Numeracy Skills Research Articles

Ethnomathematics-Based Interactive Video of Dermo Temple to Enhance Numeracy Skills of Elementary School Students

Ethnomathematics-Based Interactive Video of Dermo Temple to Enhance Numeracy Skills of Elementary School Students

Influence of Technology Use on Numeracy Skills in Early Childhood Learners

This study investigates the influence of technology use on numeracy skills in early childhood education, focusing on the perceptions of kindergarten teachers and the relationship between digital tool integration and mathematical development. Data were collected from 100 preschool teachers across diverse educational settings using a descriptive- correlational research design. The study reveals a statistically significant positive correlation between technology use and numeracy skills, with a coefficient of 0.596 (p = 0.001), indicating that increased technology use enhances numeracy skills among young learners. The findings suggest that interactive digital tools can maintain learner focus, facilitate engagement, and provide adequate educational resources, aligning with constructivist theories emphasizing active learning and social interaction. Additionally, the study highlights strong foundational numeracy skills among early learners, such as counting accuracy and number recognition, as critical predictors of future academic success. The research underscores the potential of technology to transform early education by providing personalized, engaging learning experiences that support mathematical development. However, it also emphasizes careful planning and strategic implementation to ensure digital tools complement traditional learning methods. Recommendations include integrating high-quality educational apps into curricula, balancing screen time with other activities, encouraging parental involvement, and ensuring equitable access to digital resources. Further research is suggested to explore the long-term impact of technology on numeracy skills and consider contextual factors such as the home learning environment. By harnessing digital tools, educators can create enriched learning environments that prepare young learners for future academic challenges.

PENINGKATAN KEMAMPUAN LITERASI DAN NUMERASI SISWA SEKOLAH DASAR NEGERI JARAK

This Campus Teaching activity was based on students' low Literacy and Numeracy skills at SDN Jarak, West Manggarai Regency, Komodo District. This activity aims to improve students' Literacy and Numeracy skills. The campus teaching activities include literacy and numeracy activities and technology adaptation. Based on this, the purpose of the study was to see the development of literacy and numeracy skills of students in grades 1-5 at a Jarak State Elementary School, which has its obstacles and challenges in improving literacy and numeracy skills. The research method used is descriptive qualitative. The results of the study showed that grade 5 students were very interested in learning that used learning media and learning methods carried out in groups, making learning very effective so that the development of Literacy and numeracy skills increased.

An ERA5 climatology of synoptic-scale negative potential vorticity–jet interactions over the western North Atlantic

Abstract. Recent numerical modeling and theoretical work deduce that potential vorticity (PV) can turn negative in the Northern Hemisphere as a result of localized convective heating embedded in vertical wind shear. It has been further postulated that negative potential vorticity (NPV) may be relevant for the large-scale circulation, as it has been observed to grow in scale into elongated mesoscale bands when in close proximity to the jet stream, accelerating jet stream winds and degrading numerical weather prediction skill. However, these findings are largely confined to case studies. Here, we use a climatological and composite perspective to evaluate the occurrence of elongated bands of NPV over the northwest Atlantic and its implications for jet stream dynamics. This research focuses on synoptic-scale bands (>1650 km) of NPV that are in close proximity (< 100 km) to the jet stream (termed NPV–jet interactions) using ERA5 data from January 2000 to December 2021. Climatological characteristics show that NPV–jet interactions occur most frequently over the coastal western Atlantic during boreal winter along 40° N. This latitude band has also seen an 11 % increase (relative change) in NPV–jet interactions over the 22-year time period. Separating NPV–jet interactions into three distinct large-scale flow patterns using k-means clustering conceptually illustrates the evolution of NPV features from their initial formation along the westward flank of the ridge to the eastern flank of the ridge. The large-scale environment of NPV–jet interactions is characterized by a trough–ridge couplet adjacent to positive integrated vapor transport (IVT) anomalies, conducive to warm conveyor belts and mesoscale convective systems. Even when NPV is positioned in a more adiabatic environment (far away from regions of strong IVT anomalies), robust positive-PV gradient and wind speed anomalies exist along the jet stream. Inspecting three detailed case studies that serve as archetypes of the three clusters, we showed that the presence of NPV near the jet stream adiabatically enhances wave activity flux due to NPV mutually strengthening momentum transport and the ageostrophic flux of the geopotential. The results show that the close proximity of synoptic-scale NPV to the jet stream is conducive to the occurrence of wind speed maxima and could be dynamically relevant in enhancing downstream development despite NPV's theorized origin from submesoscales.

