Mathematical Learning Difficulties Research Articles

Intra-Subject Variability in Mathematical Learning Difficulties

Objective:Mathematical learning difficulties (MLD) are characterized by difficulties in the understanding and processing of numbers and quantities. While MLD is related mainly to numerical deficits, studies show that this population has several other cognitive difficulties. The current study examined whether the cognitive deficits consisting of cognitive instability in the form of intra-subject variability (ISV) will also characterize the performance of individuals with MLD.Method:Female adults with MLD and a matched control group performed numerical and non-numerical tasks and various ISV measures were compared between the two groups.Results:Overall, the results showed that participants with MLD had higher ISV measures, including SD, sigma, and tau, only when performing numerical tasks.Conclusions:It appears that the cognitive system of MLD participants is less consistent and noisier when performing these numerical tasks. However, this inconsistency is not a general deficiency but rather a numerically specific one, as this inconsistency does not seem to characterize the performance of individuals with MLD in tasks that do not involve numerical processing. These findings have unique importance for understanding the difficulties characterizing individuals with MLD and possible future interventions.

Improving Learning Outcomes in Mathematics Classes via Rewards and Punishments: an Action Research

Mathematics is one of the compulsory subjects given to students. However, several studies show that elementary school students still have difficulty in learning mathematics, causing very low learning outcomes. One effort that can be done is to use a variety of other learning methods that can increase students' interest in learning mathematics. This study aims to improve the learning outcomes of mathematics in elementary school students by applying the Rewards and Punishments method. This study uses a quantitative approach with the correlational method. The sample in this study was the third-grade students of HKBP No.1 Sibolga Private Elementary School, which amounted to 32 students who were determined by using a random sampling technique. Data collection techniques in this study are questionnaires and documentation studies. The results of this study indicate that the results of the correlation test prove that there is a relationship between reward and punishment on student learning outcomes. This shows that there is an effect of reward and punishment on student learning outcomes in grade III SD HKBP No.1 Sibolga. The conclusion of this research is that the Rewards and Punishments method is proven to be effective in improving student learning outcomes in mathematics subjects.

Analisis Kesulitan Belajar pada Mata Pelajaran Matematika selama Pembelajaran Tatap Muka (PTM)

This study aims to describe the results of research regarding: (1) The process of learning mathematics during Face-to-face Learning (PTM); The difficulties faced by students in learning mathematics during Face-to-face Learning (PTM); (3) Solutions to overcome students’ mathematics learning difficulties during Face-to-face Learning (PTM). This study uses a descriptive qualitative research type by directly examining the field. The subjects of this research are teachers, and students of lass VI. Data collection techniques by observation, interviews, and documentation. Based on the data analysis that has been carried out, the results of the research show the following: first, the process of implementing PTM learning in mathematics subjects, it can be seen that the teacher when entering the classroom to start learning does not use any media except the teaching material book and learning methods explain on the blackboard so that it is not effective and makes students bored. Second, the learning difficulties faced by students during PTM in mathematics are difficulty understanding concepts, difficulty in counting, and difficulty solving problems. Third, efforts to overcome difficulties in learning mathematics during PTM are by using concrete learning media, increasing practice questions, and cooperating with parents.

The potential difficulties faced by students in learning mathematics in vocational high schools: comparative study of external and internal factors

This study aims to describe: (a) Difficulty learning mathematics for class XI students, (b) Factors causing difficulty in learning mathematics for class XI students, (c) Teacher's efforts to overcome difficulties in learning mathematics in class XI, (d) Level of difficulty in learning mathematics experienced by class XI students. The type in this research is a qualitative research type. The data collection method used is the interview and test method. The results of the study show that: (1) students have difficulty understanding concepts, difficulties in skills, and difficulty solving problems, (2) The factors that cause students to experience difficulties in learning are social, emotional, and intellectual factors. (3) The teacher's efforts to overcome learning difficulties by holding remedial. (4) The level of student learning difficulties is included in the very difficult category. It is expected that teachers can overcome student learning difficulties. So that the difficulties of students in learning mathematics are slightly resolved.

