Mathematical Learning Difficulties Research Articles

The impact of the strategic education model on the achievement of female students with learning difficulties in mathematics and their achievement motivation

يهدف البحث الحالي الى تعرف ( اثر انموذج التعليم الاستراتيجي في تحصيل الطالبات ذوات صعوبات تعلم الرياضيات ودافعية الانجاز لديهن ) وذلك من خلال التحقق من الفرضيات الاتية : 1- لايوجد فرق ذو دلالة احصائية عند مستوى دلالة (05‚0) بين متوسط درجات طالبات المجموعة التجريبية اللاتي درسن وفق انموذج التعليم الاستراتيجي ومتوسط درجات طالبات المجموعة الضابطة اللاتي درسن وفق الطريقة الاعتيادية في التحصيل . 2- لايوجد فرق ذو دلالة احصائية عند مستوى دلالة (05‚0) بين متوسط درجات طالبات المجموعة التجريبية اللاتي درسن وفق انموذج التعليم الاستراتيجي ومتوسط درجات طالبات المجموعة الضابطة اللاتي درسن وفق الطريقة الاعتيادية على مقياس دافعية الانجاز .

Difficulties and Anxiety Of 9th-Grade Students in Facing Final Exam During a Pandemic

This research aims to explain students’ difficulties in learning mathematics, the factors that cause learning difficulties, and student anxiety in facing school final exams during a pandemic and explain the design of a good mathematics learning system that should be carried out during a pandemic according to the results of this research. This research is descriptive qualitative research that was conducted in one of the junior high schools in the Tangerang district in 2021 with the research sample being 9th-grade students. For getting the data, this research used questionnaires, interviews, and documentation techniques. The result of this study found some of the main problems that happened to students in facing school final exams include students' unpreparedness for online learning, lack of interest in learning in students, lack of understanding of the material, feeling lazy to take part in online learning, difficulties in learning mathematics and the anxiety of students themselves in facing the final school exam. Making a good and comfortable learning system by paying more attention to the mental readiness of students and making teaching materials in the form of audio-visual or video can be one of the right solutions. In addition, face-to-face learning can provide motivation to students to increase their confidence. Thus, their anxiety in facing the final school exam can be overcome.

Teacher Collaboration in Overcoming Learning Mathematics

In efforts to achieve the goals of learning Mathematics there are various problems that make the learning objectives not optimally achieved, one of which is due to difficulties in learning Mathematics. Indicators for determining student learning difficulties are students not being able to master the subject matter in accordance with the allotted time, students obtaining low learning achievement ratings compared to other students and students not being able to achieve learning achievements according to their abilities, this requires collaboration from the teacher BK and Mathematics teachers in overcoming it. This research uses a qualitative approach with a descriptive type. The subjects in this study were counseling teachers, math teachers and 2 class XI students. Data collection techniques used are observation, interviews and documentation studies. Data were analyzed through several stages, namely data collection, data reduction, data presentation and data verification. The results of this study indicate that there is collaboration between the counseling teacher and the mathematics teacher in alleviating students' learning difficulties. The establishment of close collaboration between the two parties, students not only overcome their problems but students can develop fully and optimally.

Teachers’ Efficacy to Teach Students with Mathematics Learning Difficulties

This study explores teachers’ perceptions of their efficacy in teaching students with mathematics learning difficulties, also known as dyscalculia. This study employed a quantitative survey method. Random cluster sampling was used to select 384 mathematics teachers in the survey. Teaching Students with Mathematics Learning Difficulties Scale has been adapted with permission from Dawson & Scott (2013). Inferential statistics of independent t-test, analysis of variance, and Kruskal Wallis H-test were used to analyze the data. The results showed that teachers have high efficacy in teaching students with mathematics learning difficulties. There is no significant difference in teachers’ effectiveness in teaching students with mathematics learning difficulties based on age groups and years of experience. However, the findings show a significant difference in teachers’ effectiveness based on different academic qualifications. This study implies that the awareness of dyscalculia among mathematics teachers has increased. Future researchers are suggested to design and develop more interventions and instruments to improve the basic mathematical skills among students with mathematics learning difficulties.

Teori Perkembangan Piaget dan Vygotsky : Bagaimana Implikasinya dalam Pembelajaran Matematika Sekolah Dasar?

