Mathematical Learning Difficulties Research Articles

ANALISIS FAKTOR INTERNAL DAN EKSTERNAL KESULITAN BELAJAR SISWA MADRASAH DALAM BELAJAR MATA PELAJARAN MATEMATIKA

Kesulitan belajar menunjuk pada sekelompok kesulitan yang dimenifestasikan dalam bentuk kesulitan yang nyata dalam kemahiran dan penggunaan kemampuan mendengarkan, bercakap-cakap, membaca, menulis, bernalar, atau kemampuan dalam bidang studi matematika. Tujuan penelitian ini adalah untuk menganalisis kesulitan belajar siswa madrasah dalam belajar matematika dengan subjek penelitian adalah siswa kelas VII MTs N I Bukittinggi. Instrument yang digunakan adalah angket. Hasil penelitian menunjukan kesulitan belajar siswa pada mata pelajaran matematika ditinjau dari faktor internal adalah sebesar 23,78% yang termasuk ke dalam kategori cukup tinggi dengan rincian: kesulitan dari faktor fisiologis adalah sebesar 21,97% dengan kategori cukup tinggi, faktor psikologis sebesar 25,59% dengan kategori cukup tinggi. Kesulitan belajar matematika ditinjau dari faktor eksternal adalah sebesar 21,98% yang termasuk ke dalam kategori cukup tinggi dengan rincian: kesulitan belajar siswa pada mata pelajaran matematika ditinjau dari faktor sekolah adalah sebesar 18,93% dengan kategori rendah, faktor keluarga sebesar 9,43% dengan kategori rendah, dan faktor masyarakat adalah sebesar 37,58% dengan kategori cukup tinggi.

Dificuldades de Aprendizagem em Matemática: percepções de professores do Ensino Médio de uma escola estadual do Rio Grande do Sul

O artigo apresenta reflexões sobre dificuldades de aprendizagem em Matemática a partir de percepções de professores do Ensino Médio de uma escola estadual do Rio Grande do Sul. Trata-se de uma pesquisa quanti-qualitativa, com aproximações de um estudo de caso. A partir de um estudo bibliográfico sobre Teoria da Aprendizagem Significativa, ensino da Matemática e aspectos históricos das dificuldades de aprendizagem em Matemática e de uma pesquisa de campo com cinco professores do Ensino Médio, procuram-se identificar causas das dificuldades de aprendizagem em Matemática. As dificuldades estão relacionadas a fatores intra e extra-escolares, tais como: falta de interesse dos estudantes para aprender; falta de conhecimentos básicos de conteúdos desenvolvidos no Ensino Fundamental e metodologia de ensino. Para mudar tal situação, sugere-se: reorganização curricular, valorizando a postura ativa do estudante e o desenvolvimento de habilidades e competências; dinamização de estratégias de ensino; inovação de recursos didáticos; ressignificação do processo avaliativo.

Data and supplemental material of the paper "Effectiveness of digital-based interventions for children with mathematical learning difficulties: A meta-analysis".

Data and supplement material of the article “Effectiveness of digital-based interventions for children with mathematical learning difficulties: A meta-analysis” (Benavides-Varela et al.) [1] are presented. Data were collected from studies included in the meta-analysis to evaluate the effects of digital-based interventions for children with mathematical learning difficulties compared to control conditions in group-designed randomized controlled trials. Literature search, inclusion criteria and coding procedure are described. PRISMA flow-chart is reported to summarize the literature search and coding of all the relevant characteristics of the primary studies is made available. This allows other researchers to easily access to the information needed to evaluate the studies and to use these data in future meta-analyses. However, researchers are highly recommended to refer to the original papers in order to check studies suitability to their own criteria. Moreover, in the supplemental material all the information needed to reproduce the meta-analysis results is reported together with the R code syntax. Data and supplemental material are available online (https://osf.io/ajdnv/).

