Numeracy Skills Research Articles

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

Effectiveness of Study Buddy with Self-Learning Modules to Enhance Numeracy Skills Among Low Performing Students

Effectiveness of Study Buddy with Self-Learning Modules to Enhance Numeracy Skills Among Low Performing Students

EFEKTIVITAS MODEL PEMBELAJARAN PROBLEM BASED LEARNING (PBL) TERHADAP KETERAMPILAN NUMERASI SISWA KELAS IV DI SD NEGERI 61 PRABUMULIH

This study aims to determine the effectiveness of the Problem-Based Learning (PBL) model on the numeracy skills of fourth-grade students at SD Negeri 61 Prabumulih. The research approach used is quantitative with a pre-experimental method. The research design used is a One-Group Pretest-Posttest design. The population of this study consisted of 18 fourth-grade students at SD Negeri 61 Prabumulih. The sample used is a saturated sample, where all members of the population are used as the sample. Data collection techniques involved pretests and posttests. The data analysis techniques used for processing the data include normality tests to check the prerequisites and an Independent t-test to test the hypothesis. The results of the t-test showed t_calculated = 2.522 > t_table = 0.032. Therefore, H? is rejected and H? is accepted, indicating that the Problem-Based Learning (PBL) model is effective in improving the numeracy skills of fourth-grade students at SD Negeri 61 Prabumulih.

Implementation of Participatory Data-Based Planning (PDB) in Annual Planning at Primary Schools: Challenges and Impact

This study aims to explore the implementation of participatory data-based planning (PDB) in the annual planning process at SD Negeri Ungaran 02, Semarang Regency. Using a descriptive qualitative approach with a case study design, this research examines how educational reports are utilized in planning, the role of various stakeholders in the process, and the impact of this approach on improving the quality of education at the school. Data was collected through interviews with the school principal, teachers, school committee members, and parents, as well as through observations and document reviews. The findings reveal that the participatory process of identifying educational reports and involving multiple stakeholders has led to improvements in students' literacy and numeracy skills. However, challenges such as achievement gaps between classes and the limited use of technology in teaching remain. The reflection process on educational reports also highlighted issues such as low parental involvement and variations in teaching quality across classes. While the participatory approach to developing the Annual Work Plan (RKT) ensures broad stakeholder support and alignment with students' needs, the findings indicate that further efforts are needed to address challenges related to parental involvement and the integration of technology in teaching. This study concludes that participatory data-based planning is a crucial strategy for enhancing educational quality, but a more comprehensive approach is required to overcome existing barriers, such as maximizing the use of technology and improving teaching quality consistently across classes. Recommendations are provided for the Department of Education, the school, and teachers to improve the effectiveness of PDB implementation and educational outcomes.

EFFECTS OF PLASTIC STRAW MANIPULATIVES ON ELEMENTARY MATH ADDITION SKILLS

This study examines the impact of using plastic straws as concrete manipulatives on first-grade students' addition skills in mathematics at MI An-Nidhom, a rural Islamic elementary school in Indonesia. Addressing the challenge of teaching abstract mathematical concepts to young learners, the research explores an innovative, low-cost, and sustainable pedagogical approach. Employing a mixed-methods design with a one-group pretest-posttest model (N=34), the study measured learning outcomes through standardized tests, classroom observations, and teacher interviews. Results demonstrated significant improvement in mathematical proficiency (t(33)=11.109, p<0.001, d=1.89), with 82% of students successfully transitioning from concrete to abstract understanding. The intervention also yielded environmental benefits, reducing plastic waste by 72% while enhancing students' ecological awareness. These findings contribute to both educational practice and sustainable development goals by demonstrating how locally available materials can effectively support foundational numeracy skills in resource-limited settings.

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.

Numeracy Skill, Learning Style, and Learning Engagement of Students in Relation to Academic Performance: Basis for Enhancement

The study determined the numeracy skill, learning style, and learning engagement of Grade 9 students in relation to their academic performance in the District 3B, Division of Bacolod City for S.Y. 2023-2024. Three hundred four Grade 9 students were the respondents of the study. Their numeracy skill was taken from the Mid E-RUNT result. A standardized questionnaire on the learning style of students and a modified questionnaire to measure the learning engagement of Grade 9 were used in this study. The results of the study were as follows: most of the students were numerates, displayed a kinesthetic learning style, have a high level of learning engagement, and obtained a very satisfactory academic performance. There was a significant relationship between the numeracy skills of Grade 9 students and their academic performance, and between the level of learning engagement and their academic performance. However, there was no significant relationship between the learning style and the academic performance of students. It is recommended to implement focused numeracy programs like tutoring after-school programs, summer math classes, and incorporating numeracy exercises into normal classroom procedures. Teachers may use individualized instruction adapted to how their students learn (visual, auditory, and kinesthetic) to improve understanding and retention of material. Teachers were encourage to continue in providing active learning and student involvement, and use active learning tactics including group projects, interactive activities, and technological integration to boost student participation. School administrators may continue to provide professional development for teachers by offering programs that focus on effective numeracy teaching practices, supporting varied learning styles, and enhancing student engagement.

Factors Affecting the Utilization of Preventive Health Services by Middle-Aged Population: A Scoping Review.

Access to health care, or ultimately health care utilization, by all groups of population is a critical goal of health systems around the world. Several studies have examined factors affecting preventive health services utilization among middle-aged population none of systematic review exist. Therefore, we aimed to explore the factors affecting the preventive health services utilization by middle-aged population. Drawing on PRISMA protocol, this scoping review explored articles in PubMed, Scopus, Web of Science, and Cochran by using combinations of relevant keywords. All studies that have investigated factors affecting health service utilization among middle-aged population (40-60 yrs. old), published from 1990 to 2024, were included. The identified studies were screened and narratively synthesized. Overall, 3314 articles were retrieved, of which 16 met the inclusion criteria. The factors were categorized into three main groups including personal, institutional and social factors. Such factors as the aboriginal status, ethnicity, age, religious salience, employment status, having chronic disease, disabilities, numeracy skill levels, knowledge regarding the services, housing insecurity, and urbanization of the residence areas affected the preventive health services utilization by middle-aged population. Various factors appeared to affect the utilization of middle-aged groups from preventive services, which need to be addressed vigorously in an effort towards universal health coverage. Policymakers ought to understand and bring to the fore these correlated factors in their health system as these de facto signify the place on which the potentially effective interventions should focus and target.