Mathematics Lessons Research Articles

Peningkatan Kemampuan Berpikir Kritis pada Pelajaran Matematika Siswa Kelas VI SD Citarik III melalui Model Pembelajaran Kooperatif Tipe Jigsaw

This study aims to evaluate the effectiveness of the Jigsaw cooperative learning model in improving critical thinking skills in mathematics lessons for sixth-grade students at Citarik III Elementary School. The research was conducted using a two-cycle action research approach. The subjects of the study were 30 sixth-grade students at Citarik III Elementary School. Research instruments included pre-tests, post-tests, observation sheets, interviews, and field notes. The results showed that the Jigsaw learning model was effective in improving students' critical thinking skills. There was a significant increase in post-test scores in each cycle, indicating a progressive improvement in students' critical thinking skills. Good interaction among students in groups, positive student responses, and adjustments to lesson plans based on reflections from the previous cycle were key factors in the success of this learning model.

Formation of financial literacy of schoolchildren by teaching solving problems with economic content

This article examines the problem of developing financial literacy among the population, especially among students in secondary schools. The need and methods for improving financial literacy are discussed, with particular emphasis on the subject of mathematics. The article emphasizes the relevance of including the formation of basic financial literacy skills as an important aspect of educating the new generation in the curricula of various school subjects. Ways to integrate financial literacy skills into mathematics instruction are also explored. In the context of mathematics lessons, tasks with real financial and economic content are proposed, aimed at developing basic financial literacy skills among students in grades 5-6. These tasks contribute to the development of basic financial and economic concepts that reflect key aspects of financial relations, as well as the development of practical skills and competencies. Because mathematics and finance share common aspects, using math problems with a financial context helps expand students' understanding of the real-life applications of mathematics in everyday life. The article also demonstrates that knowledge of basic financial concepts and their application in practice contribute to the development of understanding that can contribute to the development of thrift and sound money management skills. The effectiveness of this process is confirmed by the results of experiments conducted in the article.

Potential Factors That Explain the Difference Between Mathematics Achievement of Students in Korea and Turkey According to PISA 2018

The purpose of this study is to examine the difference between the potential factors (time spent using digital devices during mathematics lessons in a school week, perceived feedback, and competitiveness of students) influencing mathematics achievement of students in Korea and Turkey. The study sample was comprised of 13440 students who were 15 years old and in grade 7 (or above) in Korea and Turkey. As the data were obtained from the PISA 2018 dataset to compare independent variables at one single time, the design of the study was causal-comparative research. Students in Korea and Turkey were compared according to the variables by using independent sample t-tests. There was a significant difference between Turkey and Korea in each category. It was found that the time spent using digital devices during mathematics lessons in a school week of students in Turkey was higher than that of students in Korea. Students in Turkey were more competitive than those in Korea. However, the results showed that students in Korea perceived more feedback than students in Turkey. The current study also discusses the implications and recommendations based on the findings and literature.

ANALISIS MOTIVASI BELAJAR SISWA SMP PADA PEMBELAJARAN MATEMATIKA DI KELAS VIII

This research was motivated by low motivation to learn in mathematics lessons. This study aims to determine the motivation to learn in mathematics learning of junior high school students. The population in this study is Istanbul 8th grade students at SMPIT Abdan Syakuro Lampu Iman for the 2023/2024 school year. The sample in this study amounted to 29 students. The method used is qualitative descriptive with data collection using non-test instruments in the form of questionnaires. There are 8 indicators in the questionnaire, namely 1) perseverance in learning, 2) tenacity in facing difficulties, 3) motivation in the lesson, 4) independence in learning, 5) quickly bored on routine tasks, 6) can maintain his opinion, 7) not easily let go of what he believes, 8) likes to find and solve problems. The results of this study that the learning motivation of SMPIT Abdan Syakuro students is good. In reality the motivation of students learning is quite good, but the lack of encouragement from the environment to learn.

