Mathematics Subject Research Articles

Analisis Kesulitan Belajar Akademik Siswa-Siswi SMAN 13 Surabaya

Academic learning difficulties are a challenge that is often found and faced by students when studying at school and at home. Internal factors such as motivation, ability, cognitive, and there are external factors such as family environment, teacher teaching methods, learning facilities and also teacher support are also important to determine the success of student learning. This study aims to analyze various forms of students' academic learning difficulties at school and at home, as well as understand the influence of the environment on the success of students' learning. This study uses a qualitative descriptive approach. Data collection techniques include in-depth interviews with teachers and questionnaires involving students, observations are carried out in the school environment of SMAN 13 SURABAYA. The results of the study showed that students of SMAN 13 SURABAYA had diverse learning disabilities, learning difficulties that were felt included students having difficulty concentrating, sleepiness during lunch, teachers who lacked in explaining material and unconducive classroom conditions. In the questionnaire data that I got, most of the students had difficulty in understanding the subjects of Mathematics, Physics, English and Chemistry. This can affect the academic performance of students. The academic learning difficulties of SMAN 13 Surabaya students are caused by the interaction between internal and external factors. To overcome learning difficulties in students, efforts can be made such as strengthening learning strategies by teachers, improving learning facilities, and active involvement of parents in supporting the learning process of students.

Minimal translation factorable surfaces in hyperbolic space

The theory of Minimal Surfaces is one of the most interesting subject in mathematics. The study and computation of minimal surfaces has a long history. Lagrange made the first investigation of the minimal surfaces by asking a simple question named as Plateau’s problem which concerns with finding a surface of least area that spans a given fixed one-dimensional contour in three-dimensional Euclidean space. The study of this kind of surfaces has motivated the development of numerous concepts and techniques in the calculus of variations which later have been applied to solving a great quantity of problems in very diverse areas ranging from the study of partial differential equations to topology and even to settling conjectures in relativity. Mathematically, a minimal surface corresponds to the solution of a nonlinear partial differential equation. In this paper, we define two types of Translation-Factorable (T-F) surfaces in the 3-dimensional hyperbolic space. Then, we obtain the complete classification of these surfaces with vanishing mean curvature by solving some differential equations.

Impact of Digital Game-Based Learning on STEM education in primary schools: a meta-analysis of learning approaches

Enhancing learning outcomes in Science, Technology, Engineering, and Mathematics (STEM) subjects for primary school students remains a challenge. This meta-analysis, guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA), explores Digital Game-Based Learning (DGBL) interventions as a potential solution. Eighteen empirical studies published from 2010 to 2020 were analyzed to identify effective DGBL approaches. Key factors examined include subject disciplines, control treatment, game type, platforms, and intervention duration. Findings reveal significant positive effects of DGBL interventions on learning outcomes, particularly in mathematics, language, and science. The study underscores the importance of optimizing gameplay design and platform choices for DGBL effectiveness and highlights the potential benefits of incorporating DGBL into primary STEM education. Future research should further investigate contributing factors like game genres, technologies, implementation strategies, and specific game components to promote optimal learning processes in diverse educational settings.

Eksplorasi Udeng Pacul Gowang Sebagai Sumber Belajar EtnomatematikaDi Sekolah Dasar

One of the interesting things about Sidoarjo Regency is the strong heritage of Majapahit culture, including traditional clothing. Part of the traditional clothing complement is the typical Sidoarjo Udeng Pacul Gowang. The aim of this research is to dig deeper into the history of udeng pakul gowang, study the aesthetics of the shape of udeng made by craftsmen, foster a sense of love for culture by instilling a sense of pride and love for local culture, and make mathematics learning more interesting for students by integrating udeng pacul gowang making in mathematics learning. In ethnomathematics, udeng pacul gowang is used as a learning resource that can be linked to mathematics subjects. The method used in this research is descriptive qualitative which focuses on understanding descriptions and interpretations in detail and emphasizes actual conditions without any manipulation. Data collection techniques with research are used to collect in-depth information from various sources, including through (1) interviews, (2) observation, and (3) documentation studies. The results of the research show that through the udeng pacul gowang learning resource, students can learn culture with various mathematical concepts including: counting concepts, algebra, geometry, measurement, and others. Thus, it is hoped that the government and schools will support the development of a curriculum based on local wisdom, so that students can learn mathematics in a context that is more relevant to their culture.

