Mathematical Skills Research Articles

Task Characteristics Associated with Mathematical Word Problem-Solving Performance Among Elementary School-Aged Children: A Systematic Review and Meta-Analysis

Mathematical word problem-solving skills are crucial for students across their lives, yet solving such tasks poses challenges for many. Therefore, understanding the characteristics of mathematical word problems that are associated with students’ performance is important. The objective of this systematic review and meta-analysis was to evaluate the effects of linguistic and numerical task characteristics associated with mathematical word problem-solving performance among elementary school-aged children (Grades 1 to 6). The systematic review was based on five electronic databases and citation searching. Reporting was conducted following The Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA). The findings (K = 69) showed that five of the six investigated linguistic task characteristics (i.e., the position of the unknown, schematic structure, irrelevant information, realistic considerations, and lexical consistency) and one of the two numerical task characteristics (i.e., number of operations) were related (g = 0.39 to 4.26) with elementary school-aged children’s mathematical word problem-solving. However, the findings did not provide support for a general association between a familiar situational narrative or the required operation with mathematical word problem-solving. The findings highlight that elementary school-aged children especially struggle with mathematical word problems requiring realistic considerations or multiple mathematical operations, containing lexical inconsistency, and problems in which the position of the unknown is the first value. This further understanding of elementary schoolers’ word problem-solving performance may guide the design of appropriate and progressive instruction and assessment tools and steer research into the interactions within task characteristics and with individual characteristics.

Do home mathematical activities relate to early mathematical skills? A systematic review and meta-analysis.

Children's foundational mathematical skills are critical for future academic attainment. While home mathematical activities (HMAs) have been proposed to support these skills, the extent to which engaging in them supports mathematical skills remains unclear. This preregistered systematic review and multilevel meta-analysis identified 351 effect sizes from 72 samples in 20 countries, exploring the relation between frequency of HMAs and mathematical skills in children aged 7 years and under (Mage = 61 months). A small significant positive relation was found (r = .13), moderated by risk of bias, with larger effects associated with a higher risk of bias. Specific ways the field can move forward are discussed to better understand the role of the home mathematical environment in early mathematics.

Improving Students' Critical Thinking Skills in Mathematics with The CTL Approach

Improving Students' Critical Thinking Skills in Mathematics with The CTL Approach

An investigation of students’ mathematical connection and metacognitive skills in the mathematical modelling process

The purpose of the study is to investigate the changing mathematical connection and metacognitive skills of students in the process of applying mathematical modelling. The data used for the study were collected from modelling activities, students’ written responses to modelling activities, audio recordings, semi-structured interviews, and observation notes. The data obtained were analysed using content analysis. As a result of the data analysis, it was found that metacognitive skills were used in each activity in the mathematical modelling process and were developed in interaction with each other. Although inter-concept and real-world connection skills are most commonly used in mathematical connection skills, modelling activities were found to enhance connection skills by allowing students to use connection skills with different disciplines and between different representations of the concept. It was found that metacognitive skills and mathematical connection skills develop interdependently, and it was found that mathematical modelling activities can be used as a tool for developing both of these skills.

Changes in mathematical skills among freshman engineering students

This study investigates the critical transition from secondary to tertiary mathematics education, focusing on students’ challenges and the impact of curriculum reforms in Sweden. Through an analysis of diagnostic test scores and admission data from Umeå University over the period 2006–2021, we examine the evolving mathematical competencies of incoming engineering students and the broader implications of these shifts for educational policy and student preparedness for higher education. Our findings indicate a significant improvement in students’ mathematical readiness in the latter years of the study, correlating with the implementation of curriculum changes and variations in admission statistics. This research documents the positive outcomes of these educational reforms on student preparedness. It places these findings within a global context, highlighting the universal challenges and responses in mathematics education transitions. The study underscores the complex dynamics of the secondary-tertiary transition and provides valuable insights into the specific mathematical areas where students have shown varying degrees of improvement.

Utilizing item response theory for the analysis of self-regulated learning scale in mathematics

In the learning process, students must be able to regulate themselves. This is an effort to improve the quality of student learning, especially their learning achievement. The purpose of this study is to empirically analyze the characteristics of self-regulation skills in learning mathematics. The analysis was carried out by utilizing Item Response Theory (IRT) with a Partial Credit Model (PCM). This study is a descriptive quantitative study with the subjects of the study being 123 students of grade 10 of Senior High Schools in Yogyakarta. Data collection was carried out using a questionnaire that had been developed and its item characteristics were analyzed using IRT. The independent learning scale questionnaire in mathematics consists of 16 statement items and measures 5 aspects. Based on all the questions that are feasible to be analyzed using the PCM model, it is known that there are 5 aspects that fit, namely (1) self-confidence, (2) discipline in learning, (3) active in learning, (4) responsibility, and (5) motivation in learning. This instrument can be used to measure students' self-regulation skills in learning mathematics based on their ability level.

