Mathematics Learning Strategy Research Articles

Ethno Mathematics at the Traditional House of Mbaru Niang Wae Rebo, Manggarai

Objective: This study aims to identify ethno mathematics in the Mbaru Niang traditional house of the Wae Rebo community, describe related mathematics concepts, and develop learning tools and learning trajectory for mathematics concepts contained in the culture of the Mbaru Niang traditional house. Theoretical framework: Ethno mathematics is all forms of mathematical activities that are culturally based and varied and can be done every day as needed (Rosa, 2011). Ethno mathematics is a group of ideas about the history of mathematics, the cultural roots of mathematics, the mathematics implicit in everyday rules, and the learning of mathematics (Weldeana, 2016). Ethno mathematics is defined as special ways used by a certain cultural group or society in mathematical activities (Sarwoedi, 2018). Ethno mathematics is mathematics applied by a particular cultural group and studies the relationship between mathematics (mathematics education) and the corresponding social and cultural background, i.e. how mathematics is produced, transferred, disseminated, and specialized in diverse cultural systems (Gerdes, 1994; Zhang & Zhang, 2010). Ethnomathematics is a learning approach that is carried out by teaching mathematics by linking mathematics with the nation's own cultural works and also involving the needs and lives of its people (Zaenuri, et al., 2018). Method: The research method used is descriptive qualitative research with an ethnographic approach. The researcher is the main instrument, and data is collected through observation, interviews, and documentation, data validity using source triangulation techniques. Furthermore, the data were analyzed to describe the research findings. Results and Conclusions: The results showed that there were mathematical activities in the construction of the Mbaru Niang traditional house. These activities include measuring activities with the concept of standard and non-standard units and designing activities related to the concept of geometry. Thus, the mathematical concepts contained in the construction of the Mbaru Niang traditional house can be developed by designing learning tools and learning trajectories that are in accordance with school mathematics. The culture of the Mbaru Niang traditional house is a source of learning mathematics that can be presented according to various contexts in learning mathematics. The study's findings contained several mathematical aspects of the culture of the Mbaru Niang traditional house. These aspects were the concept of geometry (in the form of a conical shape) and the concept of measurement (using non-standard measurements). The measurement concept can be applied to elementary school students, and cone geometry can be applied to junior high school. Thus, identifying and exploring Ethno mathematics in the Mbaru Niang. Implications of the research: Mathematics learning strategies that are oriented towards increasing student success in learning, respecting culture, enhancing cooperation and protecting the natural environment. This is done with the "ethno math" approach through learning in schools. Difficult math concepts can be unraveled with ethno math that is real around students and supported by teacher commitment in implementing learning in the classroom. Originality/value: The novelty of this research is the formation of an ethnomathematics model of mbaru niang that can be integrated in learning mathematics at school in order to provide advice for decision makers in this case teachers and government or education observers to be more pro-active in implementing learning in accordance with the culture around the student.

Students’ perceptions on learning, motivation, and performance through project-based learning: undergraduate students’ case

Project-based learning is an approach that is able to facilitate authentic learning. Authentic learning as an experiential process that prepares future educators can help the development of necessary teaching skills. Assessment of project-based learning is required to evaluate how it successfully promotes students’ learning. A survey was conducted to assess students’ perspectives on the implementation of project-based learning. Undergraduate students who enrolled in a mathematics learning strategy course at a faculty of teaching training at a university participated in the survey. Student samples responded to the questionnaire based on their video production assignment project experiences. The collected research data were then analyzed descriptively. Data analysis results suggested that project-based learning positively impacted students’ learning, motivation, and performance. As a result, future research and learning can investigate and implement project-based learning in greater depth.

Implementation of CORE (Connecting, Organizing, Reflecting, Extending) Strategy on Students' Connection Ability in Elementary Mathematics Subjects

The key to the success of educators right on target for students is determined through the implementation of learning strategies. In fact, the CORE Strategy (Connecting, Organizing, Reflecting, Extending) aims to train students' connection skills, think critically, and be active in learning. The purpose of writing this article is to describe the implementation of the CORE strategy for students' connection abilities in mathematics at the elementary/MI level. This study uses a descriptive qualitative research method that aims to describe an object, phenomenon, or problem with the facts being studied. Data collection techniques were carried out using observation techniques, interviews, and documentation studies. Based on the results of this study it was found that the implementation of the CORE strategy could improve students' connection skills in mathematics. The student is active, gives a positive response when participating in the learning process, and understands the subject matter that has been taught. Thus, it is stated that the implementation of the CORE learning strategy in mathematics is categorized as appropriate for SD/MI children, as well as the students' connection abilities developing well and providing feedback in the ongoing learning process.