Integrating Soft Skills in Nursing Clinical Skill Assessments for Aseptic Procedures: A Clinical Audit Approach

Nursing academics play a crucial role in cultivating appropriate attitudes towards aseptic techniques among nursing students. It is imperative to raise awareness among students about their responsibility in preventing healthcare-associated infections to improve patient outcomes and quality of life, starting with teaching and assessing these principles during their education, ensuring a balance between technical proficiency and the essential soft skills inherent to nursing care. This study aimed to examine the soft skill elements in objectively structured clinical skill assessment on aseptic procedures in the undergraduate nursing programme. A clinical audit was carried out on the retrospective structured clinical skill assessment exam questions by using the clinical skill assessment index III (CSAI-III) instrument. A total of 51 aseptic procedures set of exam questions were collected from 7 higher learning institutions in Malaysia where they offered the undergraduate nursing programme. The data were analysed descriptively. There were 51 aseptic procedures out of 237 collected exam documents found and analysed in this study. The aseptic procedures were grouped into 11 types to make them more specific. Although there are nine soft skill elements were identified in relation to aseptic procedures, including communication, social and responsibility, critical thinking, problem-solving, teamwork, leadership, professional and ethical decision-making, numeracy, and interpersonal skills. However, communication skills were predominantly present in 80.4% of the OSCE documents analyzed, while other soft skill elements were notably absent from the assessment rubrics. Notably, all 51 aseptic procedure assessments provided necessary equipment, eliminating the need for students to gather items, though none specified allocated time for scenario review, and only 43.1% included clear instructions for students. Thus, the current aseptic procedure checklist of clinical skill assessment needs improvement, especially the soft skills components. Besides, higher-learning nursing institutions in Malaysia should visit and revise the content of their checklist and the related materials if they are concerned about quality graduates and ultimately improve the quality nursing care towards their patients.

Development of arithmetic across the lifespan: A registered report.

Arithmetic skills are needed at any age. In everyday life, children to older adults calculate and deal with numbers. The processes underlying arithmetic seem to change with age. From childhood to younger adulthood, children get better in domain-specific numerical skills such as place-value processing. From younger to older adulthood, domain-general cognitive skills such as working memory decline. These skills are needed for complex arithmetic such as addition with carrying and subtraction with borrowing. This study investigates how the domain-specific (number magnitude, place-value processing) and domain-general (working memory, processing speed, inhibition) processes of arithmetic change across the lifespan. Thereby, arithmetic effects (carry and borrow effects), numerical effects (distance and compatibility effects), and cognitive skills were assessed in children, younger and older adolescents, and younger, middle-aged and older adults. The results showed that numerical and arithmetic skills improve from childhood to young adulthood and remain relatively stable throughout adulthood, even though domain-general processes, particularly working memory and processing speed, decline with age. While number magnitude and place-value processing both develop until adulthood, number magnitude processing shows deficits during aging, whereas place-value processing remains intact even in old age. The carry effect shifts from a categorical all-or-none decision (whether or not a carry operation is needed) to a more continuous magnitude process in adulthood, reflecting increasing reliance on domain-specific skills. In contrast, the borrow effect remains largely categorical across all age groups, depending on general cognitive processes. These results provide critical insights into how arithmetic skills change over the lifespan, relying on both domain-specific and domain-general processes. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

The Factor Structure of Parents' Math‐Related Talk and Its Relation to Children's Early Academic Skills

ABSTRACTThis study, involving 120 children (Mage = 4.25; SD = 0.83; 53% Female, 49% White, 23% multiracial, 16% Black, 9% Asian American, and 3% Latine) and their parents, examined parent talk constructs and their relation to children's early academic skills in 2021. Parents' talk was best represented as a three‐factor structure (general, number, and mathematical language), suggesting that mathematical language use is distinct from general and number talk. Parent talk factors were related to children's numeracy skills but not their vocabulary or mathematical language knowledge. Children with higher numeracy skills had parents who used more general talk, children with lower numeracy skills had parents who used more mathematical language, but parent number talk was not related to children's numeracy skills.