Impementasi Media Pembelajaran Kantong Doraemon untuk Meningkatkan Kemampuan Numerasi Matematika Peserta Didik di Kelas I SDN Gemah

Numeracy is a measuring skill in mathematics that involves reasoning skills so that it is necessary for daily life. To remind numeracy skills, you can use a method, namely by applying learning media. This research aims to improve the mathematical numeracy skills of grade 1 students of SDN Gemah Semarang City. This type of research uses quantitative research with a one-group pretest-posttest design. The operation of this study is all IA classes of SDN Gemah with a sampling technique using a nonprobability sampling technique with incidental sampling. The data used for evaluation is in the form of multiple-choice questions. Data analysis used normality test and paired sample t-test. The results of this study showed that the mathematical numeracy skills of grade 1 students could improve after being treated using Kantong Doraemon media. The results of the paired t-test, which is the average pretest of 69.67 and the average posttest of 83.00, the results of the analysis of the paired t-test with a significant correlation value of 0.01<0.05 can be stated that Ha is accepted. This shows that learning using Doraemon pocket media can improve students' numeracy skills. Based on the results of this study. It is recommended that teachers can apply various learning media to make students more active so that they can improve.

Effect of game-based learning on students’ mathematics high order thinking skills: A meta-analysis

Educational research trends demonstrate a growing interest in understanding the impact of games on mathematics achievement. However, only a limited number of studies have synthesized previous quantitative studies to investigate how game-based learning (GBL) influences the enhancement of students' high-order thinking skills (HOTS) in mathematics. To address this gap, this meta-analysis study aims to investigate the effectiveness of GBL on students' mathematics HOTS. The study analyzed 40 effect sizes from 13 empirical studies published from 2010 to 2024, gathered from electronic databases such as Scopus, Eric, and Pro-Quest. R software was employed for analyzing effect sizes, detecting publication bias, and conducting subgroup analyses. Using the k-means algorithm, two studies identified as outliers were excluded. After removing these outliers, the findings revealed a positive effect of GBL on students' mathematics HOTS, with an overall effect falling within the small category (g = .134, p < .001). Additionally, moderator variables, including educational level, measured thinking skills, continent, control treatment, and intervention duration, significantly influenced the improvement of HOTS using GBL, while the sample size factor showed no significant impact. All findings, limitations, and implications are discussed in this article.

Experience of interdisciplinary projects implementation in the training of pre-serviced IT-specialists

Abstract The problems of contemporary IT specialists’ training in terms of the high requirements to their mathematical and computational thinking skills as well as the urgency of raising their motivation to mastering math and algorithmization are discussed in the paper. It is pointed out that initial university courses should involve the students in the experiences that focus pre-service IT-specialists on the deep understanding of a mathematical backround and an algorithmic nature of any coding task, demonstrate them the role of math in the analysis of algorithm characteristics, and importance of math knowledge in for successful IT-career. One of such experiences presented by the authors is involving the pre-service IT-specialists into the work upon the interdisciplinary projects. The said activity is elaborated basing on the core didactic principles of PBL with the focus on the interdisciplinary project peculiarities. The goal, stages and results of the said PBL are described and analyzed in terms of its impact on the students’ awareness of mathematical knowledge value in their vocational activity. The levels of of formation of the IT-specialists’ awareness of mathematical knowledge value are established and determined. The survey and monitoring program were developed and realized which showed the changes in the distribution of pre-service IT-specialists by the levels of the said awareness for their future IT career. The prospects of further research are outlined in terms of holding the empirical research for the verification of the offered PBL activity impact on the motivation to IT-specialists’ learning mathThe software module’s core components are distinguished and the set of requirements in terms of their design are formulated according to the logic of the components work.