Classification of ability of mathematics education students of FKIP Syiah Kuala University 2019 viewed from affective and cognitive aspect

The purpose of this study was to analyze where the dominant abilities of prospective teacher students in the Teaching and Education Faculty (FKIP) of Mathematics Education Study Program Letting 2019 lie. This research uses a descriptive quantitative approach with the Library Research method and utilizes written information sources that are officially recognized. The subjects of this study were active undergraduate students (S1) in mathematics education letting 2019 who had taken courses in Mathematics Teaching and Learning Strategies, Mathematical Teaching Evaluation, Mathematical Logic, Linear Algebra and Discrete Mathematics with a total of 54 samples. This study uses data collection techniques by using a questionnaire. The data collected in this study were analyzed by Descriminant Fisher's analysis. This study used discriminant analysis for 2 groups, namely the group with the dominant ability on the affective aspect and the group with the dominant ability on the cognitive aspect. The results of this study indicate that students have more abilities from the affective aspect. The Fisher discriminant function that is formed isEffectiveness = 6.349X1 + 13.821X2 + 16.008X3 + 8.651X4 + 34.332X5Cognitive Aspect = -2.212X1 + 4.890X2 + 25.104X3 + 13.182X4 + 44.945X5

"Mathematics Learning Quality Intelligent Assessment and Strategy Implementation System: A Metacognitive Intervention Study for Ineffective Mathematics Learners"

"Mathematics Learning Quality Intelligent Assessment and Strategy Implementation System: A Metacognitive Intervention Study for Ineffective Mathematics Learners"

Expectancy-value beliefs optimize mathematics achievement and learning strategy use: a bifactor approach (Las creencias sobre los valores y las expectativas optimizan el rendimiento matemático y el uso de estrategias de aprendizaje: un enfoque bifactorial)

ABSTRACT Expectancy-value theory mostly focuses on how expectancy and value beliefs are associated with academic achievement. Both expectancy and value beliefs are multidimensional and can be further decomposed into general and specific factors. However, few studies have explored the associations of these general and specific factors with academic achievement and learning strategy use. This study aimed to investigate the bifactor structure of expectancy and value beliefs and investigate the linkages between general and specific expectancy-value factors and mathematics achievement and learning strategy use. Based on the expectancy and value dimensions measured by the Motivated Strategies for Learning Questionnaire (MSLQ), bifactor models were used to analyse the data collected from 563 senior secondary school students in China. Three key findings emerged: (1) both expectancy and value beliefs could be disentangled into general and specific factors; (2) general factors were significantly associated with mathematics achievement and learning strategy use; and (3) the specific factors were positively associated with mathematics learning strategy use but not mathematics achievement. Methodological and practical implications are discussed.

Design of Mathematics Learning Strategies Pythagorean Theorem Material with Scientific Approach to Reduce Students' Misconceptions

This study aims to find out mathematics learning with a scientific approach to student outcomes on pythagorean theorem material, and the subject of this study is students of class VIII-A at MTs Muhammadiyah Al-fatah Nangahale, school year 2020/2021. This research is a qualitative descriptive, research with data collection techniques using tests and questionnaires. The results of this study show that learning mathematics with scientific shortness can improve student outcomes, it can be seen from the percentage of pre-test results before using a scientific approach, namely students who understand as many concepts as possible 5 % and learners who don't understand as many concepts as 70 % and learners who experience as many misconceptions as possible 25 %. After using a scientific approach, the results of the percentage of students who understand the concept as much as 70 %, learners do not understand concepts as much as 15 % and learners who experience as many misconceptions as 15 %. So, the design of mathematics learning with a scientific approach, especially the material of the pythagorean theorem, can reduce the misconceptions of learners

Development and Application of an Intelligent Assessment System for Mathematics Learning Strategy among High School Students—Take Jianzha County as an Example