Teaching Mathematics to Students with Hearing Loss Using Instructional Materials

Submission of an article implies that the work described has not been published previously except in Teaching mathematics to students with hearing loss requires special attention and care. Using materials in mathematics education is crucial in helping students concretize abstract concepts and relationships, create schemas related to the taught subject, understand the content, apply it, and develop mathematical thinking in a broader context. In mathematics classes for students with hearing loss, teachers often struggle to find ready-made materials suitable for the instructional content and the language, cognitive, and readiness levels of students with hearing loss. Teachers themselves need to prepare instructional materials for students with hearing loss. This study aims to identify and explain the types and characteristics of materials prepared and used by teachers in mathematics classes for 6th-grade students with hearing loss, and to highlight the contributions of these materials to the mathematics teaching process. Research data were collected through materials used in mathematics instruction, lesson plans and evaluations, the researcher's diary, and video recordings of lessons. The collected data were analyzed by using the content analysis method. As a result of the research, support and resources have been provided to teachers and instructional programs to create and use mathematics lesson materials suitable for students with hearing loss.

EKSPLORASI AKTIVITAS KEBUDAYAAN DESA WISATA MENARI TANON SEMARANG DALAM PEMBELAJARAN MATEMATIKA SD

Menari Tanon Village, Semarang, has a uniqueness and cultural diversity that is closely related to one of the mathematical concepts, namely geometry. So that it can be used as material for mathematics lessons in schools. This study aims to describe cultural activities in Menari Tanon Tourism Village, Semarang such as farming, livestock raising, dancing, and artifacts related to mathematics to be used as learning materials in elementary mathematics learning activities. The research method used is the method of observation and interviews with the Menari Village (Village Head, Founder of Dancing Tourism Village and Surrounding Communities). The results of the study show that Menari Tanon Village Semarang has cultural diversity related to learning mathematics in elementary schools such as recognizing flat shapes in farming activities, calculating geometric shapes in livestock activities, recognizing angles and lines in dancing activities, recognizing flat shapes on artifact studies. This research is expected to provide benefits for the development of elementary mathematics learning by raising the culture found in the Menari Tourism Village as a cultural tourism village.

Penerapan Project Based Learning Pada Mata Kuliah Matematika Diskrit Untuk Meningkatkan Kemampuan Pemecahan Masalah

Learning that focuses on students' problem-solving abilities is the focus of higher education. Students who are able to develop critical thinking skills in solving problems are a necessity along with changes in workforce capability needs in the informatics era. One of the mathematics lessons at the higher education unit level is discrete mathematics. The problem that arises in discrete mathematics learning is that learning outcomes and the percentage of students completing lectures are still relatively low. The aim of this research is to improve students' solving abilities through the application of the project based learning method. This research uses classroom action research methods. The application of the project based learning method in discrete mathematics courses with graph material can improve students' abilities in solving mathematical problems, this can be seen from the research results after corrective actions were taken in learning activities in Cycles I and II. Based on the research results, it shows that through project-based learning, third semester RB class students in the Informatics Engineering Education Program at Indraprasta University PGRI Jakarta have improved their ability to solve mathematical problems in terms of individual grades and classical completion.

Examining 5th Grade Students' Learning on Surface Area Calculations with Realistic Mathematics Education Approach

The fact that the mathematics course is abstract, that it is not possible to associate it with daily life, and that it is impossible to concretize abstract expressions causes a prejudice against the this course and leads to a decrease in the academic achievements of students. It is seen that throughout history, various studies have been carried out taking this situation into consideration. A group of these studies is on realistic mathematics education. Realistic mathematics education is an approach that aims to concretize the abstract concepts of mathematics by relating them to real-life situations. The purpose is to make mathematics more understandable by concretizing it. In the study, the subject of calculating the surface area of prisms with the use of realistic mathematics education was taught, and the purpose of the study was to examine the effects of this application. The study group consisted of 20 5th grade students. While determining this group, maximum variety sampling strategy was preferred. In the study, action research, one of the qualitative research methods, was used, and the data were interpreted with the help of descriptive analysis and content analysis. The data collection tools in the study included semi-structured interview forms, video recordings, photos and activity sheets prepared by the students under the guidance of the researcher in accordance with the realistic mathematics education approach. When the findings were examined, it was seen that the students showed a positive development in the meaning and visualization processes; that they could reach mathematical inferences on their own; that they enjoyed the mathematics lesson; and that the realistic mathematics education approach gave positive results on learning. Based on these results, it was suggested that not only the application of the realistic mathematics education approach for different acquisitions but also the inclusion of these activities in the textbooks in accordance with the curriculum will result in improvements in favor of learning.