Diagnosis of learning difficulties in mathematics for students resolving problems related to material in the pythagorean theorem for 8th grade students in SMP 1 Todanan and SMP Muhammadiyah 9 Todanan, academic year 2018/2019

This study was aimed at diagnosing the difficulties encountered by students of mathematics when problem solving Pythagorean Theorem materials, and at describing the type, location and factors of difficulty experienced by students in solving diagnostic questions of Pythagorean Theorem materials. The research used descriptive research with a qualitative approach. The research subjects were taken randomly. The most dominant type of difficulty experienced by all students in SMP Muhammadiyah 9 Todanan and in SMP 1 Todanan in completing the mathematical diagnostic test questions was in finding solutions to problems and checking answers. While the location of the difficulties experienced by students of both schools in completing the mathematical diagnostic test questions was in writing clues, problems, formulae and finding solutions to problems, they also experienced difficulties in reviewing answers and drawing conclusions. The factors that caused students difficulty in solving these test questions were as follows: Students were unable to solve the root of the results, they often forgot formulae and ways of answering the questions given. Students were not careful when solving problems and were in a rush to do so.

Difficulty in learning mathematics for primary school students

The current research aimed at uncovering the most important difficulties faced by teachers (Males and Females) of teaching mathematics subject for primary school students in the Mosul city, as well as identifying the impact of the gender variable in facing these difficulties. The current research identifies the teachers ( Males and Females) of the primary stage of the Mosul city for the academic year 2018-2019, Where a random sample of the research community was taken by 2% of the original community. ( Fathi Mustafa El Zayat, 2008, 20 ) scale was adopted. Consisting of 20 paragraphs, with five alternatives, The validity and reliability of the research tool applied to the study sample was extracted. The application took three weeks. After the data were collected, they were statistically analyzed using percentage weight as well as the test to detect the differences between the percentages, The results showed that the teachers ( Males and Females ) of mathematics suffer from a number of difficulties that hinder their work and is the lack of desire and enthusiasm to learn the article as well as teachers ( Males and Females ) suffer from the density of students in one classroom and the lack of educational courses for teachers (Males and Females), Teachers ( Males and Females ) of mathematics also suffer from lack of experience in modern teaching methods, which makes them focus on the theoretical side and neglect the practical side, Based on these results, the researcher presented a number of recommendations at the end of the research .

Effectiveness of digital-based interventions for children with mathematical learning difficulties: A meta-analysis

The purpose of this work was to meta-analyze empirical evidence about the effectiveness of digital-based interventions for students with mathematical learning difficulties. Furthermore, we investigated whether the school level of the participants and the software instructional approach were decisive modulated factors. A systematic search of randomized controlled studies published between 2003 and 2019 was conducted. A total of 15 studies with 1073 participants met the study selection criterion. A random effects meta-analysis indicated that digital-based interventions generally improved mathematical performance (mean ES = 0.55), though there was a significant heterogeneity across studies. There was no evidence that videogames offer additional advantages with respect to digital-based drilling and tutoring approaches. Moreover, effect size was not moderated when interventions were delivered in primary school or in preschool.

The Singapore Math: Its scope for learning mathematics

Uno de los grandes retos de las matemáticas es implementar estrategias para su aprendizaje. Esto supone un reto para los docentes hoy en día quienes, en la mayoría de los casos, no se desprenden del modelo educativo de enseñanza tradicional, cuya consecuencia es la presencia de alumnos desmotivados y con dificultades para el aprendizaje de las matemáticas. Por ello, el propósito del presente artículo es analizar los alcances que tiene el Método Singapur para la enseñanza de las matemáticas, mencionando las dimensiones, enfoques, metodología y teorías que sustentan dicho método. Este se basa en el desarrollo de pensamiento de los estudiantes para transfórmalos en ciudadanos capaces de enfrentar las exigencias de la sociedad con una actitud creativa y abierta. Asimismo, se basa sobre el enfoque Concreto, Pictórico, Abstracto (CPA). La principal conclusión obtenida es que el Método Singapur ha incrementado positivamente el aprendizaje de las matemáticas, ya que permite a los estudiantes pasar de una fase manipuladora a una fase de dibujo, y gradualmente alcanzar un nivel abstracto.