To improve the quality of mathematics learning for high school students in economically disadvantaged areas, and promote education equity and sustainable development, this study developed the Mathematics Learning Strategies Intelligent Assessment and Strategy Implementation System by using artificial intelligence technology. The system fuses assessment scales, a set of norms, improvement strategies, and the intelligent assessment and strategy implementation program into an organic whole. The system can intelligently output all participants’ diagnosis results of the mathematics learning strategy in batches and automatically propose targeted improvement strategies for every participant. By applying the intelligent system to Jianzha County, Huangnan Tibetan Autonomous Prefecture, Qinghai Province, China, the results show that the mathematical learning strategies of high school students in Jianzha County were at a middle level; mathematical cognitive strategies and mathematical resource-management strategies need to be improved. The system’s effectiveness in practical applications was later tested via both quantitative methods, such as questionnaire surveys and testing, and qualitative methods, such as interviews, as well as evaluation by self and others. By intervening with participants according to the strategy implementation program provided by the system, it was found that their mathematics learning strategy level improved. The results of the study show that the system can accurately diagnose the level of mathematics learning strategies of high school students and that interventions based on the improvement measures can improve students’ mathematics learning strategy and mathematics achievements, indicating that the system is effective.

MATHEMATICS LEARNING STRATEGY BOOK ON PEDAGOGICAL CONTENT KNOWLEDGE FOR ELEMENTARY SCHOOL PRE-SERVICE TEACHERS

The goal of this study is to describe the impact of a mathematics learning strategy book on elementary school pre-service teacher' pedagogical content knowledge. The research method used is experimental research with poor experimental methods. A one-group pretest-posttest design was used. This study's sample size is 94 pre-service teachers or elementary school teacher education students. Tests and assessment sheets are data collection instruments for measuring PCK. The test is used to determine PK and CK levels. The Quizizz application is used to administer the test, which is in the form of multiple choice questions. PCK is measured using a score sheet. The data is analyzed using descriptive statistics and inferential statistics. To explain the distribution of PCK data, descriptive statistics are used. To test the research hypotheses, inferential statistics are used. The paired sample t-test was used to test the hypothesis. The results show that pre-service teachers' PCK is in the high range. The hypothesis test results show that the mathematics learning strategy book used in learning is effective against pre-service teachers' PCK. Mathematics learning strategy books used in elementary schools not only contain theory and material, but also provide examples of student worksheets based on specific strategies/methods. This is what helps pre-service teachers understand so that it has an impact on increasing PCK.

Mathematics Learning Strategy for Discalculia Students in Elementary School

This study aims to analyze the implementation of mathematics learning for dyscalculia students, the role of teachers and parents in helping dyscalculia students in online learning, and the impact of learning strategies for dyscalculia students on mathematics learning. The research method used is descriptive qualitative method with data sources one teacher, three students, and 3 parents of students. Interactive model data analysis includes data collection, data reduction, data presentation, and drawing conclusions. Data collection techniques are observation and interviews. The results of this study indicate that teachers carry out mathematics learning by preparing Learning Implementation Plans (RPP), syllabus and special notes for students with dyscalculia. The teacher uses three learning approaches in helping dyscalculia students, namely the direct approach, group approach, and individual approach. Furthermore, the impact of the teacher's strategy in student learning with dyscalculia can be seen in the cognitive, affective, and psychomotor aspects, which have positive progress.

Mathematics learning strategies of high school students in Nepal

Mathematics learning strategies of high school students in Nepal

A Study of Cooperative Strategies that Enhance Individual Mathematical Achievement Among College of Education Students in Ghana

Cooperative learning strategies have the tendency to enhance the academic strength of learners. In this paper, the independent variable, type of cooperative strategy, included three levels: Jig-Saw, Think-Pair-Share, and Brainstorming. The dependent variable was the students’ individual mathematics achievement scores and the covariate was the students’ group score when the cooperative strategy was used. A preliminary analysis that sought to assess the homogeneity-of-regression assumption indicated that the relationship between the covariate and the dependent variable did not differ significantly as a function of the independent variable, F (2, 81) =.045, p =.956. Principal component analysis (PCA) was used to reduce the three covariates to one score factor for ANCOVA procedure. A significant relationship was found between academic achievement score with respect to a cooperative strategy used and the individual academic achievement scores, F (2, 83) = 249.030, p <. 05. About 86% of the total variance in individual mathematics achievement score was accounted for by the three levels of cooperative strategy controlling for the students’ academic group scores. Jigsaw cooperative strategy (Mean: 3.4, SE: 0.068, p < 0.01) had the most impact on individual achievement in mathematics with students obtaining an average grade of B+. The findings also showed from the PCA that the mathematics achievement scores of the group treated with Jig-Saw cooperative strategy explained most (about 39%) of the total variance, followed by Think-Pair-share with the least being Brainstorming. Explained in another way, when students use Jig-saw learning strategy in Mathematics, their individual academic potentials are enhanced well than when Think-Pair-Share or Brainstorming is used. It is therefore recommended for Jig-saw strategy to be the preferred strategy for learning when mathematics teachers seek to improve deep learning and problem solving among students.