Future Teachers' Perceptions towards Incorporating Board Games to Teach Mathematical Skills in History Classes

Literature has emphasized the value of multidisciplinary learning strategies and the necessity of educating students to solve complex problems. It also pointed out the importance of teacher’s beliefs in their practices. The purpose of this study is to understand how future teachers recognize the board game Caravelas as a didactic tool to help elementary school students develop math skills in History and Geography Portugal (HGP) classes, in a multidisciplinary way. A board game intervention was employed in the study, and both quantitative and qualitative data were gathered from sixteen future teachers enrolled in the Didactic of HGP course during their third year of the Basic Education programme. Two questionnaires were used along with a focus group discussion. The findings indicate that this group of future teachers thinks Caravelas can help students achieve their learning goals in mathematics and HGP, as well as develop their reasoning, problem-solving, and social skills. Future teachers believe Caravelas can be used as a didactic tool to integrate mathematics into HGP subjects and support multidisciplinary learning.

Ethnomathematics on Pandan Mat Weaving Art at Kolej PERMATA Insan

Kelarai is defined as a damdam-shaped pattern mat that comes from the word “dam” which is known in Malay as a chess board that refers to a rectangular pattern. Designing the kelarai pattern is not as easy and requires mathematical skills to ensure a consistent design. In Mathematics, rotation, reflection, translation, and enlargement are types of transformation concept to make some changes on any given geometric shape. Besides, tessellation is generalized to higher dimensions and various geometries that is covering a surface using geometric shapes with no overlaps and no gaps. In this research, a pattern of kelarai named kepala gajah was determined and compared between combined transformation and a single transformation with enlargement. Besides, the concept of tessellation was analyzed on this pattern. The main objective is to determine whether its pattern is compatible with the concept of transformation and tessellation. The uniqueness of this pattern can be seen when the final image under combined transformation and single transformation with enlargement remains the same result. Meanwhile, the shape of an elephant's head woven in a square shape without any overlays and gaps proved the tessellation concept was applied on the pattern.

Cooperative Learning Instructions and Student Skills Acquisition in Mathematics in Public Secondary Schools in Rwanda: A Case of Bugesera District

The researcher investigated the effect of cooperative learning instructions on student skills acquisition in mathematics in public secondary schools in Rwanda. Specifically, this study identified the influence of group problem solving on student skills acquisition in mathematics in public secondary schools in Rwanda, determined the influence of collaborative problem solving on student skills acquisition in mathematics in public secondary schools in Rwanda, and established the relationship between the effect of cooperative learning instructions and student skills acquisition in mathematics in public secondary schools in Rwanda. The study's target population consisted of 5800 participants from the Bugesera district, with a total sample of 375 respondents from Bugesera district schools. The researcher selected headteachers using purposive sampling approaches while selecting teachers and students using simple random methods, while the findings were analysed through SPSS version 21, and interpretations were made based on results given by respondents. To the first objective, results indicate that 74.9% strongly agreed and 19.4% agreed that group problem solving indicated the cooperative learning instructions ; 66.5% strongly agreed and 19.2% agreed that peer teaching indicated the cooperative learning instructions ; 60.6% strongly agreed and 23.1% agreed that collaborative problem solving indicated the cooperative learning instructions ; and 68.5% strongly agreed and agreed. 22.5% agreed that Jigsaw learning indicated the cooperative learning instructions, and 80.3% strongly agreed. 19.7% agreed that peer coaching and classroom action research indicate the cooperative learning instructions. To the second objective, the study indicates that 59.4% strongly agreed and 24.2% said that it allows them and their colleagues’ students to share different approaches and solutions to problems, fostering a deeper understanding of mathematical concepts. 65.6% strongly agreed and 20.0% agreed that encouraging group members to teach each other; 74.1% strongly agreed and 19.4% agreed that it helps them and their colleagues’ students to apply mathematical concepts to real-world scenarios; and 75.5% strongly agreed and 20.3% agreed that different viewpoints lead to innovative solutions and a deeper understanding of mathematical concepts. For the third objective The study found a strong positive relationship between group problem solving, critical thinking skills, and student participation in class discussions. Adjustments in group problem solving improved exam results in math, increased retention rates, and group problem solving. Peer teaching also positively impacted exam results in math, critical thinking skills, and group problem solving. Collaborative problem solving significantly impacted exam results in math, critical thinking skills, and attractiveness rates. The integration of homework over the internet has received less attention. Correlated since most of their level of significance was more than 0.05 in association with the student skills acquisition in mathematics in public secondary schools in Rwanda. The study recommends that cooperative learning in Rwanda improves secondary school students' mathematical skills by dividing students into small groups, defining learning objectives, encouraging active participation, and using technology. Regular monitoring and recognition of successes can enhance understanding and create a supportive learning environment.