A practical approach to foster structural embodied carbon awareness in architectural education

ABSTRACT The integration of sustainability into architectural education is increasingly critical in response to the global climate crisis, yet structural embodied carbon remains an underexplored aspect in curricula. This study presents a practical approach designed to enhance embodied carbon awareness among architecture students by incorporating active learning strategies that integrate structural engineering concepts with carbon accounting methods. The research was conducted within the undergraduate-level Bachelor of Arts in Architecture programme at the University of Liverpool in the UK, engaging 240 students over a semester. A four-stage framework was developed, comprising a structural embodied carbon literacy test, targeted lectures, hands-on coursework, and a final exam. The literacy test was designed to assess students’ baseline understanding of embodied carbon principles, while coursework involved deconstructing architectural precedents to facilitate numerical estimations of embodied carbon associated to the precedents’ structural systems. Findings indicate a significant improvement in students’ understanding of structural embodied carbon, particularly in numeracy skills related to carbon calculations. Moreover, a rating system was introduced as a pedagogical tool to simplify the classification of complex carbon performances. The results suggest that structured, active learning approaches foster meaningful engagement with embodied carbon concepts and support the integration of sustainability within architectural education. This study provides a scalable framework for incorporating embodied carbon awareness into architecture curricula, aligning with industry efforts towards net-zero carbon buildings.

The links between quantitative versus spatial language knowledge and numeracy skills in kindergarten children

The links between quantitative versus spatial language knowledge and numeracy skills in kindergarten children

The effect of learning media on students' early numeracy skills: Meta-analysis

The effect of learning media on students' early numeracy skills: Meta-analysis

Studi Kasus: Media Pembelajaran Interaktif dalam Meningkatkan Kemampuan Numerasi Siswa dengan Integrasi GeoGebra dan Website

This research is motivated by the low numeracy skills of students in Indonesia, particularly in mathematics, with only 28% achieving proficiency at Level 2, far below the OECD average. The research problem includes questions about the effectiveness of Interactive Mathematics Learning Media (GeoGebra and Website) in improving students' numeracy skills in Geometry Transformation material. The aim of the research is to evaluate the effectiveness of this learning media, and the results are expected to provide an alternative for teachers in enhancing students' numeracy skills, which is crucial in addressing the wide educational quality gap in Indonesia compared to other countries, especially in terms of students' numeracy abilities. This research is also expected to provide recommendations to support the improvement of mathematics education quality at the junior high school level. This study is a case study involving 2 teachers and 8 students. The interactive mathematics learning media, integrating GeoGebra and the website, is effective in improving students' numeracy skills in geometry transformation material. The effectiveness of the interactive mathematics learning media can be seen through sufficient activities that allow students to explore the properties of translation, rotation, reflection, congruence, and dilation. Students' understanding of these properties in geometry transformation is followed by activities in solving geometry-related problems. Finally, conclusions are drawn on techniques for solving problems related to geometry transformation material.

Effectiveness of a manual dexterity training program to improve executive functioning in preschool children: an individual difference analysis

IntroductionThe present study employed the Jacobson-Truax reliable change index (RCI) to examine the effectiveness of a 4-week manual dexterity training program embedded in a socially enriched group setting to improve working memory performance, cognitive functioning, and numeracy skills in preschool children.MethodsForty-five typically developing children aged between 5 and 6 years of age were randomly allocated to a 4-week intervention program (n = 20) or a control condition (n = 25). Pre- and post-test assessments were conducted using two manual dexterity measures, three working memory measures, as well as tasks evaluating inhibition, cognitive flexibility, processing speed, and numeracy skills.ResultsRelative to control participants, a greater number of participants in the intervention group showed statistically and clinically significant post-intervention gains in manual dexterity, working memory, and selective attention. However, the benefits of the intervention did not extend to response inhibition, cognitive flexibility, processing speed, and numeracy skills. Moreover, a greater percentage of children in the intervention group exhibited improvements in both manual dexterity and all working memory tasks than children in the control group.DiscussionOverall, findings from this study corroborate existing research demonstrating the positive effects of manual dexterity training on working memory performance and highlight the use of individual-level analysis to determine the effectiveness of cognitive-motor training and interventions.