COMPARISON OF EQUAL VALUE IN THE APPLICATION OF LEARNING EXAMPLES AND NON-EXAMPLES IN GRADE SEVEN

One of the topics in mathematics is valued comparisons involving two or more variables, this material is often used in everyday life even so there are still many students who do not understand this material so that action is taken. This research is a class action research that implements the examples non examples learning outcomes of students on comparable value material. This research was conducted in II cycles, the initial cycle did not reach the research completeness criteria, namely 75% only reached a percentage of completenesss of 57,14% and in the second cycle there was an increase in the percentage of completeness reaching 78,56%. So in conclusion, the application of class action research with examples non examples learning model can improve the learning outcomes of students in class VII MTs Thawalib Sriwijaya Palembang. Keywords: learning outcomes, classroom action research, value comparison, examples non examples

TOPICS IN MATHEMATICS STUDIED IN THE LIGHT OF PHENOMENOLOGY

This study aims to understand which topics in Mathematics are researched in light of the theoretical and methodological foundations of Husserlian Phenomenology. To this end, a bibliographical study was carried out on works published by the Phenomenology in Mathematics Education (FEM) research group at the Universidade Estadual Paulista de Mesquita Filho (UNESP), chosen based on the criteria of consolidation, production and Husserlian focus. Phenomenology was used as a theoretical/methodological field, with which it was possible to establish core ideas that allowed us to weave understandings about the guiding question. Among the perspectives taken, it is noted that most of the works that apply phenomenology to mathematics tend to focus on Geometry. This emphasis can be justified by the visual and spatial nature of Geometry, which naturally lends itself to a phenomenological approach. However, the concentration on this field leaves important gaps, which are the other areas of mathematics that could also benefit from a phenomenological analysis.

Pengaruh Kemampuan Koneksi Matematis Terhadap Kesulitan Belajar Siswa Melalui Penerapan RME di MTs Zainul Anwar

This study aims to assess whether RME can significantly improve students' ability to relate mathematical concepts to real-world situations. Using a quantitative approach with a one-group pretest-posttest design, this study used a sample of VII B grade students. Data were collected through tests, observations, and interviews that assessed understanding and application of mathematical concepts. The results showed a significant improvement in students' mathematical connection ability post-RME. Descriptive statistics showed a marked increase in the mean score from pretest (M = 52.80, SD = 11.73) to posttest (M = 69.20, SD = 11.52). A paired sample t-test showed a statistically significant difference (t = -4.880, df = 24, p = 0.000), with a mean increase of 16.40 points. The 95% confidence interval (-23.34 to -9.46) supported the conclusion that RME had an effect. Furthermore, Cohen's d effect size (d = 0.98) indicates a large effect, underscoring the substantial impact of RME in deepening students' understanding and application of mathematical concepts in practical contexts. In conclusion, these findings highlight RME as an effective approach to improving students' mathematical connection skills, and provide practical implications for educators to integrate RME strategies into their teaching practices. Future research could explore the long-term effects of RME on diverse mathematical topics and student problems.

Development of Google Sites-Based Teaching Materials for Mathematics Subjects with Addie Model

The purpose of this development is to produce Google sites-Based Teaching Materials on Mathematics subjects in the form of E-Books. As a learning support medium, this E-Book is equipped with the Google Sites platform which is expected to improve the quality of the learning process where there is an increase in learning motivation in Mathematics subjects and will ultimately improve student learning outcomes. The development model used in the development of interactive learning multimedia is the ADDIE model. The ADDIE model stands for five stages of the development process, namely Analysis, Design, Develop, Implement, & Evaluate. The development process involves subject content experts, learning design experts and learning media experts to provide feedback and input on improvement. In addition, mathematics teachers. The result of this development research is that this Google sites-Based Teaching Material Product has a level of material feasibility, learning design feasibility, and learning media feasibility. Meanwhile, the level of small group trials and field trials with qualifications is very feasible and does not need to be revised.