Mathematics is an important subject whose applications were widely used in life. However, many students have difficulty in learning mathematics, including elementary school students. This study aimed to examine the depth of Jean Piaget's cognitive development and Lev Vygotsky's sociocultural theory and their implication for mathematics learning at elementary school age. This study used a qualitative approach with the literature study method. Sources of data in the form of books, journals, and the results of previous research related to research problems. Data collection in this study was carried out using online searches. Data analysis was done by content analysis. The results of this study indicate that according to Piaget's theory of cognitive development, the thinking stage of students in elementary schools was generally in the concrete operational stage. So that the recommended mathematics learning was in the form of student-centered active learning such as discovery learning and contextual learning methods. Meanwhile, based on Vygotsky's sociocultural theory, he recommends cooperative and collaborative mathematics learning as well as optimizing the existence of scaffolding and social interaction in learning.

Student learning difficulties in Mathematics learning at Madrasah Tsanawiyah

This study aims to: (1) describe the learning difficulties of class VIII A MTs students. Badrussalam NW Sekarbela on circle material in terms of concepts, principles, and algorithms (2) to find out the teacher's efforts in overcoming the learning difficulties of class VIII A MTs students. Badrussalam NW Sekarbela on circle material in terms of the use of concepts, principles, and algorithms. The subjects selected in this study were 19 students, but 1 student was absent due to illness so the subject became 18 students who took the circle test. The research subjects would be determined based on the results of the circle test. Students who were selected as research subjects were students who did not meet the KKM (Minimum Completeness Criteria). Of the 18 students who took the circle test, there were 5 students who passed. Which is determined as research subjects are 3 students who get a score and 3 students with. The approach used in this research is a qualitative approach with data collection techniques namely observation, interviews, and documentation. The data analysis techniques used are data reduction, data presentation, conclusion drawing (verification), and checking the validity of the data used, namely observation extension, observation persistence, triangulation, and reference adequacy. The results showed that students' difficulties in learning circle material in terms of concepts, principles, and algorithms, namely: (a) students' difficulties in giving short names or technical names (b) students' difficulties in remembering the formulas for circumference and area of circles (c) difficulties in classification (d) students' unskilled in basic errors (e) calculation errors (f) students have not been able to master the algorithm. And the teacher's efforts to overcome student learning difficulties in circle material in terms of concepts, principles, and algorithms, namely: (a) provide an understanding of the concept of circle elements by showing pictures of circles (b) provide exercises with various questions (c) take a variety of approaches personally to students (d) doing private privately (e) repeating questions that have been studied (f) giving directions to students to remember the formulas learned (g) guiding and directing students in using the algorithm correctly.

Mathematics Learning with The Teams Games Tournament (TGT) Model for Students at MAN 1 Banyumas

Student competence is measured based on certain indicators. One of the advantages that can be obtained from the implementation of the Computer-Based National Assessment (ANBK). About these aspects, identification of learning difficulties based on the results of ANBK needs to be carried out to improve the learning process on aspects of teaching methods, assessment methods, decisions on learning implementation, and assessment of learning implementation in schools. Several studies have shown that mathematics is widely experienced by students at various levels of education as a difficult subject. Awareness of the difficulties that students experience in their learning process is an important first step for teachers to design and manage mathematics lessons. This research uses a qualitative method with a descriptive approach. The process of collecting research data through observation, interviews, and documentation. The teacher performs various actions based on his findings in diagnosing students' difficulties in learning mathematics. The main activity performed by the teacher is to teach the Teams Games Tournament (TGT) method. The Team Games Tournament (TGT) applied at MAN 1 Banyumas is learning using academic tournaments, quizzes, and an individual progress score system, where each student competes as a representative of his team with other team members whose previous mathematics learning abilities are equivalent to theirs. Where the TGT applied at MAN 1 Banyumas encourages all students to have the same opportunity to represent their team in the assessment.

ANALYZING STUDENTS MATHEMATICS LEARNING DIFFICULTIES IN THE MATTERIALS OF LINEAR EQUATION SYSTEM WITH TWO VARIABLES IN GRADE VIII OF SMP MUHAMMADIYAH 1 PRAMBANAN SLEMAN REGENCY IN THE ACADEMIC YEAR OF 2018/2019

Mathematics learning difficulties are commonly faced by the students of SMP Muhammadiyah 1 Prambanan in the Materials of Linear Equation System with Two Variables. This study aims to determine the students’ mathematics learning difficulties in the Materials of Linear Equation System with Two Variables (SPLDV) in SMP Muhammadiyah 1 Prambanan seen from the factual, conceptual, and procedural difficulties. The research sucject were grade VIII C students of SMP Muhammadiyah 1 Prambanan in the academic year of 2018/2019. The object of this research is the difficulties of learning mathematics in the Materials of Linear Equation System with Two Variables. The data were collected through test, interview guidelines, and image recording. The data were analyzed using Miles and Hubberman model steps which include (1) data reduction (2) data display (3) verification. The results showed that the students found difficulties in learning the Materials of Linear Equation System with Two Variables (SPLDV), with the average score for factual difficulties were 52%, conceptual difficulties 63%, and procedural difficulties 64%. Students experience factual difficulties due to lack of understanding of the problems so they cannot change into mathematical sentences. Whereas students who experience conceptual difficulties because they cannot use the rules equate one variable coefficient. As for procedural difficulties because students do not write the steps to work correctly, so the results are less precise.