Analysis Mathematical Resilience Relationship With Mathematical Problem Solving Ability in Functions Derivative Material

This study is a correlational research aimed at exploring the relationship between mathematical resilience and problem-solving skills in mathematics. Conducted at a senior high school in Karawang, the research involved a sample of 36 students. The method employed was ex post facto, with purposive sampling to select participants based on specific criteria. The instruments used included a test on mathematical problem-solving abilities focused on derivative functions and a scale measuring mathematical resilience. Findings revealed a significant correlation of 0.819 between mathematical resilience and problem-solving abilities, while a correlation of 0.181 was attributed to other factors like conceptual understanding. Students with strong resilience and a solid grasp of concepts typically find it easier to tackle mathematical problems. Conversely, those with weaker resilience and limited understanding of the concepts struggle to comprehend the questions and develop effective strategies, leading to lower problem-solving capabilities. In conclusion, a notable relationship exists between mathematical resilience and students' ability to solve mathematical problems.

중학교 수학 교과의 협력적 문제해결을 위한 수업 모형 개발

The purpose of this study is to develop a teaching model of a school mathematics that utilizes meta-affect to help middle school students develop collaborative problem solving skills in mathematics. To this end, a collaborative mathematics learning program based on student-student interaction in mathematics, including a teaching and learning model, a mathematics diary for self-reporting on meta-affect and metacognition, and a letter: writing form for students to write to themselves and their teachers. As a developmental study, this study developed a mathematics teaching model so that mata-affect could be added to the metacognition that had been used for reflective thinking activities in existing research and conducted a case study of applying the CPS-M lesson program to 10 first-year middle school students in cities D and G to confirm its applicability in the field. Based on the analysis of class videos, students' math diaries, and teachers' observation evaluation etc., during the collaborative problem solving process, students used mata-affect to become aware of and control their emotions in the process of understanding and sharing the meaning of the problem and sharing problem solving strategies. In particular, as a result of the pre-post test on meta-affect, students' grades increased in awareness of affect and emotional control among the detailed factors of meta-affect.

Enhancing M Enhancing mathematics problem-solving skills in AI-driven environment: Integrated SEM-neural network approach

This study explores the nexus of gamification, artificial intelligence (AI), and mathematics cognition. Sample size of 71 responded in an intervention using game-based learning (GBL) approach. The purpose of designing the GBL was to enhance computational thinking and mathematical skills. The research employed multigroup partial least squares structural equation modelling (MGA-PLS-SEM) and artificial neural networks (ANN) through multilayer perceptron (MLP) as data analysis technique. The findings showed significant positive influence on class engagement, attitudes toward mathematics, as well as student performance. The analysis also revealed gender-related variations, which affirmed the model's consistency across diverse groups. The study validated the hypothesis and consequently advocated for the transformative potential of gamification, in preparation of 21st-century learners for AI-driven digital landscape. The implications are to ensure the integration of gamified elements into educational strategies, benefiting educators, curriculum developers, and policymakers resonating strongly for educators, curriculum developers, and policymakers.

PENERAPAN MODEL PEMBELAJARAN ASSURE TERHADAP KEMAMPUAN LITERASI MATEMATIS PADA PESERTA DIDIK KELAS V SEKOLAH DASAR

This research aims to find out whether the Mathematical Literacy of students who receive learning using the Assure model is better than those who receive learning using the Problem Based Learning model. This research is a quasi-experimental research with the subjects of this research being students in classes 5A and 5B at SDN Anyar 2 with 27 students in each class. This research uses test instruments to measure students' mathematical literacy and non-test instruments using interviews and observations. This research data analysis technique uses descriptive statistics on the Pretest and Posttest. The research results showed that in the pretest, experimental class students got an average of 50.4 and the control class 49.12 and there was almost no difference in initial ability. Posttest results showed that the experimental class was superior with an average score of 78 and the control class 63.85. This shows that the mathematical literacy skills of experimental class students who were given the Assure model improved better than students who were given the Problem Based Learning model.