A framework for reasoning in school mathematics: analyzing the development of mathematical claims

This study introduces a framework for analyzing opportunities for mathematical reasoning (MR) in school mathematics, using MR-relevant claims and their derivation as the unit of analysis. We contend that this approach can effectively capture a broad range of opportunities for MR across various teaching situations. The framework, rooted in commognition, entails identifying necessary object-level narratives (NOLs) and the processes involved in their construction and substantiation. After theoretical development, the framework was refined through analyses of mathematics lessons in Norwegian primary school classrooms. Examples from the data illustrate how to utilize the framework in analysis and what such analyses can reveal in four typical teaching situations: the introduction of new mathematical objects, the introduction of procedures, work on exercise tasks, and work on problem-solving tasks. Drawing from the analysis of these examples, we discuss the value of the framework for analyzing MR in school mathematics and how such analysis can benefit teachers and researchers.

Training flexibility in dealing with additive situations

ObjectiveStudents' difficulties with word problems have been the subject of research for decades. Many studies identified students' ability to construct a situation model that reflects the word problem's situation structure correctly as a major factor. To overcome such difficulties, prior works suggested to provide learners with strategies, which comprise to restructure the situation model by integrating different perspectives on the presented situation. Corresponding trainings have not been investigated systematically yet. MethodsWe report on an experimental feasibility study investigating a training targeting the proposed strategies. Students from ten grade 2 classrooms (N = 115) in Germany participated in the study. The ten-day training focused on generating and comparing different perspectives on given situations but did not include any word problem solving. ResultsStudents participating in the training showed significantly higher progress in their ability to restructure situation models and their word problem solving skills from pre-to follow-up test than students from the control-group. The effect of the training was not influenced by students’ language skills. ConclusionThe results indicate that it is feasible to foster word problem solving skills by solely training how to restructure the initial situation model generated from a word problem. PracticeSince the experimental group received additional support in contrast to the control group, it is impossible to draw conclusions about the importance of the training for regular mathematics lessons, beyond the fact that the training is effective in principle. ImplicationsThe approach should be compared to other approaches to foster word problem solving.

Development of a self-reflection scale for observers of mathematics lesson during lesson study

PurposeThis study aims to develop a self-reflection scale useful for teachers to improve their skills and to clarify the Japanese teachers’ characteristics during mathematics lesson observation (MLO). In MLO, it is important to understand the lesson plan in advance to clarify observation points, and we aim to develop a scale including these points.Design/methodology/approachBased on the pre-questionnaire survey, nine perspectives and two situations for MLO were extracted. From these, a questionnaire for MLO was created. The results obtained from 161 teachers were examined, and exploratory factor analysis was conducted. ANOVA was conducted to analyze the effect of differences across the duration of teaching experience on the identified factors.FindingsWe developed a self-reflection scale consisting of 14 items with three factors: [B1] focus on instructional techniques and evaluation, [B2] focus on proactive problem-solving lesson development and [B3] focus on the mathematical background of the learning content. While duration of teaching experience showed no effect, three factors of the self-reflection scale for MLO showed a significant effect. Further multiple comparisons revealed the degree of focus was [B2]>[B1]>[B3].Originality/valueTeachers who use this developed scale may grasp the strengths and weaknesses of their own MLO, which leads to self-improvement. The perspectives emphasized in lesson observation are the same when creating lesson plans and implementing lessons, leading to lesson improvement. Furthermore, based on the characteristics of teachers revealed, new training programs regarding MLO can lead to higher-quality lesson studies.