Anxiety Disorder Caused by Learning Difficulties in Mathematics

One of the brain disorders causing great damage to those who suffer from it is dyscalculia. Dyscalculia often causes math anxiety. This circumstance is characterized by feelings of tension and fear that interfere with performance in tasks related to Mathematics. Mathematics anxiety is not always caused by a learning difficulty but in cases where this difficulty exists, if it is not diagnosed and treated properly, it is not possible to eliminate the anxiety. By using the BAEP technique, it is possible to determine the existence of a certain type of learning disorder, which allows attention to be focused on remedying the specific cause that produces the anxiety. Due to the existence of multiple factors that cause anxiety, the neuronal system that is activated is a network of interconnected networks whose controllability we need to study. In this work, we also study the controllability of multiagent neural networks by simulating possible brain networks.

초등학교 수학 학습 어려움 진단을 위한 평가 문항 개발 및 적용 연구

The purpose of this study is to develop an assessment to diagnose difficulties in learning mathematics and misconstructions that elementary students have. With thorough theoretical background and analysis of mathematics curriculum documents, we established learning trajectories for the following content areas in grades 3 to 6: number and operation, regularity, data and probability, geometry, and measurement. Then, the research team created the assessment items targeting a specific stage in the learning trajectories and including item options to identify possible misconceptions. Based on the unified validity theory, we report the detailed procedure of the assessment development and the evidence for the content, substance, and structural validity of the assessment. We collected the data of 675 elementary students. Rasch measurement modeling was applied, and Cronbach’s alpha was estimated. We considered how to report students’ assessment results to teachers appropriately and immediately, which suggested important implications for supporting teaching and learning mathematics in elementary schools. We also suggest how to use the assessment developed in this study in online and distance learning environments due to the COVID-19 pandemic.

Analisis Kesulitan Belajar dan Self Confidence Anak Berkebutuhan Khusus Slow Learner dalam Pembelajaran Matematika Kelas Tinggi

This research aims to provide an overview of learning difficulties in mathematics and self-confidence in children with special needs slow learner in inclusive schools. The location of this research is SDN Kalideres 06, West Jakarta. This research uses a descriptive qualitative method with the subjects assigned are 5 students with special needs in the Slow Learner from each high class in the school, namely grades IV, V, and VI. From the results of this study, it was found that the lack of attention during the learning process and less creative learning methods were the factors that caused slow learner to have difficulty in participating in learning followed by low self-confidence. There is a fact that students with special needs are very difficult to have a high level of self-confidence. The student will not have a level of optimism when receiving criticism.

Teachers’ framing of students’ difficulties in mathematics learning in collegial discussions

ABSTRACT This study investigates the diagnostic and prognostic framings of Swedish mathematics teachers regarding the difficulties experienced by students in mathematics learning. Collegial discussions among 65 mathematics teachers in nine collegial groups were videotaped during a professional development (PD) program entitled Boost for Mathematics for analysis. The results show that the diagnostic framings of the teachers were mainly attributed to the cognitive abilities of students, whereas the prognostic framings were mainly related to lesson organization such that students should collaborate. While the teachers emphasize collaborate group work, they put little emphasis on how they could act in these learning situations. These results contribute to the understanding of Swedish mathematics teachers’ framing of students’ difficulties in mathematics learning and to the role of collegial discussions in PD initiatives.

Psychological and pedagogic aspects of mathematical training of future engineers of fire-technical specialties

The article studies the problem of difficulties in studying mathematics by future engineers of fire and technosphere safety. The main difficulties include cognitive, motivational and practical ones. In order to overcome them, it is proposed to implement a practice-oriented approach to learning. The characteristic features of the difficulties in learning mathematics that arise in cadets of fire-technical specialties are described. Possible pedagogic methods leading to an increase in the understanding of the educational material in mathematics by cadets are indicated. It is proposed to bring the content of mathematical disciplines in line with the qualification requirements for a civil protection engineer so that they can overcome cognitive difficulties. Thus, it is recommended to leave only those sections that find practical application in the performance of a specialist of the Ministry of Emergency Situations. Conditions are indicated that allow the replacement of strict mathematical formulations by simplified explanations. The author's approach to the organisation of classes in mathematics is proposed in order to overcome motivational difficulties. In order to form the practical professional experience of cadets in teaching mathematics, it is recommended to conduct classes with the involvement of certified specialists of the Ministry of Emergency Situations and on-site classes. The course of such studies is described. In order to overcome practical difficulties, it is proposed to fill the content of mathematical disciplines with practice-oriented mathematical problems. The requirements for the condition of such problems are formulated, examples are given.