Developing Physical Education Curricula Within the Framework of Digital Transformation to Achieve Sustainable Development

The importance of the study is due to improving the quality of learning and enhancing interaction and participation in the educational process. Achieving personalized and effective learning in the field of physical education. Enhancing self-learning and enabling students to better discover and develop their mathematical skills. The study aims: The goal of developing physical education curricula in the era of “artificial intelligence” is to improve the learning process and enhance students’ sports performance. Analysis of individual performance through the use of advanced technology and artificial intelligence. Study methodology: The researcher used the descriptive survey method and the experimental method due to its suitability to the nature of the study. Study design: The study was designed by collecting data through questionnaires in a way that allows for the collection of appropriate data to test the hypothesis. Data collection methods: Through interviews, questionnaires are distributed to specialists in developing curricula and methods of teaching physical education to most physical education teachers and in the Department of Curricula and Methods of Teaching Physical Education and in Arab and foreign countries. Their number is (80) experts in curricula and methods of teaching physical education. Communication was made via Academic communication sites ((Research Gate - Academy Gate - Google Scholar - sci space ai) The conclusions were that there were statistically significant differences between the means in favor of the experimental group. The effect size values were high, which indicates a significant positive impact of the smart system in improving the scientific and methodological nature of physical education. This indicates the effectiveness of using smart teaching systems in teaching physical education. It can be concluded that the effectiveness of using modern curriculum design methods in improving the curriculum design skills of students of the College of Physical Education. There is a need to develop similar training programs to develop the curriculum design skills of teachers and curriculum designers. The recommendations were: Adopting smart teaching systems and multimedia in teaching physical education courses due to their effectiveness Developing training programs to develop curriculum design skills among teachers and curriculum designers in physical education colleges. Reducing the number of students in classes and training teachers on an ongoing basis. Involving faculty members in developing physical education curricula and training teaching assistants. Paying attention to the continuous professional development of physical education teachers. Conducting further studies to measure the effectiveness of other strategies in improving the quality of teaching physical education courses

Finger Configurations and Kindergarteners’ Mathematical Abilities

ABSTRACT Previous research has demonstrated a link between children’s ability to name canonical finger configurations and their mathematical abilities. This study aimed to investigate the nature of this association, specifically exploring whether the relationship is skill and handshape specific and identifying the underlying mechanisms involved. Five-year-old children in Spain (N = 143) were assessed on their ability to name canonical finger configurations and analogous representations (buildings on a hill), alongside a range of mathematical skills (counting, knowledge of the verbal count sequence, single-digit arithmetic, and subitizing). Findings indicated that five-year-olds only recognize single-hand canonical finger configurations as summary symbols, processing them holistically. However, no direct association was found between the ability to recognize these configurations and the assessed mathematical skills. Notably, only the ability to name finger configurations corresponding to larger numbers (requiring enumeration) was associated with children’s arithmetic skills, suggesting that these configurations elicit combinatorial processes that are handshape specific. The implications of these findings for cognitive development and mathematical assessment are discussed, highlighting the potential for finger configurations as a tool for fostering mathematical understanding and the need for further exploration of their cognitive underpinnings.

Optimalisasi Kemampuan Penalaran Matematis melalui Metode Mind Mapping

Increasingly rapid global developments raise complex problems that require effective and innovative solutions. Mathematical reasoning is the key to solving the problem. But on the other hand, learning in schools is still a lot of conventional learning and the development of the students' mathematical reasoning skills is not optimal. The aim of this study was to explore the effectiveness of using mind map-based learning methods that were judged to be effective in developing mathematical reasoning skills. With a qualitative approach to literature studies, research results were obtained which showed that the method of mind mapping had a significant influence on the mathematical reasoning ability of the students. Library study sources are derived from previous research that had the same focus of study. Library reviews are used to analyze several studies related to the use of mind mapping-based learning methods and their influence on mathematical reasoning capabilities. This research is expected to provide an understanding of the importance of developing mathematical reasoning skills to form intelligent and critical generations

Pictorial Riddle Learning Model to Improve Critical Thinking Skills of Fifth-Grade Elementary School Students in Mathematics Learning

The research aims to see the improvement of Critical Thinking Skills through pictorial riddle learning. The research method used was classroom action research on mathematics and building cubes and blocks for 21 elementary school students in Pangandaran Regency. The instruments used are observation, tests, interviews, and documentation. This study adopted a quantitative data analysis method, including test sheets measuring students' critical thinking skills and teacher and student observation sheets. Based on the research results, it was found that There was an increase in students' Critical Thinking Skills by using the pictorial riddle learning model, as evidenced by the increase in students' motivation in the learning process, the courage to move forward, students' attention when the teacher explained, the courage to answer questions and student participation in the learning process. This can also be seen from cycle I, with an average score of 74.2 or as many as 10 students who completed out of 21 students with a percentage of (57.1%), then experienced an increase in cycle II with an average of 91.4 or as many as 18 of 21 students completed the percentage (85.7%). The N-Gain criterion value was 0.87&gt;0.7 with high criteria. Thus, the Pictorial Riddle Learning Model can improve students' critical thinking skills in mathematics in elementary schools very well.