MPM Berbasis Konteks dan Strategi Pembelajaran Matematika Realistik Bagi Guru Matematika Tingkat SMP

Partners of the Community Partnership Program (PKM) are the Mathematics MGMP of Takalar Regency. The problems are 1) The teacher has not maximized active learning activities in the classroom 2) The teacher has not maximally utilized media and strategies in learning activities. For implementation, participants are involved in training activities whose implementation includes material presentation and practical activities. In presenting the material, participants are given materials on the concept of context-based learning media and realistic mathematics learning strategies. However, with the consideration of the Covid-19 pandemic so that the implementation of this training is carried out in virtual or other terms in the network (online). In the practical activity section, participants carry out practical activities for the preparation and development of learning contexts and learning scenarios with Realistic Mathematics learning strategies. To support the implementation of the activity, participants were given the opportunity to express their opinions with this activity, context-based manipulative learning media, and the Realistic Mathematical Approach (PMR). The result is 16.7% who know somewhat, meaning that they have read but have not implemented it in the learning class. The same thing happened for 33.3% where the participants knew enough, in other words, they understood PMR well but were not able to keep pace with its development. The remaining 50% have carried out this learning in their respective classes.

Cooperative Learning Strategy and Students Performance in Mathematics in Junior High School in Hohoe Municipality, Ghana

The study investigated the effect of cooperative learning strategy on student’s performance in mathematics at selected Junior High School in Volta Region of Ghana. The study adopted a quasi-experimental research design. The sample for the study consisted of two hundred and sixty-six (266) Junior High School 2 mathematics students selected from two Junior High Schools in Hohoe municipality of Volta Region in Ghana. The instrument for data collection was Mathematics Achievement Test (MAT). The instrument was validated by two experts and has reliability index of 0.87 obtained through the use of Pearson Product Moment Correlation. Two objectives and two hypotheses were formulated to guide the study. The data collected were analyzed using adjusted mean and standard deviation to answer the objectives while Analysis of Covariance (ANCOVA) was used to test the null hypothesis at alpha level of 0.05. The finding of the study confirmed that students performed better using cooperative learning strategy irrespective of their ability level than those students who were taught using the traditional method. The test of interaction showed that gender had no significant interaction with teaching strategy on students mean performance. The study concluded that cooperative learning strategy is a good teaching method for teaching mathematics. The study recommended that mathematics teachers should adopt the cooperative learning strategy in order to improve students’ performance, social interaction skills and foster meta-cognition in students. The study also recommended that workshops should be organized by educational bodies to emphasize and enlighten teachers and mathematics educators on the importance of using cooperative learning strategy in the learning and teaching in Junior High schools in Ghana.

PENGARUH MODEL PEMBELAJARAN PROBLEM BASED LEARNING TERHADAP KEMAMPUAN PEMECAHAN MASALAH SISWA MTs MUSLIM CENDEKIA

In the context of mathematics learning, Problem Based Learning (PBL) is a mathematics learning strategy in the classroom with problem solving activities and provides more opportunities for students to think critically, creatively, reason, and communicate mathematically with their peers. The focus of this study was the ability to solve math problems. Based on the preliminary research the students experienced errors in re-checking the synchronization of resolution with the given problem. This research was quasi experiment research. Naturally selected subjects have been formed in one intact group (naturally formed intact group). Based on the research data obtained can be described in the problem solving ability of students whose learning applies PBL learning models higher than the problem solving abilities of students with conventional learning, where the average value of the posttest in the experimental class is 71.03. This study conclude that PBL learning models give positive effect on problem solving skills on the subject of the Linear Equation System of Two Variables in class VIII MTs Muslim Cendekia Bengkulu Keywords:problem based learning, problem solving

Development of Mathematics Learning Tools Based on Realistic Mathematics Education for Vocational High School Students