Improving Mathematics Learning Outcomes on Fraction Material through a Realistic Mathematics Approach for Elementary School Students

Facing the era of globalization which is accompanied by the very rapid development of science and technology, a person is required to be able to utilize information well and quickly so that high human resources are needed, one of which is in the field of mathematics. Observations at Attarbiyah Elementary School found the problem of low learning outcomes in mathematics lessons on fractions for grade 4 students at Attarbiyah Elementary School, Surabaya under the Maximum Completeness Criteria, namely 80. The aim of this research was to improve mathematics learning outcomes on fractions. This research is Classroom Action Research which was carried out in two cycles. The results of research on improving the learning outcomes of 4th grade students at Attarbiyah Elementary School, Surabaya after implementing a realistic mathematics approach were declared successful, this was proven because there was an increase in the average learning outcomes in each cycle, namely cycle I and cycle II. In cycle I, the average student learning result was 70.85% and in cycle II it increased to 88.85%. Applying a realistic mathematical approach can improve student learning outcomes in mathematics lessons regarding fractions.

A HLT for Integrated CT and Mathematics Lessons: Supporting Students' Possible Struggles when Debugging in GeoGebra Environment

As computational thinking (CT) is new to teachers, they need support on how CT integration will work. This study examines the use of a hypothetical learning trajectory (HLT) to support teachers in integrating computational thinking into mathematics lessons utilizing GeoGebra. By employing the educational design research (EDR) methodology, the researchers, in collaboration with mathematics teachers and an educator, developed Math+CT activities in GeoGebra as part of an HLT. The HLT was meant to help teachers predict students' responses and facilitate learning. A pilot experiment was conducted with a small group of students to see how and why the designed activities work. Therefore, we collected data from students' responses (GeoGebra scripts and answers) and computer screen recordings. The HLT is triangulated by comparing the predicted responses to the actual responses. The pilot experiment helped to improve the lessons and the HLT for future experimentation. Considering students' possible mistakes in debugging would prepare teachers to anticipate and facilitate the contingency situation.

Mathematics teaching for migrant students in German schools—How do teachers respond to their students’ diverse needs?

The increase in international migration and the global number of students learning mathematics through a language other than their home language makes migrants’ educational pathways a particularly urgent issue. The current paper focuses on the German context as Germany is currently one of the major immigration countries in the Western context. Because German is widely perceived as the language of opportunity for migrants in the German school system, it is overwhelmingly the selected language of learning and teaching in the broader school system and within migrant classes. The article is based on qualitative interviews with mathematics teachers teaching migrant classes; and the data analysis followed the Grounded theory tradition. The central phenomenon that seemed to preoccupy all teachers was how to adapt mathematics teaching to the language- and mathematics-related diversity of their students while simultaneously helping them to transfer smoothly to the mainstream classes or pass the final examinations successfully. Due to the lack of institutional support for teaching in migrant classes and problems in dealing with multilingualism and mathematics-related diversity in mathematics lessons, they were generally frustrated with the situation despite being strongly motivated at first. Using three examples from the data, we illustrate teachers' strategies in relation to multilingualism and mathematics-related diversity. Overall, the study points to the necessity of supporting teachers in their mathematical practices in migrant classes to contribute to more inclusive mathematics education.

DEVELOPMENT OF BASIC COMPETENCIES IN STUDENTS THROUGH MATHEMATICS

In this article, the types of basic competences related to science and the ways of their formation in elementary mathematics lessons are explained, through which types of problems competences are developed.

Implementation of Problem Based Learning (PBL) Model Using Maple Software in Solving a Trigonometry Material Problem

This study aims to investigate the implementation and effectiveness of the PBL learning model with Maple Software in solving Trigonometry problems during mathematics lessons. It is descriptive research with a quantitative approach. The participants were 20 tenth-grade students from an vocational school in the second semester of the 2022/2023 academic year. Data were collected through student questionnaires and written tests. The questionnaires assessed student understanding in solving Trigonometry problems with Maple Software, while the tests included 5 questions to evaluate problem-solving skills using the software. The findings indicate that: (1) The PBL model with Maple Software enhances student engagement and effectively solves Trigonometry problems. (2) The PBL model using Maple Software is effective in improving students' problem-solving abilities in Trigonometry.