Distance Degree Sequence and Distance Neighborhood Degree Sequence of Vertices in Fuzzy Graphs and Some of Their Properties

Objectives: The objective of this study is to explore new types of sequences in fuzzy graphs namely distance degree sequence and distance neighborhood degree sequence of fuzzy graphs which may have various applications in the real world. Methods: In this paper, two unique sequences for each vertex of fuzzy graphs are given by means of its degree and neighborhood degree which are called as the distance degree sequence and distance neighborhood degree sequence of vertices of fuzzy graphs respectively. The n-tuple of the distance degree sequence of vertices of a fuzzy graph arranged in lexicographic order is called the distance degree sequence of the fuzzy graph and the n-tuple of distance neighborhood degree sequence of vertices of a fuzzy graph arranged in lexicographic order is called the distance neighborhood degree sequence of the fuzzy graph. Findings: The distance degree sequence and distance neighborhood degree sequence of fuzzy graphs are introduced. The properties of these sequences and the general forms of these sequences of various fuzzy graphs are given. The relationship between the distance degree sequence and distance neighborhood degree sequences is discussed. Novelty: The distance degree sequence of graphs has already been introduced. In fuzzy graph theory, the distance degree sequence and distance neighborhood degree sequence are introduced in this paper. Mathematics Subject Classification (202 0): 03E72, 05C72, 05C12. Keywords: Fuzzy graphs, Distance degree sequence, Distance neighborhood-degree sequence, Regular fuzzy graphs

Primal-proximity spaces

Proximity space is one of the common topics in mathematics, computer science, and pattern recognition. Recently, Acharjee et al. introduced a new structure named primal in mathematics. Thus, the main purpose of this paper is to introduce and study primal-proximity spaces. Also, we define two new operators via primal proximity spaces and investigate some of their fundamental properties. In addition, we obtain a new topology, which is weaker than old one, via these new operators. Moreover, we not only discuss some of their properties but also enrich with some examples.

The Effect of Shortening High-School Duration by One Year on Student Outcomes: Evidence from Ghana

Abstract In 2010, the government of Ghana shortened the duration of senior high school by one year. As a result of this policy, the 2009 and 2010 high-school entry cohorts experienced exogenously different years of education but took the same exit exam in 2013. Using nationwide administrative data on the two cohorts, we find that the one-year reduction in schooling substantially worsened performance in all subjects. The most economically significant declines occurred in two core subjects with the lowest historical pass rates—core mathematics and integrated science. Analysis by gender shows larger detrimental effects for female students in science, technology, engineering, and mathematics subjects. We also find suggestive evidence that the policy negatively impacted students in the long term.

The Effect of Remedial Program Practices on the Academic Performance of Slow Learners in Mathematics Subject in Public Lower-Day Secondary School in Rwanda: A Case of Kirehe District

This study investigates the effects of remedial program practices on the academic performance of slow learners in mathematics in public lower-day secondary schools in Kirehe District, Rwanda. The research aimed to assess the effectiveness of these remedial practices in enhancing mathematical problem-solving abilities among slow learners, comparing academic performance before and after participation, and identifying factors that influence the success or failure of these interventions. The study emphasizes the importance of remedial programs in bridging the achievement gap in mathematics and promoting academic equality in Rwanda. A descriptive survey design with a mixed-methods approach was employed, targeting a population of 87,208 individuals, including students, teachers, and headteachers from 64 public secondary schools in Kirehe District. Participants were selected through random and purposive sampling techniques. Data were collected via questionnaires and interview guides, capturing both quantitative improvements in academic performance and qualitative feedback on the effectiveness of remedial strategies from educators and students. Instrument validity was confirmed using the Content Validity Index (CVI), and reliability was verified with Cronbach's Alpha values of 0.60 and 0.7, respectively. Statistical analyses using SPSS and Microsoft Excel revealed significant outcomes. The study found that 83.32% of respondents either strongly agreed or agreed that remedial teaching methods enhance the mathematical problem-solving skills of slow learners, with a mean score of 4.33 (SD = 1.10). A strong positive correlation of 0.701 (p = 0.002) was observed between remedial teaching methods and mathematics test scores, underscoring their substantial impact. Additionally, the frequency of remedial sessions was positively correlated with sustained academic improvement (r = 0.454, p = 0.002), while active student participation was identified as a critical factor for success (r = 0.623, p = 0.043). These findings support existing literature on the necessity of structured remedial programs that address the unique needs of slow learners. Effective teaching methods, sufficient session frequency, optimal teacher-student ratios, and active student engagement emerged as key components for improving mathematical problem-solving skills and academic performance. The study recommends the implementation of structured, needs-based remedial programs with increased session frequency to support continuous learning and retention among slow learners.