Peran Disposisi Matematis terhadap Kemampuan Pemahaman Konsep Matematika

Mathematics is one of the difficult subjects, many students have difficulty in learning mathematics and have a bad impact on students' attitudes and learning motivation. This is caused by the lack of competence that students have in understanding mathematical concepts. This study aims to determine the effect of mathematical disposition on the ability to understand mathematical concepts. The research method is quantitative research with correlational survey method with simple regression analysis. The target population, namely all students of the Malahayati Islamic Middle School. The population reached was only the VIII grade students of Malahayati Islamic Junior High School. The research sample amounted to 26 respondents with a simple random sampling technique. The research instrument was a mathematical disposition questionnaire and a question about the ability to understand mathematical concepts. The technique of data analysis was done by correlation test and simple regression test. Overall, it can be said that there is a positive and insignificant effect on students' ability to understand mathematical concepts.

Deskripsi Kesulitan Belajar Matematika Siswa pada Pokok Bahasan Bilangan Berpangkat di SMP Negeri 1 Biluhu

This article discusses student’s mathematics learning difficulties with the aim of describing student’s mathematics learning difficulties on the subject of power numbers. The method used in this research is descriptive which is carried out in class IX odd semester for the academic year 2021/2022. The subjects of this study were 20 students of class IX1of SMP Negeri 1 Biluhu. There were also three interview subjects who represented the high category, medium category, and low category. The instrument of this research is a difficult test in the form of an essay on the material of rank numbers. To see learning difficulties, 3 indicators are used, namely: (1) difficulties in learning principles, (2) difficulties in learning concepts, and (3) difficulties in learning operations. The results of this study indicate that the learning difficulties of class IX students of SMP country 1 Biluhu are in the moderate category.

ANALISIS KESULITAN BELAJAR MATEMATIKA PESERTA DIDIK KELAS VII PADA MATERI ALJABAR BERKAITAN DENGAN KONSEP DAN PRINSIP DI SMP PEMBANGUNAN LABORATORIUM UNP PADANG

The aims of this study is to find out (1) the difficulties experienced by students in class VII SMP Pembangunan Laboratorium UNP in solving problems algebra related to concepts and principles (2) factors that cause learning difficulties for class VII students of SMP Pembangunan Laboratorium UNP in learning algebra. In this study, 51 students took the test. From the results of the algebra test, none of the students' scores pass the KBM (Minimum Learning Criteria). Data were collected by algebraic test methods, questionnaires and interviews. The analytical method used is descriptive qualitative analysis. The results showed that: (1) the difficulties experienced by students of class VII SMP UNP Laboratory Development in solving algebra problems related to concepts and principles were (a) in mastering concepts, students still experienced many difficulties in all indicators, especially in considering one or more conditions required for two or more tribes to be declared as similar tribes, where the difficulty is in the very high category, namely 100%; (b) in mastering principles, students still have difficulty using the rules of algebraic operations, determining the models and methods used, and applying existing principles, which are at a very high indicator of 98.04%; (2) the factors that cause learning difficulties for students of SMP UNP Laboratory Development in studying algebra come from internal factors, namely aspects of talent and intelligence as well as external factors, namely the use of teaching aids by educators. Keywords – Types of Mathematics Learning Difficulties, Factors Causing Difficulties, Algebra

Analisis Kesulitan Belajar Matematika Pada Materi KPK dan FPB Siswa Kelas IV SD Negeri 48 Pekanbaru

This study aims to describe the types of students' difficulties in learning mathematics on the KPK and FPB materials and in order to describe the efforts that teachers can make in overcoming the difficulties in learning mathematics on the KPK and FPB materials. This type of research is qualitative with a case study approach. This research was conducted on fourth grade students of SD Negeri 48 Pekanbaru by taking the subjects in this study, namely high subjects, medium subjects and low subjects. Collecting research data through interviews, observation and documentation. The results of this study revealed that subjects with high abilities did not experience difficulties because they were able to learn concepts, principles and verbal problems while subjects with moderate and low abilities seemed to still have difficulty learning verbal concepts, principles and problems. Then the results of the study showed that overall teachers had made two efforts to overcome learning difficulties in fourth grade students of SD Negeri 48 Pekanbaru. This is shown by 1) the teacher develops good study attitudes and habits, 2) the teacher provides learning motivation.