Analyzing Self-Organizing Maps of Modeled U.S. Coastal Wind Regimes with a Comparison to Observations

Abstract Wind offshore of the northeastern United States is a vast and plentiful resource. However, wind variability needs accounting for when planning, installing, and operating offshore wind farms. Therefore, increased knowledge of four general areas becomes vital: 1) common coastal wind regimes and their impact on wind energy production, 2) common regime transitions, 3) how near-surface wind shear varies between wind shear regimes, and 4) whether numerical forecast model skill is regime dependent. A self-organizing map (SOM) clusters hub-height (80-m) wind data from the High-Resolution Rapid Refresh (HRRR) model covering the northeast coast to address areas 1–3. The SOM identifies three general wind pattern types: unidirectional flow, confluent/diffluent flow, and cyclonic/anticyclonic flow. The strongest mean HRRR wind speeds offshore of New York are associated with a low-pressure system near Maine (12 m s−1) and wintertime-springtime westerlies (11 m s−1) while the weakest winds are associated with a nearby high (≤ 3 m s−1) and a diffluence zone (4 m s−1). Using a separate SOM trained on 10–80-m wind differences, warm air advection over cooler northern waters typically leads to lower-level stabilization, and thus increased shear. Regarding 4), modeled winds are compared to buoy lidar observations for each SOM regime. As in observations, HRRR monthly-averaged wind speed decreased in the summer. HRRR generally under-forecasts wind speed near the buoys, although monthly-averaged bias decreased over two years from 1.4 m s−1 to 0.1–0.2 m s−1. Greater bias occurred for regimes representing nearby pressure systems, indicating HRRR skill can be regime-dependent.

Digital Game-Based Learning: Its Contribution to Numeracy Skills among Grade 1 Learners

The purpose of the study was to assessed the contributions of Digital Game-Based Learning to the numeracy skills among Grade 1 learners. It took place at Andales Integrated School, Initao North District, Division of Misamis Oriental during the Second Quarter of the School Year 2024-2025. Using a quasi-experimental design, 34 learners were treated using Digital Game-Based learning. The mean, standard deviation, and paired t-test were applied to the statement of the problem. With the Rapid Mathematics Assessment as a tool, the participants were tested before and after the treatment. Results indicated that there was a significant shift in scores from the pretest to the posttest, indicating a marked improvement in the numeracy skills of the first graders following the implementation of digital game-based learning strategies. This implied that adding digital games to classroom settings can promote a more engaging and successful instructional process. The study offered suggestions for integrating digital game-based learning in classroom settings and emphasized how it improved the performance of learners. As a result, school officials may keep looking for support to allocate funds for the school’s technology upgrades.

Interactive Digital Comic Based on Karo Culture: An Innovation to Improve Students' Numeracy Skills

Interactive Digital Comic Based on Karo Culture: An Innovation to Improve Students' Numeracy Skills

Exploration of numeracy in digital cultural content

The PISA results of 2022 awarded Indonesian students poor scores in literacy and numeracy. Previous studies have suggested that numeracy skills can be improved by applying game-based learning to ethnomathematics. Therefore, a similar strategy was explored, in the form of digital content based Culturally Responsive Teaching (CRT). Purpose. This study aims to develop digital content for numeracy learning based on culturally responsive teaching, in order to present numeracy through the introduction of a cultural perspective that is valid, practical, and effective for elementary school students. Methodology. The research method was the ADDIE development model, whose acronym refers to the five stages it encompasses: analysis, design, development, implementation, and evaluation. In this research paper, validation from media experts and teachers was used, and student response questionnaires were employed to calculate scores. Results. The results show that the CRT-based digital content numeracy flipbook for elementary school students presents a reasonably good outcome in terms of validity and appeal. This media is suitable for supporting teachers in navigating numeracy learning in elementary schools. Conclusions. The digital content flipbook can support elementary school students in numeracy. Based on the result of data analysis from the development research, it can be concluded that this e-book is an effective tool in the numeracy learning process for elementary school students. Based on the validity and practical test, this e-book is classified as ‘interesting and effective’ based on criteria such as visual design, students’ questionnaires, and teachers’ assessments. The criteria were visual display, ease of use, language, implementation, and the Culturally Responsive Teaching learning model.