STUDY AT HOME: ANALISIS KESULITAN BELAJAR MATEMATIKA PADA PROSES PEMBELAJARAN DARING

AbstractThe e-learning study at home education system is in accordance with the 2013 curriculum. However, when the e-learning application is too difficult, it is likely that students are not able to learn mathematics optimally, as well as the amount of data that must be delivered but the internet or network access becomes slow, of course it is will disrupt student activities. This study aims to determine the learning difficulties of students towards mathematics e-learning at home. The research method used is descriptive research method. The study involved high school / MA students with data collection techniques and information through a student questionnaire response instrument using Google forms and the research subjects numbered 30 students. The student response contained 31 statement items which were the descriptions of the indicators. Indicator to measure students 'responses regarding students' learning difficulties to mathematics through the e-learning system at home. Based on the average student achievement regarding learning difficulties in mathematics e-learning that is 75% by having the lowest achievement value by students namely the implementation of interactions, assignments and teaching materials in online learning by 73% and the highest indicator achieved by students namely technical signal constraints and the inability to learn online (e-learning) that is equal to 77% and for testing the validity shows that all items are valid statements, this is because 𝑟𝑐𝑜𝑢𝑛𝑡 𝑟𝑡𝑎𝑏𝑒𝑙 and Cronbach Alpha value 0.839 reliability coefficient 0.6. After calculated using SPSS 23.Keywords: Difficulty learning mathematics, E-learning, studying at home

The Effects of Algebraic Equation Solving Intervention for Students With Mathematics Learning Difficulties

The purpose of this study was to examine the effects of algebraic equation solving intervention for sixth graders with mathematics learning difficulties (MD). A total of 48 students with MD were randomly assigned to either the algebraic equation solving intervention, Mystery Math (n = 24) or control condition (n = 24). The multicomponent intervention was based on the principles of explicit instruction and focused on improving conceptual and procedural knowledge of algebraic equation solving using concrete manipulatives. Students in the intervention group received instruction in pairs, 30 min per session, 3 sessions per week for 5 weeks (i.e., 15 sessions). The results indicated that the main effect of intervention was significant for 2 proximal measures of mathematics vocabulary, and conceptual and procedural understanding of algebraic equation solving with large effect sizes. However, the main effect of intervention was not significant for distal measures of comprehensive pre-algebra skills and whole-number computations. The findings demonstrate that grade-level standards can be successfully taught to students with MD. Implications for practice are discussed.

Views of Classroom Teachers Regarding the Processes of 1st and 4th Graders Having Difficulty in Learning Mathematics

Bu araştırmada, matematik öğrenmede güçlük yaşayan öğrencilerin ilkokul birinci ve dördüncü sınıfta ne tür güçlükler yaşadıkları sınıf öğretmenlerinin görüşlerine göre incelenmiştir. Araştırma, Türkiye’deki bir il merkezindeki okullarda görev yapan 47 sınıf öğretmeninin katılımıyla yürütülmüştür. Veriler, beş sorudan oluşan yarı-yapılandırılmış görüşme formu kullanılarak toplanmıştır. Verilerin analizinde içerik analizi tekniği kullanılmıştır. Yapılan analizler, 1. sınıfta matematik öğrenmede güçlük yaşayan öğrencilerin %62,5’inin 4. sınıfta da güçlük yaşamaya devam ettiğini göstermiştir. Bu öğrencilerin 1. sınıfta ritmik saymada, bazı kavramları öğrenmede, problem çözmede, sayı bilgisinde ve karşılaştırma yapmada zorluk yaşadıkları belirlenmiştir. 4. sınıfta ise ritmik saymada, bazı kavramları öğrenmede, işlem bilgisinde, problem çözmede, bellekle ilgili ve duyuşsal alanda güçlük yaşadıkları tespit edilmiştir. Öte yandan, 1. sınıfta okuma ve sayı bilgisi kaynaklı eksiklik, 4. sınıfta ilerleyerek okuduğunu anlama ve problem çözmedeki yetersizlik olarak kendini göstermiştir. Ayrıca öğrencilerin 1. sınıfta duyuşsal alanlarda güçlük yaşamadıkları ancak 4. sınıfta matematik kaygısına sahip oldukları ve motivasyon problemi yaşadıkları ortaya çıkmıştır.

The Effect of Computer-Assisted Conceptual Model-Based Intervention Program on Mathematics Problem-Solving Performance of At-Risk English Learners*

According to Every Student Succeeds Act, schools are accountable for the improvement of all children; including those with disabilities or difficulties, recently arrived English language learners (ELs) as well as long-term ELs, and all students for whom English is not their native language. To meet the accountability requirements, it is essential to provide both linguistic scaffolds and content-specific interventions to address these students’ achievement gaps in mathematics. Using a single-subject design, the purpose of this study was to evaluate the effect of computer-assisted Conceptual Model-based Problem Solving (COMPS) tutor on additive word problem-solving performance of ELs with learning difficulties in mathematics. Findings indicate that all four participants improved their performance on researcher-developed criterion test as well as a generalization test following the intervention. It seems that features such as conceptual model-based visual scaffolding and linguistic scaffolding found in the COMPS tutor, may have contributed to students’ access to learning mathematics and the positive outcome of this study.