활동 이론에 입각한 디지털 테크놀로지 활용 수학 수업의 역동성 분석

The digital paradigm shift has led to a digital transformation of education, emphasizing the use of technology in teaching and learning. However, the effectiveness of technology in math classrooms is ambivalent, and it is necessary to understand how to apply it. This study analyzed the mathematics lessons of two teachers in order to reveal the dynamics of lessons with digital technologies in a view of teaching practice and to identify pitfalls and opportunities through activity theory. The results of the study showed that the activities within the classroom community were dynamically changing over time through the interaction among the elements of the activity system, and various pitfalls and opportunities appeared in the process. The teacher, as the subject of the activity, could appropriately change the purpose of the activity and turned the pitfalls into opportunities. The significance of this study is that it examines the actual use of digital technologies in schools and the dynamics of mathematics classes using digital technologies in focusing on teachers. In particular, unlike previous studies, this study did not emphasize the implementation of instructional plans, so it is meaningful in which the dynamics of the lessons can be investigated by observing the lessons in a natural setting, and the teacher’s role as a central figure in the activity is emphasized, which provides meaningful implications for future research on the use of digital technology and the development of instructional models, as well as research and development of the role of the teacher’s competencies for teaching in the digital era.

Effects of QD2R Numeracy Enhancement Strategy on the Mathematics Performance of Grade 10 Students

Learning mathematics requires an effective and strategic teaching approach. This study aimed to assess themathematics performance of the learners with the implementation of the numeracy enhancement strategy QD2R (Questions, Drills, Repetition, and Recitation) and to propose a strategy implementation plan to elevate their performances. This study employed the use of a quasi-experimental research design, purposive sampling with 70 Grade 10 students of Lian National High School who were distributed equally to control and treatment groups. The pre-test and post-test results were statistically analyzed using independent and paired sample t-tests, and a survey questionnaire was examined by getting the mean and standard deviation. The results indicated that better performance was achieved by the students from the treatment group compared to the students from the control group, as revealed by the Mean Percentage Score (MPS) results, mean scores, and P values of their pre-test and post-test scores. The learners’ perception of the implementation of this strategy was to a great extent, wherein it was perceived to be more helpful in concepts related to understandingthe lesson compared to concepts related to developing their attitude and skills. Moreover, the proposed implementation plan of numeracy enhancement strategy QD2R had three expected outcomes: elevated understanding and performance in mathematics lessons; modified strategy to focus on the development of attitude and skills towards mathematics; and refined and well-implemented QD2R strategy in teaching mathematics. Relative to these expected outcomes, appropriate measures, timeframe, and resources of each were comprehensively formulated.

Cultivating Characteristic Critical Thinking: Exploring Critical Thinking Abilities through the CBL Learning Model

This research aims to explore students' critical thinking abilities through the CBL (Character-Based Learning) learning model which focuses on character development. This research uses a qualitative descriptive method with a case study design. The research subjects were class XI students at SMA Negeri 11 Wajo who took CBL lessons in Mathematics. Data was collected through tests, observations, interviews and document analysis. The research results show that the CBL learning model is able to improve students' critical thinking skills in the aspects of analysis, interpretation and evaluation. Apart from that, the CBL learning model has also proven effective in cultivating student characters such as responsibility, cooperation and independence.

Membangun Lingkungan Belajar Menyenangkan untuk Mengatasi Kecemasan Matematika dan Meningkatkan Keterlibatan Siswa Kelas I SD Sekolah XYZ Jakarta

This research aims to explore the use of Math Centers as a enjoyable learning environment to address mathematics anxiety and improve engagement in 1st-grade students at XYZ Elementary School. Mathematics plays a crucial role in the elementary education curriculum, contributing significantly to the development of logical understanding and problem-solving skills for students. However, the high level of mathematics anxiety and low student engagement pose challenges in the early learning process. This qualitative research involved one 1st-grade class with 20 students as the research subjects. Data were collected through classroom observations, test results, and interviews with both teachers and students. The findings indicate that 1st-grade students participating in Math Centers exhibit low mathematics anxiety and active engagement in the classroom. Students also tend to enjoy mathematics lessons in the Math Centers setting compared to regular classes. The varied activities provided in Math Centers make mathematics no longer perceived as a dull and intimidating subject. The implementation of Math Centers at XYZ Elementary School will be carried out regularly every Friday to sustain students' interest in mathematics, reduce anxiety, and motivate them to actively participate in the learning process.