Specific Relations Between the Home Numeracy Environment and Early Numeracy Skills in the First Year of Kindergarten

ABSTRACT Home numeracy environment has been related to the development of early numeracy skills. Previous research has shown the relation between dimensions of the home numeracy environment with general or composite measures of numeracy skills, but specific relations between types of activities at home and the early development of specific numeracy skills are under debate. This research aimed to study these specific relations based on two recognized theoretical models in the literature of mathematical cognition: the Home Numeracy Environment and the Informal Numeracy Skills Model. Early numeracy skills were assessed in 189 Chilean prekindergartners (4.6 years on average, SD = 3 months; 50% girls) at the beginning (Time 1) and the end (Time 2) of the school year, while their parents completed a home numeracy environment questionnaire, which included questions about their education, expectations, attitudes, and math activities. Research Findings: Results from hierarchical multivariate multiple regression showed specific relations depending on the testing time point, showing relations at the beginning of the year and after some months of preschool. Parent’s education was positively correlated with all children’s early math skills in both Time 1 and Time 2. Practice or Policy: Educational implications and future research directions are discussed.

PENINGKATAN KOMPETENSI GURU DALAM MENGINTEGRASIKAN NUMERASI PADA KEGIATAN PEMBELAJARAN

This study focuses on enhancing the competency of primary school teachers in integrating numeracy into learning activities across subjects. Numeracy literacy is a vital 21st-century skill essential for personal and professional decision-making. The training, conducted as part of a community service program, aimed to provide teachers with practical strategies for integrating numeracy into both mathematics and non-mathematics lessons. The methods involved workshops featuring lectures, discussions, and interactive group activities, emphasizing the development of teaching materials that connect numeracy to real-world applications. Evaluation through questionnaires revealed high participant satisfaction, with 87.5% rating the training as excellent. The findings underscore the significance of teacher competence in advancing student numeracy skills and highlight the need for continued professional development in this area

Assessing Students' Numeracy Literacy Level using The Ethnoscience-SSI Integrated Test on Acid-Base Material

Numeracy skills in the 21st century are essential because these skills not only support data analysis and number-based problem solving but are also needed in various aspects of life that affect the global community. The numeracy literacy of high school students has not been optimally trained, even though both abilities are needed to solve conceptual and contextual daily life problems in working on PISA and AKM items. This study was conducted to assess the numeracy literacy level of high school students in one of the cities in Central Java Province. As a survey with a quantitative approach, this study involved 150 high school students as respondents. The entire population became respondents in this study so the purposive sampling technique was applied. 24 out of 30 test items are empirically valid with a reliability value of 0.89. Data analysis was conducted using descriptive statistics to answer the numeracy literacy category of students. Based on the results, 35.60% was obtained which is included in the knowing level of numeracy literacy. The results of this study suggest more interactive and contextualized learning strategies to facilitate the transition to deeper understanding and application level.

Enhancing Elementary Students' Numeracy Skills Through The Concrete Pictorial Abstract (CPA) Approach

This study investigates the impact of the Concrete-Pictorial-Abstract (CPA) method on fifth-grade students' SDN Cipayung 02 numeracy skills. In response to low numeracy performance on national examinations such as PISA, TIMSS, and Indonesia National Assessment Programme, as well as classroom observations emphasizing standard teaching approaches' limitations, this study investigates CPA as an alternate instructional strategy. The study used a posttest-only control group structure and a quasi-experimental methodology. Two randomly chosen classes make up the sample; one is the experimental group, and the other is the control. Data were obtained by testing, and the Independent Sample T-Test in SPSS Version 29 was used for analysis. Higher post-test scores in the experimental group (mean score of 70.32) than in the control group (mean score of 45.86) demonstrate that the CPA strategy significantly enhances students' numeracy skills when compared to traditional teaching approaches. The CPA technique, which goes through concrete, pictorial, and abstract stages, promotes a stronger mental understanding and practical application of mathematical principles. This study emphasizes the CPA approach's effectiveness in promoting numeracy literacy and suggests its widespread implementation in mathematics instruction. This study shows that CPA can be applied in mathematics learning by gradually using concrete objects, images, and symbols to improve students' understanding. Teachers need to be trained in using CPA through professional training and developing more interactive teaching modules. Numeracy assessments should also be adapted to problem-based formats and visual representations to suit this approach better. Education policies can adopt CPA in the national curriculum to improve numeracy literacy and international assessment results.