Faktor-Faktor Penyebab Kesulitan Belajar Matematika pada Siswa Kelas IV Sekolah Dasar

This study aims to determine the factors that cause learning difficulties in mathematics experienced by fourth-grade elementary school students. This type of research is descriptive qualitative. The data sources in this study were fourth-grade teachers and all fourth-grade students at SD Negeri 09 Maredan which consisted of 24 students. Data collection techniques in this study were observation, interviews, and documentation with 3 stages, namely data reduction, data presentation, and conclusion drawing. The data analysis technique used the Miles and Huberman model. The results showed that the factors causing student difficulties can be seen from two factors, namely internal factors, and external factors. Internal factors are student interest and enthusiasm in learning, student readiness in the learning process, student intelligence, student body, and mental condition, study habits, student interest in mathematics. While the external factors of students' difficulties in mathematics lessons in grade IV elementary school are: environmental conditions of students, parents' attention to the learning process, relationships with parents and those around them, relationships with teachers and friends at school, media and teaching materials as supporting tools in the school. class during the learning process, the condition of the classroom and school environment, the difficulty of the material in the content of mathematics lessons. The teacher's efforts to overcome the learning difficulties of fourth-grade elementary school students are increasing students' lack of interest and enthusiasm for learning, providing special guidance to students, adding media and teaching materials as supporting tools in the classroom.

Error analysis of students with mathematics learning difficulties in Tibet

A notably high percentage (33%) of students with mathematics learning difficulties (MLD) has been reported in Tibet, which can partly be explained by the current state of mathematics teaching. Less known is what kind of errors these students are making in different types of mathematical tasks. This study investigated the types and frequency of errors made in mathematics tasks by Tibetan seventh-grade students ( n = 30) with MLD, as well as whether gender and school type had any effects on these errors. The novel Mathematics Error Pattern Identification Test (MEPIT) was used to identify the following eight different error types: visual-spatial, comprehension, transformation, relevance, fact, procedural, measurement, and presentation. Students identified as having MLD completed the MEPIT in two sessions due to its length (64 items). Regression analysis and t-tests were used. The most frequent error types were fact and comprehension errors. Compared to the boys in the study, the girls seemed to be more vulnerable to fact and relevance errors. The students in the rural school made more comprehension errors compared to the students in the urban school. Our exploratory study calls for further research on assessing errors that students with MLD make in mathematical tasks. MEPIT was shown to be a promising assessment tool for Tibetan teachers to identify errors that students with MLD may make in mathematics tasks.

Dificuldades de ensino e aprendizagem em matemática no ensino superior na perspectiva de docentes e discentes

This article aims to contribute to the understanding of possible causes of teaching and learning difficulties, from the perspective of teachers and students, respectively, in matters that involve mathematical knowledge, in college education. Specifically, it seeks to identify the probable reasons for learning difficulties in mathematics, on the part of the student; identify the probable reasons for difficulties in teaching mathematics, on the part of the teacher; explain aspects about mathematics and its teaching and conceptions, especially those linked to mathematical knowledge, which can support the teaching practices in progress. The reflections involve data from interviews carried out with professors and students from three universities, one of each modality − public, private, and community −, in the region of Sorocaba, SP. We found that practices with exposure of matters, examples, and problem solving predominate, as well as the conception that mathematics is a knowledge in which the linearization of matters prevails.

A Research on the Academic Improvement Effects of Extracurricular Mathematics Tutoring for Chinese High School Students

To examine the academic enhancement effects of extracurricular tutoring in mathematics at the high school level, 439 questionnaires were distributed in the second year of senior high school to collect information on the number of participants in different types of tutoring and the grade level mathematics scores before and after tutoring, and the data obtained were analyzed for differences using SPSS software. The results showed that (1) extracurricular tutoring in mathematics for high school students can improve students' academic performance, but the improvement effects of different types of extracurricular tutoring have significant differences. (2) Among students of different levels, the degree of improvement in the group of mathematics students with difficulties was significantly higher than that in the group of intermediate and superior students; the degree of improvement within the group of intermediate students was seriously polarized. Therefore, the academic improvement effect of extracurricular tutoring in mathematics varies depending on the type of tutoring, students with learning difficulties in mathematics should consider choosing appropriate extracurricular tutoring in mathematics, and mathematics teachers should strengthen personalized guidance for students.

Analisis Kesulitan Belajar Matematika Materi Pecahan pada Siswa Kelas IV SD Negeri 53 Prabumulih

Many influences as it happens, including lack of interest or lack of pleasure students in learning mathematics, students are less active in the learning process takes place sometimesteachers just explain the material is not interesting and just monotonous. This bias is because at the time of learning the material given is only monotonous should be by using or utilizingexisting media so that students are less active in learning, lack of teachers in mastery of thematerial so that the learning process is less interesting and this becomes one of the mainproblems that cause a lack of interest in students in the learning process Mathematics lastsand causes low and causes students to have difficulty in learning mathematics.

