. owing little interest or motivation to engage with the subject. This is often due to difficulties encountered during the learning process. This study aims to analyze students' difficulties in learning Mathematics, specifically focusing on bar diagram topics. The research employs a qualitative method with a descriptive approach. Data collection techniques include interviews, observations, and documentation. Data analysis involves data collection, data reduction, data presentation, and drawing conclusions. Findings from the study reveal that the majority of Grade IVA students at SDN Kalicari 01 Semarang experience difficulties in remembering technical terms such as X-axis, Y-axis, and frequency. They also struggle with explaining bar diagram concepts in their own words and recalling the steps involved in creating bar diagrams. Efforts to address these challenges include implementing a more structured learning approach, actively interacting with class and support teachers for guidance, and utilizing aids or interactive media to enhance student engagement and comfort in learning. Additionally, remedial activities are conducted to help students improve their grades and assist teachers in assessing student learning progress

Impact of working memory on arithmetic problem solving in primary school pupils with mathematical learning difficulties

Learning arithmetic operations is fundamental for social and professional emancipation, where counting and solving numerical operations is part of everyday behavior; this reflects the more or less serious difficulties that pupils with mathematics learning difficulties (MLD) may encounter. The interest of this work is to underline the importance of the cognitive deficit at the memory level in these subjects. In this sense we selected 30 pupils aged 7 to 8 years old, educated from 2nd to3rd year of the primary cycle with MLD on whom we applied tests of arithmetic problem solving and working memory (WM). Analysis of the results indicates a significant correlation between the difficulties recorded in arithmetic and WM. These results lead us to a systematic evaluation of WM in subjects with MLD, in any therapeutic diagnostic approach.

Difficulties in Learning Mathematics Among Primary School Pupils

Difficulties in Learning Mathematics Among Primary School Pupils

Analisis Kesulitan Belajar Peserta Didik Terhadap Materi Matematika, Khususnya Dalam Perkalian Berbentuk Cerita Di Kelas II Sekolah Dasar

Students who have difficulty learning mathematics will often make mistakes in learning to count and mistakes in solving word problems in mathematics. The difficulties experienced by students are difficulty in working on story problems due to the inability to understand the meaning of the questions and confusion when determining what arithmetic operations will be used to solve the story problems. The purpose of this research was to analyze the learning difficulties experienced by students as well as the factors that caused students’ learning difficulties in working on multiplication questions in the form of stories in class II elementary school. The method used in this research is descriptive case study. The subjects of this research are students and teachers of class II A at SDN 15 ULU GADUT. The data collection procedures used in the research are test’s, interviews, observation and documentation. The results of the research show that difficulties in learning mathematics include: 1) Difficulty in distinguishing multiplication problems from other material, 2) Student’s writing cannot be read, 3) Difficulty doing calculations in solving multiplication problems. Internal factors include: 1) Lack of enthusiasm for studying, 2) Low numeracy skills and difficulty understanding questions, 3) Not focusing on studying. External factors include: 1) Lack of attention from parents, 2) Often asking students to memorize multiplication, 3) Not using interesting learning media in teaching.

Attitude and Challenges in Learning Mathematics in the Modern Word (MMW): Basis for Intervention Program

Difficulty in learning mathematics is a common and significant problem throughout the school years. It was identified that only 19% of Filipino students met the Low benchmark, meaning they had “some basic mathematical knowledge,” while 81% did not reach this level. Filipino students also lagged behind other countries in the international assessment for mathematics as mentioned in the Trends in International Mathematics and Science Study 2019 (TIMSS).To address this; a researcher conducted a study to explore students’ attitudes and challenges in learning Mathematics in the Modern World (MMW). The data gathered were used in formulating intervention programs. The study utilized the descriptive method of research and employed a survey questionnaire as the main data-gathering instrument. It involved the participation of all college students from the University of Batangas who were taking Mathematics in the Modern World (MMW) during the school year 2022-2023 using a purposive sampling technique. Furthermore, the responses of the respondents were computed using frequency count, percentage, weighted mean, ranking, and chi-square as the main statistical treatments of data. Ethical guidelines were highly considered to maintain the confidentiality of the study. Key findings include that the majority of the students are 19-21 years old, male, and enrolled in Criminology courses. Students strongly agreed and exhibited a positive attitude toward wanting to develop their mathematical skills. It was observed that there is a positive and moderate correlation between the attitude and the challenges encountered by the students in learning Mathematics in the Modern World (MMW). The main challenge identified is the difficulty in remembering math facts, concepts, rules, formulas, sequences, and procedures. The researcher proposed different intervention programs to address the challenges encountered by students in learning Mathematics in the Modern World (MMW).