Based on the results of observation and experience of researchers as mathematics teachers in one of the vocational high schools in Indonesia, information are obtained that the average mathematics scores of students are still below the Minimum Mastery Criteria. This is caused by: the mind-set of students who think mathematics is not important compared to the subject of vocational specialization, the learning process is less engrossed and interesting because of the teacher’s monotonous teaching style. As a result, students’ interest in learning mathematics is low. To overcome this problem, the teacher must design a mathematics learning strategy in the form of a mathematics learning tool in the form of a learning implementation plan and a student worksheet based on Realistic Mathematics Education (RME). Because the RME-based learning approach starts from ‘real’ things for students. This type of research is development research with the Plump model consisting of the preliminary research phase, the prototype phase and the assessment phase. In this study researchers were only at the initial investigation stage, namely at the student analysis stage. The purpose of this study was to increase students’ interest in learning mathematics. The instrument collection for initial investigation data was observation sheets, questionnaires and interviews with data analysis techniques namely descriptive techniques. The results of the initial investigation of the analysis of learners found that the interest in learning mathematics in vocational secondary school students is very low.

The use of Mixed Apps as accommodation of mathematical student creativity

Mixed Apps is a mixture of 3 information and communication technology applications, Web applications, Google classroom applications, and hang out applications. The web application was a place for lecturers and students to share learning material; the google classroom application was for task collection while the hangout was for video conferences. In general, this research was conducted to improve the quality of the process and learning outcomes further, especially in mathematics teaching and learning strategy courses. The specific purpose of this study is to describe the effect of using Mixed Apps on the creativity of Mathematics Education students. This research method is mixed research, a mixture of qualitative methods, and quantitative methods. This research i at a university in Medan city with 30 students. The research instruments were interview items, student creativity products, creativity product assessment sheets and student questionnaire responses. As for learning by utilizing Mixed apps, some students have high creativity scores of 20 students, five students who are of moderate value, and five who fall into the low category. But overall, 87% of students have a positive (happy) response to learning by using Mixed Apps.

Developing The Mathematics Learning Strategy Book For Blind Students In Junior High School

Blind students who do not have intellectual disabilities should study in inclusive schools. This is because they are the same as regular students who are able to learn and construct learning experiences well. They must get the best learning facilities to be successful. The purpose of this study was to produce a mathematics learning strategy book for blind students in junior high school. This book contains a general description of the characteristics of blind students, how to teach mathematics to blind students and class management strategies. This study is categorized as research and development. Development model in this study was adapted from Borg &amp; Gall. The research instruments were validation sheets, questionnaire assessment for teachers and questionnaire assessment for students. . Data analysis was done by converting the quantitative data into qualitative data in the form specified categories. This research resulted a mathematics learning strategy book for blind students in junior high school that proper to use because the book is valid and practical

Efektivitas Pembelajaran Matematika Menggunakan Bahan Ajar Berbasis Integrasi Interkoneksi terhadap Peningkatan Kemampuan Berpikir Kritis Mahasiswa

This purpose of this study was to analyze the effectiveness of Mathematics instruction employing the instructional materials based on the interconnection integration on students' critical thinking ability. This is a quasi-experimental research utilizing the pre-test post-test control group design. The subjects of this research are all students of Mathematics Education Study Program Faculty of Science and Technology UIN Sunan Kalijaga Yogyakarta who enrolled in Mathematics Learning Strategy course (48 students in experimental class and 31 students in control class). Data was collected using test and questionnaires. Data analysis was carried out by using t-test. Based on the result, it is identified that Mathematics instruction using the instructional materials based on the interconnection integration is more effective than conventional instruction to improve students’ critical thinking ability of Mathematics Education Study Program Faculty of Science and Technology UIN Sunan Kalijaga Yogyakarta

أثر استخدام إستراتيجية قائمة على التعلم المستند إلى الدماغ فى تدريس الرياضيات على تنمية التحصيل الأکاديمى وبقاء أثر التعلم وبعض عادات العقل لدى تلاميذ المرحلة الابتدائية ذوى أنماط السيطرة الدماغية المختلفة

أثر استخدام إستراتيجية قائمة على التعلم المستند إلى الدماغ فى تدريس الرياضيات على تنمية التحصيل الأکاديمى وبقاء أثر التعلم وبعض عادات العقل لدى تلاميذ المرحلة الابتدائية ذوى أنماط السيطرة الدماغية المختلفة