A Systematic Review of Research Syntheses on Students with Mathematics Learning Disabilities and Difficulties

AbstractThe purpose of the systematic review of mathematics intervention syntheses was to identify patterns and gaps in content areas, instructional strategies, effect sizes, and definitions of learning disabilities (LD), mathematics LD (MLD), and mathematics difficulty (MD). Using rigorous inclusion criteria, we evaluated 36 syntheses that included 836 studies with 32,495 participants. Although each synthesis stated a focus on LD, MLD, or MD, few students with LD or MLD were included, and the authors’ operational definitions of disability and risk varied. Syntheses predominantly focused on word‐problem solving, fractions, computer‐assisted learning, and schema‐based instruction. Wide variation in effectiveness, content areas, and instructional strategies was reported. Finally, our results indicate the majority of syntheses included achievement outcomes, but very few reported on other outcomes (e.g., social validity, strategy use). We discuss how the results of this comprehensive review can guide researchers in expanding the knowledgebase on mathematics interventions.

Hubungan Keterlibatan Orang Tua dalam Belajar dengan Prestasi Belajar Matematika Kelas IV SD

In this study, students experienced difficulties in learning mathematics which caused students to get low learning achievement anda the lack of parental involvement in the student learning process, this was due to the working conditions of parents, parents who were busy with work would be less involved in the students learning process.The results showed that there was a significant relationship between parental involvement in learning and mathematics learning achievement for grade IV SD Cluster I with t count (33.8) greater (>) t table (1.66320) which means H0 is rejected and H1 is accepted. Based on the results of the study, it can be concluded that the involvement of parents in learning can affect students' mathematics learning achievement. So, the better the involvement of parents in student learning, the better the mathematics learning achievement obtained by students. From these conclusions, the impact resulting from this study is known that parental involvement in good student learning will improve students' mathematics learning achievement.

Learner-generated drawings by students with mathematical learning difficulties in finishing open number sentences

Although MLD students do not have good mathematical performance in completing addition and subtraction operations of integers, MLD students have suggestive ideas in the form of drawings produced in solving open number sentences questions. This study aims to classify the types and identify changes in the drawing produced by MLD students in solving open number sentences questions. This research method is qualitative with a micro generic study approach to understand students' thinking individually and explore drawing changes in solving open number sentences questions between sessions. The research subjects were 2 out of 20 MLD grade 5 elementary school students who produced the most varied drawings in solving open number sentences questions. Data collection techniques used are giving questions and interviews. The results showed that MLD students produced: discrete object drawings by focusing on the cardinality of the quantity of a number; transitions from objects to the number line by focusing on the magnitude of numbers; partitioning the number line using magnitude reasoning; number sentences; and others using verbal reasoning. Changes in the drawings produced by MLD students between sessions indicate the development of students' understanding towards a better direction in interpreting symbolic representations to visual representations. The results of this study contribute to the theory that although MLD students have low mathematical performance. However, MLD students can produce variations and changes in drawings with rich mathematical idea information representing integer operations.

Predicting Mathematical Learning Difficulties Using Fundamental Calculative Ability Test (FCAT).

Mathematical learning difficulty (MLD) during school years results from several factors, including dyscalculia. Traditional diagnostic tests for dyscalculia are time intensive and require skilled specialists. This prospective cohort study aimed to reveal that the less time intensive Fundamental Calculative Ability Test (FCAT), administered in first grade, can predict the outcome of mathematical school achievement, which was measured with the curriculum-based mathematical test for second grade (1.2 years after FCAT). A total of 362 Japanese first- and second-grade children participated. A new quick test measuring fundamental calculative abilities, the FCAT, ordinal, radix, addition, and subtraction, was conducted for the first graders (mean age: 7.1 years). Mathematical school achievement was measured during the tests [mathematics curriculum-based test in Tottori Prefecture (MCBT)] for first (MCBT-1, mean age: 7.3 years) and second graders (MCBT-2, mean age: 8.3 years). We analyzed the associations between FCAT and MCBT-1 and 2 using univariate regression analysis, and cutoff values for mathematical learning difficulty (MLD) at MCBT-2 using the rating operation curve and Youden index. MLD was set as a score of lower than 20% on the MCBT. The FCAT score was significantly associated with the MCBT-1 (regression coefficient: 0.67, P < 0.001) and MCBT-2 scores (regression coefficient: 0.50, P < 0.001). A cutoff value of 47 points (deviation score: 47) at the FCAT score predicted MLD at MCBT-2 (sensitivity: 0.77, specificity: 0.73). For 62 participants with MLD at MCBT-1 score, FCAT scores below the cutoff value of 40 points (deviation score: 35) were at high risk of MLD at MCBT-2 (odds ratio: 6.2). The FCAT is easily conducted in a short time during regular schools and can predict mathematical school achievement. It can be used for the early diagnosis of children with mathematical problems.