Experience With Breakout for Collaborative Learning and Assessment in Higher Education

Aim: The aim of this study is to verify empirically that the combination of ICT and game-based teaching for teaching and assessment of mathematics at university level allows students to obtain meaningful learning that favours performance in the subjects of mathematics and statistics. Theoretical framework: The main concepts and theories underpinning the research are presented, thus providing a solid basis for contextualising and gaining a better understanding of the research. Method: The methodology adopted for this research comprises on the one hand a systematic review of the literature. Quantitative data were collected from experience with students in the fields of Economics and Engineering in quantitative and technical subjects. Results and Discussion: The results obtained revealed that the students who carried out this experience performed better than those who did not. Therefore, focusing the activity as a game using different ICT tools (specifically, GeoGebra), allows us to change the classroom routine and, in a secondary way, to check the skills and competence level of each student in the use of technology and the subject itself. Likewise, in order to be able to base the decisions taken to formulate the evaluation activity, we have indicated the precedents in the literature that have been taken into consideration. Implications of the research: These implications could cover all areas related to education and especially higher education, as it is not usual to use gamification at university levels, although on the other hand, it is more usual to use ICT. Originality/Value: The implementation of an evaluative activity based on gamification and specifically on escape games (specifically a breakout) is not common in the field of university teaching in mathematics. This type of disruptive activities with the usual routine in the classroom not only favours meaningful learning, but also the motivation and interest of students before new situations. Therefore, there is a clear need to generate new projects that break the educational monotony in which students currently find themselves so that they can also learn social competences with their peers that facilitate their incorporation as citizens into society, promoting a better and sustainable world.

Effects of subject-specific professional knowledge and skills of physical education teachers on students’ learning progress

AbstractAlthough the subject-specific professional knowledge of teachers is considered to be of central importance with regard to the learning performance of their students, there is only sparse empirical evidence on this issue. Moreover, current studies are primarily limited to the subject of mathematics. The aim of this article is to investigate the significance of subject-specific professional knowledge and skills of physical education (PE) teachers on the practical learning gains of their students based on a panel study. In order to measure both non-contextual knowledge and contextual skills on the teachers’ side, paper–pencil tests as well as video and text vignettes were used as test instruments. On the students’ side, practical sport skills were assessed in a pretest–posttest design to evaluate competence growth with regard to complex sports performance. An effect chain with mediation processes was postulated. Multilevel modeling analyzing 1669 students who were taught by 74 teachers could prove significant performance improvements for the students, but none of the four differentiated knowledge dimensions (content knowledge, non-contextual; pedagogical content knowledge, non-contextual; content knowledge, contextual; pedagogical content knowledge, contextual) of the teachers could explain these learning gains. Thus, the results are in line with various studies in mathematics and suggest that direct effects of teachers’ professional knowledge on students’ learning gains seem to be lost. The results therefore suggest that while basic and broad professional knowledge is required for instructional success, specific expertise in certain competence areas does not lead to additional learning success among students. Further research within the EPiC-PE study is needed to provide a more comprehensive picture of the relationships between professional knowledge and skills, classroom behavior, instructional processes, and learning outcomes.