Effects of the Schema-Based Problem-Solving Strategy Instruction with the C-S-A Sequence on the Ratio and Rate(Percentage) Mathematical Word-Problem Solving Achievement of Students with Mathematical Learning Difficulties

Effects of the Schema-Based Problem-Solving Strategy Instruction with the C-S-A Sequence on the Ratio and Rate(Percentage) Mathematical Word-Problem Solving Achievement of Students with Mathematical Learning Difficulties

Medijatorski efekti matematičke anksioznosti u relaciji između očeve uključenosti u podučavanje i matematičkog postignuća učenika ranog osnovnoškolskog uzrasta

Previous studies of mathematics anxiety in early primary school students indicate that it has significant negative effects on various educational outcomes, and especially on mathematics achievement. When it comes to anxiety factors related to mathematics learning, one of the dominant research trends is focused on analysing the social factors of its occurrence, i.e. the behaviour of parents and teachers. However, there are only few studies that link father's behaviour, the occurrence of mathematical anxiety in children and mathematics achievement, since mothers have mostly been studied as the parents who are more focused on their child's education and upbringing. The aim of this study is to examine the mediating role of mathematics anxiety in the relationship between father's involvement in the teaching process and child's mathematics achievement. The sample consisted of 191 students (52.9% girls) of early primary school age (2nd to 4th grade), with an average age of 8.78 years, and their fathers, whose average age was 41. The research was conducted in primary schools in Vojvodina. The results show that evaluation anxiety plays a significant role as a mediator in the relationship between father's previous positive experience with mathematics and the perceived difficulties in child's learning of mathematics. Father's positive experiences with mathematics and the perceived difficulties in child's mathematics learning, besides acting partly through math anxiety, also have a direct impact on children's math achievement.

Reliability and validity evidence of the early numeracy test for identifying children at risk for mathematical learning difficulties

This study investigated reliability and validity evidence regarding the Early Numeracy test (EN-test) in a sample of 1139 Swedish-speaking children (587 girls) in kindergarten (n = 361), first grade (n = 321), and second grade (n = 457). Structural validity evidence was established through confirmatory factor analysis (CFA), which showed that a four-factor model fit the data significantly better than a one-factor or two-factor model. The known-group and cross-cultural validity were established through multigroup CFAs, finding that the four-factor model fit the gender, age and language groups equally well. Internal consistency for the test and sub-skills varied from good to excellent. The EN-test can be considered as an appropriate assessment to identify children at risk for mathematical learning difficulties.

중재반응에 기초한 직접교수가 수학 학습부진 초등학생의 연산능력과 학습태도에 미치는 영향

연구목적: 본 연구의 목적은 중재반응에 기초한 직접교수가 수학 학습부진 초등학생의 연산 능력과 수학학습태도에 미치는 영향을 밝히는 것이다. 연구방법: 연구 대상자는 대전광역시에 소재한 D초등학교 2학년 학생으로, 1단계 중재는 2학년 전체 학생 125명을 대상으로 일반교수 중재를 실시했으며 수학성취도 검사 결과에 기초하여 하위 20%에 해당하는 수학 학습부진 학생 25명을 선별하였다. 이 중 연구 참여에 부모가 동의하고 중재 프로그램 참여에 동의한 15명을 대상으로 2단계 중재인 소집단교수 중재를 실시하였으며, 소집단교수 중재에 반응이 없는 학생 4명을 선별하여 3단계 개별교수 중재를 실시하였다. 연구결과: 본 연구의 결과는 다음과 같다. 첫째, 중재반응에 기초한 직접교수를 실시한 후 수학 학습부진 초등학생의 연산능력이 통계적으로 유의미하게 향상되었다. 둘째, 중재반응에 기초한 직접교수를 실시한 후 수학 학습부진 초등학생의 수학 학습태도가 통계적으로 유의미하게 향상되었다. 결론: 이러한 연구결과에 근거하여 교육현장에 대한 시사점을 제시하고 후속연구에 대한 제언을 하였다.