Small number enumeration processes of deaf or hard-of-hearing students: A study using eye tracking and artificial intelligence.

Students who are deaf or hard-of-hearing (DHH) often show significant difficulties in learning mathematics. Previous studies have reported that students who are DHH lag several years behind in their mathematical development compared to hearing students. As possible reasons, limited learning opportunities due to a lesser incidental exposure to numerical ideas, delays in language and speech development, and further idiosyncratic difficulties of students who are DHH are discussed; however, early mathematical skills and their role in mathematical difficulties of students who are DHH are not explored sufficiently. In this study, we investigate whether students who are DHH differ from hearing students in their ability to enumerate small sets (1–9)—an ability that is associated with mathematical difficulties and their emergence. Based on a study with N = 63 who are DHH and N = 164 hearing students from third to fifth grade attempting 36 tasks, we used eye tracking, the recording of students' eye movements, to qualitatively investigate student enumeration processes. To reduce the effort of qualitative analysis of around 8,000 student enumeration processes (227 students x 36 tasks), we used Artificial Intelligence, in particular, a clustering algorithm, to identify student enumeration processes from the heatmaps of student gaze distributions. Based on the clustering, we found that gaze distributions of students who are DHH and students with normal hearing differed significantly on a group level, indicating differences in enumeration processes, with students who are DHH using advantageous processes (e.g., enumeration “at a glance”) more often than hearing students. The results indicate that students who are DHH do not lag behind in small number enumeration as compared to hearing students but, rather, appear to perform better than their hearing peers in small number enumeration processes, as well as when conceptual knowledge about the part-whole relationship is involved. Our study suggests that the mathematical difficulties of students who are DHH are not related to difficulties in the small number enumeration, which offers interesting perspectives for further research.

PENGEMBANGAN LKPD BERBASIS KONTEKS PRIBADI PADA MATERI PELUANG KELAS VIII

There are many students that have difficulties in learning mathematics. One of them is dueto lack of meaningful learning in mathematics-classroom, so that students' learning motivation is low. Learning becomes meaningful if the concepts are presented as contexts or situations in which students "experience" themselves. The use of mathematics in everyday life is the main idea of ​​mathematical literacy. Context of daily life that is closest to students is personal context. One of the mathematical materials that is widely applied to solve problems in everyday life is the concept of probability. Therefore, it is necessary to increase the use of personal context as a mathematical activity in learning probability. Mathematics activities can be presented with the use of teaching materials, one of which is Student-Worksheet. Thus, in this study, Student-Worksheet on the concept probability is developed by employing personal context. This study is a research-design within ADDIE model (analysis, design, development, implementation, evaluation). This study produces a product in the form of Student-Worksheet based on personal context for Probability for 8th graders. The results of this study shows that the Student-Worksheet developed is valid and practical. In addition, based on the results of the implementation phase, it shows that the Student-Worksheet is effective in facilitating students’understanding on the concept of probability.

Students’ Factors Difficulty in Learning Mathematics at State Elementary School 42 Pekanbaru

The problem in this study is a factor in students' learning difficulties in learning mathematics at class IV of State Elementary School (SDN) 42 Pekanbaru. The article was to describe how the factors of student learning difficulties in learning mathematics and to describe the efforts of teachers to face difficulties in learning mathematics in the classroom. This study used qualitative research with descriptive qualitative research. The subjects of this study consisted of 1 teacher and 7 students of the fourth grade at SDN 42 Pekanbaru. Data collection techniques used interviews, observation and documentation. This research also used two triangulations, namely technical triangulation and source triangulation. The place of this research was conducted at class IV SDN 42 Pekanbaru, which is located at Adi Sucipto Sidomulyo Timur Street, Marpoyan Damai District, Pekanbaru City, Riau Province. The results showed that the learning difficulty factor for students was an internal factor which was a factor originating from the student itself, stating that the factors that influenced students such as; lack of interest in learning, lack of motivation to learn, lack of self-confidence, lack of concentration while studying, lack of self-awareness of students and lack of understanding of student learning. They have difficulty in learning mathematics. The efforts to overcome these learning difficulties gave an apperception at the beginning of learning, using and explaining the material in a fun way, providing enrichment and self-evaluation of individuals, making improvements and assessing the results of learning tests by giving praise and rewards to students who are able to follow the learning process well. After that, the teacher must close the lesson so that students feel more cared for, because they already feel tired of learning, such as inviting singing and playing.
 Keywords : Students ‘ Factor Difficulty, Factor Difficulty Learning, Learning Difficult