Effect of Teachers Attitudes towards Teaching on Students’ Performance in Mathematics Subject in Public Day Secondary Schools in Rwanda: A Case of Huye District

The study investigated how teachers' attitudes toward teaching influenced students' academic progress in mathematics in a public secondary school in Huye District. Specifically, the research identifies the teachers' attitudes toward teaching that could influence the achievement of pupils in Mathematics-related subjects in public day secondary schools in Huye district. Guided by the Theory of Planned Behavior, this study used a combined method approach to collect both quantitative and qualitative data to examine how teachers' attitudes influence their teaching practices in Mathematics. Purposive and random sampling were applied to select sectors, schools, and participants, allowing for systematic data collection and analysis on teachers' attitudes and their influence on students’ performance. The target population for this study was 200, including 3 sector educational officers, 5 head teachers, 25 mathematics teachers and 167 Mathematics students; and the Yamane method was used to calculate a sample size of 134 respondents including 2 sector educational officers, 3 Head teachers, 15 teachers and 114 students. Primary data sources included surveys, while secondary data came from observation and interview methods. This study used purposive, stratified and simple random sampling procedures to create a sample group of respondents. The research collected and analyzed data using both quantitative and qualitative approaches. Content analysis helped with qualitative data analysis, while quantitative data was presented in SPSS Version 21.0 utilizing statistical methods such as descriptive (frequency, percentage, imply and deviation from the mean) and inferential statistics (correlational and regression analysis). For the study objective, the results show that 76.3% strongly agreed that teachers' communication skills, 69.3% strongly agreed that effective goal-setting, 64.9% strongly agreed that lesson preparation, 61.4% strongly agreed that lesson preparation, 78.1% strongly accepted that professional commitment, and 68.0% highly agreed that adaptability and flexibility reflect my teachers' attitudes toward teaching. 64.9% strongly agreed that early arrival in class during the teaching lesson reflects the teachers' attitudes toward teaching. The study found a strong positive correlation between exams, test results, and factors like interpersonal skills, goal-setting, lesson preparation, and professional commitment, which all contributed to improved student performance. The researcher concluded that early attendance and communication skills of teachers were also linked to positive educational outcomes, with tests enhancing performance across subjects. With a p-value below 0.05, the study showed that active class participation boosts effectiveness. Recommendations included improving teacher attitudes towards math, enhancing confidence, making Math enjoyable, investing in teacher training, providing resources and encouraging community involvement in Math careers. Regular follow-ups and ongoing professional development for teachers were also advised.

Effect of Project Based Learning Method on Students ‘Academic Performance in Mathematics Subject in Rwanda

Purpose: The purpose of this study was to evaluate the effect of project-based learning (PBL) on students’ academic performance in mathematics at TTC Muhanga, located in Muhanga District, Southern Province. Methodology: A descriptive research design was employed, involving 889 participants, including 273 student teachers, 23 teachers, 1 dean, and 1 principal. The study ensured reliability through test-retest and Cronbach’s alpha methods, while content validity was assessed using the Content Validity Index (CVI). Data were gathered through questionnaires and interviews and analyzed using SPSS. Findings: The findings reveal a generally positive perception of PBL practices. Collaborative projects were particularly well received, with 73.9% of teachers agreeing that they enhance communication (mean score: 4.61). Hands-on activities were also endorsed by 69.56% of participants (mean score: 4.48), while technology integration received less consensus, with 60.87% agreeing on its effectiveness (mean score: 4.30). Reflection and presentation skills were highlighted as especially impactful, with 78.26% of respondents strongly agreeing (mean score: 4.65). The study further demonstrates that both collaboration (r = .904, β = .500) and technology use (r = .677, β = .553) significantly contribute to increased student engagement and improved academic performance. Unique Contribution to Theory, Practice and Policy: Based on these findings, the study recommends enhancing technology integration within PBL, promoting continuous professional development for teachers, emphasizing the importance of collaboration in PBL activities, and increasing opportunities for students to engage in reflection and develop presentation skills.