Researches on learning difficulties in school mathematics in Korea

Researches on learning difficulties in school mathematics in Korea

SCREENING TEST ON DYSCALCULIA LEARNERS TO DEVELOP A SUITABLE AUGMENTED REALITY (AR) ASSISTIVE LEARNING APPLICATION

Dyscalculia refers to persistent difficulty in learning Mathematics without being aware of the condition. Such a condition is not easily detected and most of them would be left undetected, apart from being labelled as lazy or slow learners. Early delay places them behind in acquiring other fundamental areas of Mathematics. As such, this study identified learners suffering from dyscalculia (also known as acalculia) through screening tests for early intervention. The methodology used in this study was based on two screening tests (ST1 and ST2) conducted on learners to identify ‘student areas’ or their specific type of dyscalculia using the Dyscalculia Screening Test Instrument (DSTI) and verification of the specific types made by selected expert teachers, respectively. An early identification study on suitable assistive learning technology for these learners was performed. Prior studies reported that suitable assistive technological tools can improve the learning process of those with learning disability (LD). The findings displayed the effectiveness of the screening tests (ST1 and ST2) in detecting learners with dyscalculia, particularly in areas related to memory, abstraction, sequencing processing, motor, and visual perception. The results derived from plausible assistive digital technology revealed that visual-based fusion technology, such as Augmented Reality (AR), exposed the dyscalculia learners to experiential learning approach that made learning Mathematics meaningful.

ANALISIS KESULITAN PESERTA DIDIK DALAM MENYELESAIKAN SOAL KONEKSI MATEMATIS

The purpose of this study was to determine the difficulties experienced by students and the factors that make it difficult for students to answering the questions the mathematical connection of the XI IPA MAN class of Kota Pariaman. The type of research used in this research is descriptive research with qualitative approach. The subjects of this research were all students of class XI IPA 2 who were enrolled in the first semester of the 2018/2019 academic year. The research source is worked as qualitative data source is consists of 6 students who are distinguished based on mathematical connection ability. Data collection is done through tests and interviews. The results showed that the difficulties of students in answering the questions mathematical connection, namely (1) lack of understanding of the mathematical concepts that had been learned (2) difficulties connections mathematical concepts that were previously known in problems solving (3) difficulties using the principle of inequality in describing the graph of the settlement area (4) lack of mastery of procedures in problems solving verbal or story problems. Factors that cause difficulty in learning mathematics includes; difficulty understanding the meaning of problem, less in understanding the concept; difficulty in counting; carelessness or uncarefuly

Program Hypnomathematics melalui Kata-Kata Positif untuk Guru SD 4 Bae, Kudus

TRAINING OF HYPNOMATHEMATICS THROUGH POSITIVE WORDS FOR TEACHERS AT SD 4 BAE. Mathematics is known as a subject that plays an important role in the world of education. Mathematics is also a basic knowledge that students must have in order to be able to continue to a higher level. Mathematics in elementary school is known as a subject that many students don't like and fear because it is considered difficult. The emergence of fear and difficult assumptions in mathematics due to the lack of students are motivated to learn Mathematics. From the results of the observations, it was found that teachers tended to be less attentive to students who were not active in mathematics, teachers also did not respond well when students had difficulty learning mathematics, teachers used negative words and were more inclined to frighten students who experienced difficulties in learning mathematics, and the teacher does not give a positive response to student success. Based on these problems, the purpose of these service is to provide training in hypnomathematics through positive words. Provide training in hypnomathematics through positive words that are able to improve teacher skills in motivating students to learn mathematics.The target of this service is to provide knowledge and training to teachers at SD 4 Bae about using hypnomathematics through positive words to motivate students.The method used in this service is interactive training and mentoring. As a result of this service, SD 4 Bae teachers were able to improve their skills in motivating student learning during mathematics learning.

Efforts to Overcome Mathematics Learning Difficultyfor Dislexicdiscalcular of Elementary School Students

For some people with dyslexia, success in the field of mathematics may be something that must be achieved with great struggle. There are various studies that report this problem that 10% of dyslexic children are geniuses in mathematics and show very good achievements in mathematics, but there are a majority of people with dyslexia experience dyscalculia or learning difficulties in mathematics. To overcome this requirement,an effort or strategy can make children absorb and understand learning mathematics well and can learn normally.