Experiences of Learners with Mathematics Learning Difficulties in Regular Classrooms in Malawian Secondary Schools

The purpose of this study was to establish the experiences of learners with mathematics learning difficulties in regular classrooms in Malawian secondary schools. The study embraced the qualitative approach and it was conducted in the Central West Educational Division in Lilongwe, at one secondary school with the learners’ population of 1,100. Forty learners were sampled at the school to be involved in the study. Data was analyzed using the thematic method. Out of the results of the study, it was concluded that students experienced lack of support from their teachers as most teachers had negative attitude towards them. Teachers’ use of poor Mathematics Instruction techniques caused the learners to have difficulties in the subject. Furthermore, lack of teaching and learning materials made the teaching and learning of Mathematics more theoretical than practical, which made the subject even more difficult for learners with Mathematics Learning Difficulties. The study recommends that the Ministry of Education needs to orient the general education teachers in mainstream schools on the effective teaching of learners with learning challenges such as those with Mathematics Learning Difficulties. Furthermore, there should be school based Continuous Professional Development programs for teachers of Mathematics to improve their classroom delivery of Mathematics lessons. The Ministry of Education should provide required teaching and learning materials in order to facilitate the teaching and learning of Mathematics.

Effective Teaching Strategies for Dyscalculia and Learning Difficulties in Mathematics: Perspectives from Cognitive Neuroscience

Effective Teaching Strategies for Dyscalculia and Learning Difficulties in Mathematics: Perspectives from Cognitive Neuroscience

Students’ Perceptions of Mathematics Learning Based on Their Brain Domination Group

This research discusses students' perceptions of mathematics learning based on their brain dominance. Descriptive qualitative methods were used with questionnaires and interviews. The research subjects were 26 students who filled out a questionnaire in the form of a brain dominance questionnaire, with details of 6 students who were interviewed in depth. Data analysis was carried out through discourse analysis of the interview results by considering the respondent's environmental context. The results of the research show that there are differences in perception between students who are right and left brain dominant and students who use both equally. Some students have different ease and difficulties in learning mathematics, as well as different views about the benefits of this material in everyday life. Apart from brain dominance, there are several other factors that influence students' perceptions, including the way teachers teach and the learning environment. Knowing students' brain dominance is important, because it can help teachers determine how to teach material appropriately so that it gets a good perception for all students, whether they are right-brain dominant, left-brain dominant, or those who tend to be balanced. In conclusion, students' perceptions of mathematics learning can be different, depending on their brain dominance.

Principal Component Analysis of Cognitive Executive Function: A Predictive Model of Academic Performance of Students in Mathematics in Secondary Schools

There is a growing interest from instructional scientists in using parameters of brain executive functions to unfold cognitive disorders, Mathematical Learning Difficulties (MLD), and assessment of learners’ academic performance. Thus, it is imperative to investigates, extracts and classify the major principal components of learners’ cognitive executive functions that predict academic performance of students in Mathematics and science related courses in secondary schools. An ex post facto quasi-experimental design was adopted for the study. Students’ cognitive profile was measured using a validated and reliable cognitive assessment Battery (CAB) application. There were significant positive correlations between cognitive executive functions and academic performance of students in Mathematics. The major components of the executive functions that accounted for substantial effects on academic performance of students in Mathematics include working memory, conceptual memory, short-term memory, inhibition, updating, focus attention, divided attention, auditory perception, and visual perception. Also, processing speed, shifting, planning, hand-eye coordination and response time accounted for moderate effects on academic performance of students in Mathematics. Consequently, instructors should reinforce learners’ cognitive processes using cognitive retraining programmes, personalized learning, differentiated instructional strategies for exceptional students, and offer therapeutic interventions on the identified cognitive parameters that could reduce extraneous cognitive loads. These could facilitate mental internalization of external perception during instructional delivery and learning.

Strategies and interventions employed by teachers in supporting students with mathematics learning difficulties in Kenya

ABSTRACT Adequate mathematical skills are essential for successful outcomes in education and in the future workplace. However, mathematical learning difficulties (MLD) are a common occurrence that affects up to about eight percent of children in a typical classroom. Effective teacher practices are important in enhancing mathematical learning outcomes for learners with MLD. This exploratory case study examined perceptions and expereinces of four mathematics teachers in supporting learners with MLD at a secondary school in Kenya. Research questions sought to determine teacher perceptions about their learners with MLD, considerations teachers made in planning for learners with MLD, and support strategies that were used to remediate learners with MLD. Four major themes are highlighted: Teacher perception of learners with MLD; teacher considerations in planning for learners with MLD; instructional strategies used by teachers to support learners with MLD; and challenges experienced by teachers in supporting learners with MLD. Recommendations are presented.