A Meta-Analysis of the Effectiveness of Video-Based Instruction on Students’ Academic Performance in Science and Mathematics

Video-based instruction has been a necessary part of teaching and learning in 21st-century education. However, as video-based instruction continues to evolve, evaluating its effectiveness in improving students’ performance in various disciplines is deemed necessary. This study analyzed empirical research on the effectiveness of video-based instruction in improving students' performance in Science and Mathematics. The study filtered 4,874 research articles gathered using various meta-search engines. Using the inclusion and exclusion criteria set, only 14 research articles conducted from 2019 to 2023 qualified for this meta-analysis with a classic fail-safe N analysis value of 2627, p0.001, obtaining non-susceptible to publication bias. The Jamovi software version 2.4 was used in determining the effect size (Hedge’s g), the forest plot, and the funnel plot analysis of the gathered data. The collected studies showed that video-based instructions were utilized in the primary (n=355), secondary (n=611), and tertiary (n=72) level education in various topics of Science and Mathematics subjects. The analysis of the k=14 empirical studies obtained from 2019 to 2023 denotes a large-positive effect of video-based instruction in Science (k=7), g = 2.28, and Mathematics (k=7), g=1.79, subjects with an average effect size of g=2.03 (95% CI: 1.2991 to 2.7657).

Peningkatan Hasil Belajar Matematika Melalui Pendekatan Teaching at The Right Level Berbantuan Papan Musi

This research aims to improve student learning outcomes in Mathematics subjects using the TaRL (Teaching at The Right Level) approach assisted by Papan Musi media. This approach is an approach based on the level of students' abilities. This learning considers the needs and characteristics of each student. The goal is to create fun learning so that all students can achieve the expected learning goals. The subjects of this study are 32 students (15 male students and 17 female students) of class V. This classroom action research is reflective and collaborative. The implementation is carried out for two cycles. The results of this study show that the application of the TaRl (Teaching at The Right Level) approach assisted by a prayer board can improve the learning outcomes of Mathematics students in grade V of elementary school. This can be seen from the increase in the percentage of the average value of the observation results in cycle 1, namely the completeness value of 51% and the average value of 73%. Of the 32 students, 17 students have achieved KKM scores. There was also a very good increase in cycle 2 with a percentage of 85% and the average score in this cycle reached 87.5%. There were 28 students who improved their learning outcomes. So, using the Teaching at The Right Level learning approach with the help of the musi board media in Mathematics learning has an impact on improving the learning outcomes of grade V students of SDN 1 Mataram.

MV-frames

Abstract Each complete MV-algebra is naturally equipped with a structure of a frame. For this reason, we shall call such MV-algebras MV-frames and investigate some of their main frame properties. We completely characterize algebraic MV-frames as well as regular MV-frames. In addition, we consider nuclei on MV-frames in general and on MV-frames of ideals of Łukasiewicz rings in particular. Finally, we use the Chang–Mundici functor to explore the frame structures of complete unital lattice-ordered groups. 2010 Mathematics Subject Classification. 06D35, 06E15, 06D50

Pedagogical responsiveness: Focus on the Ukuqonda institute’s mode of engagement in mathematics

This paper was prompted by mathematics teachers’ challenges in implementing the proposed framework that centres on teaching for understanding, as opposed to teaching aimed at producing marks as evidence of achievement. Teaching for understanding in mathematics, among other factors, requires the creation of engaging and inclusive learning environments underpinned by teachers’ pedagogical responsiveness to the diverse needs of learners. We investigated pedagogical responsiveness, focusing on the Ukuqonda Institute’s mode of engagement in mathematics. We specifically pursued two research questions: 1) What are the key elements of the Ukuqonda Institute’s mode of engagement in mathematics? and 2) What characterised the pedagogical responsiveness of mathematics educators at the Ukuqonda Institute? We adopted collaborative autoethnography and used two data sets generated from audio recordings captured by the authors. We employed narrative analysis and organised the findings using the characteristics of pedagogical responsiveness as heuristic devices. The findings show that the participants’ pedagogical responsiveness was stimulated by the iterative process of team planning, deliberate implementation, and reflection. The prevalent characteristics were learner interactions, learner focus, inclusivity, dialogue and relationality, knowledge work, social justice, and equity. We recommend that similar studies be conducted targeting pedagogical responsiveness with a focus on other mathematical themes. Furthermore, this study suggests that, to remain pedagogically responsive, there should be constructive alignment among the types of tasks, questions, classroom interactions, and targeted content that underpin mathematics teaching and learning across different educational levels.