The impact of anxiety and life quality on the mathematical performance of dyscalculic middle school children

Dyscalculia is a specific difficulty in learning mathematics that strongly influences activities of daily living that require skills such as counting and simple mathematical operations. The aim of this study is to investigate the effect of negative emotions on mathematical performance in children with and without developmental dyscalculia using psychosocial tests, a quality of life test, an anxiety test and the Zareki-R mathematical performance test. This pilot study was realized on a sample of 20 children in the first year of secondary school (a group of 10 dyscalculic children and another group of 10 control children with an average age of 12.65 years). Descriptive statistics showed that dyscalculic children had low scores on all Zareki-R subtests. The Mann Whitney analysis revealed a significant difference between dyscalculic children and typically developing children on the Zareki-R subtests and the quality of life test, but no significance was found for the anxiety test. Analysis of the ANOVA by gender revealed no significant differences for the three tests, and the opposite for the ANOVA by age (F = 3.86, dll = 2, p ˂ 0.05). Using multiple linear regression, the subtests of physical quality of life, emotional quality of life and academic quality of life were significantly different for the two groups. In conclusion, the psychosocial quality of life and the high level of anxiety in dyscalculic children strongly influence their performance in mathematics.

The Relationship Between Learning Anxiety And Students' Mathematics Learning Difficulties During The Covid-19 Pandemic

This quantitative study aims to determine the relationship between anxiety in learning mathematics and learning difficulties in mathematics for class XI students at SMAN 5 Kendari during the covid-19 pandemic using correlational research methods. Data was collected through online questionnaires using google forms. This study uses a gradual sampling technique. The first stage uses stratified random sampling by considering classes XI MIPA, XI IPS, and XI BB as strata. Then each stratum is calculated using the proportional stratified random sampling formula. Furthermore, in class XI MIPA, cluster random sampling was conducted to select four classes from the six available classes. Again, each selected class will be selected at simple random sampling. This study indicates a significant relationship between students' mathematics learning anxiety and students' mathematics learning difficulties in Class XI SMA Negeri 5 Kendari during the Covid-19 pandemic. The relationship between students' mathematics learning anxiety variables and mathematics learning difficulties is low, and the magnitude of the relationship between mathematics learning anxiety and mathematics learning difficulties in class XI SMAN 5 Kendari using Spearman-rank correlation analysis is 0.329.

Analisis Kesulitan Mahasiswa Matematika dalam Belajar Teori Grup di Masa Pandemi Covid-19

This article aims to analyze the difficulties in learning mathematics of students in the Tadris/Mathematics Education Study Program during the online learning process in the Group Theory course during the Covid-19 Pandemic. This type of research is descriptive qualitative research. The research subjects were students of the fifth semester of Tadris/Mathematical Education, Faculty of Tarbiyah and Teacher Training at IAIN Padangsidimpuan who took the Group Theory course. The research data was taken from a questionnaire on learning difficulties in mathematics which was distributed to students. The results of the data analysis showed that students experienced some difficulties in learning mathematics during the online learning process. The learning difficulties faced by these students are; 1) 88.86% of the difficulties faced by students in terms of technical problems affecting the wifi signal/network; 2) 75.43% of the difficulties faced by students in terms of students' inability to understand Group Theory material through online learning both in terms of defining, giving examples to providing proof of Group Theorem and solving problems in Group Theory; 3) then 78.04% of interactions during the online learning process that are less focused; and 4) 74.09% of students experience difficulties in terms of assignments and teaching materials in online learning.

Diagnostik Kesulitan Belajar Siswa Pada Materi Trigonometri Kelas XI Multimedia SMKN 2 Sinjai

This research was conducted at SMKN 2 Sinjai. This study aims to describe students' learning difficulties in mathematics on trigonometric material. The method applied in this research is descriptive qualitative research method. The subjects in this study were two students of class XI Multimedia at SMKN 2 Sinjai. The research techniques used in this study were observation, diagnostic tests and interviews. The results of this study indicate that the difficulties experienced by FD and SC subjects are difficulties in using the Pythagorean formula in determining one side length of a right triangle and applying the trigonometric comparison formula in solving real problems. Efforts that can be made in overcoming the difficulties experienced by students are teachers need to pay attention to the characteristics of their students and increase their interest in learning mathematics.