Mathematical learning difficulties: a subjective production

It is necessary to expand the analysis about affective processes in mathematic learning in different contexts. In Brazil this research area is still in the embryonic phase, but it is a space that has strong potential to respond the gaps that still exist in the field, leading to the understanding affective processes in mathematic learning. It is in this way that the present research aims to analyze how the mathematic learning difficulty is produced in the subjectivity of a child from the elementary school in Brazil. To understand how the student's development occurs in the school space, and how the difficulty is build, we took as a theoretical basis the Theory of Subjectivity by Fernando González Rey. The case study was a resource used in the constructive-interpretative process. The research was carried out in a public school in the Distrito Federal, Brazil. The mathematic learn difficulty, in this work, was produced by the research participant in different contexts, including, family, school and friendships. Several experiences and influences of the person generate subjective senses that will emerge in subjective configurations in often school activities, regardless if these subjective senses were produced in school or outside it.

Predicting Mathematical Learning Difficulties Status: The Role of Domain-Specific and Domain-General Skills

This study investigated which domain-specific and domain-general skills measured at grade 1 predict mathematical learning difficulties (MLD) status at grade 3. We used different cut-off criteria and measures of mathematics performance for defining the MLD status. Norwegian children’s (N = 206) numeracy, cognitive, and language skills were measured at grade 1 and arithmetic fluency and curriculum-based mathematics (CBM) at grade 3. Logistic regression analyses showed that symbolic numerical magnitude processing, verbal counting, and rapid automatized naming predicted MLD25 status (performance ≤ 25th percentile) based on arithmetic fluency, whereas verbal counting skills and nonverbal reasoning predicted the status based on CBM. The same predictors were found for MLD10 status (performance ≤ 10th percentile), and in addition, rapid automatized naming also predicted the status based on CBM. Only symbolic numerical magnitude processing and verbal counting predicted LOW status (performance between 11–25th percentile) based on arithmetic fluency, whereas nonverbal reasoning and working memory predicted LOW status based on CBM. Different cut-off scores and mathematics measures used for the definition of MLD status are important to acknowledge, as these seem to lead to relatively significant variation in which students are identified as having MLD and which factors contribute to the MLD status.

Can Music Support Calculation Skills A Pilot Study Using Electrophysiological Measures

The purpose of this study is to electrophysiologically assess the effect of an individualized education program supported with musical activities on the success of primary school students with computational difficulties. A mixed-methods design consisting of qualitative and quantitative methods was employed as the research model. The research group consists of four students with mild special learning difficulties and learning difficulties in mathematics, among the students attending the third and fourth grades at a primary school in Kütahya city center. By examining the primary school mathematics curriculum, 12 mental processing gains were identified for addition and subtraction, one of the third-grade mental processing gains. An assessment form, training module, and math songs were prepared in line with these acquisitions. An assessment form was applied to the participants as a pre-test and post-test to determine the effect of the training module and math songs on the students’ success. Additionally, electroencephalogram (EEG) of the participants were recorded before and after the training module, and math songs were applied for 12 weeks. During the EEG recordings, 10 questions were asked to the participants that would enable them to make mental operations. The power densities of the EEG data were calculated using the Welch method in the MATLAB. To analyze the qualitative data of the research, descriptive analysis technique was used. As a result of the study, when the effects of the evaluation form of the participants’ mental processing skills were examined, it was seen that the training module and math songs positively affected the mental processing skills of the students. In addition, it has been shown that the prepared training module and math songs increase the success of the participants, supported by electrophysiological evaluations.