Numerical Ability Research Articles

Readiness and efforts of civics teachers in developing literacy and numeracy skills

This research aimed to assess the readiness and efforts of civics teachers in developing literacy and numeracy skills. For data collection, qualitative methods including surveys and interviews, were employed. A total of 38 civics teachers from junior high schools in Pacitan Regency, Indonesia were selected based on gender, teaching experience, and certification. The data was analyzed using both qualitative narrative and quantitative descriptive analysis, employing percentages. The results showed that civics teachers demonstrated moderate proficiency in literacy skills, while their numeracy abilities were considered sufficient. In addition, teachers exhibited a greater readiness for literacy-oriented learning compared to numeracy. The efforts made by teachers encompassed four aspects, namely i) collaborating with colleagues and implementing student-centered collaborative learning, ii) developing a culture of literacy and numeracy through training and discussions, iii) seeking out learning resources and media that supported literacy and numeracy, and iv) promoting reading, annotating texts, and analyzing numeracy-related readings.

Analysis of the Kampus Mengajar Program Cohort 7 on the Improvement of Literacy and Numeracy Abilities of Students at SD Negeri 1 Margototo

The Kampus Mengajar program, part of the Merdeka Belajar-Kampus Merdeka (MBKM) initiative, enables university students to engage in primary education, particularly in areas with limited access. This study analyzes the impact of the seventh cohort of the program on literacy and numeracy skills at SD Negeri 1 Margototo. Using a qualitative case study approach, data were gathered through observations, interviews, and documentation from teachers, students, and participating university students. The research findings indicate that there was an increase in the average scores from the pretest and post-test of the Minimum Competency Assessment (AKM), specifically a 42% improvement in literacy skills and a 44% improvement in numeracy skills. These findings suggest that the Kampus Mengajar program plays a significant role in enhancing the quality of primary education and serves as an effective collaborative model between university students and schools in underserved areas.

Real-world estimation taps into basic numeric abilities.

Accurately estimating and assessing real-world quantities (e.g., how long it will take to get to the train station; the calorie content of a meal) is a central skill for adaptive cognition. To date, theoretical and empirical work on the mental resources recruited by real-world estimation has focused primarily on the role of domain knowledge (e.g., knowledge of the metric and distributional properties of objects in a domain). Here we examined the role of basic numeric abilities - specifically, symbolic-number mapping - in real-world estimation. In Experiment 1 ( ) and Experiment 2 ( ), participants first completed a country-population estimation task (a task domain commonly used to study real-world estimation) and then completed a number-line task (an approach commonly used to measure symbolic-number mapping). In both experiments, participants with better performance in the number-line task made more accurate estimates in the estimation task. Moreover, Experiment 2 showed that performance in the number-line task predicts estimation accuracy independently of domain knowledge. Further, in Experiment 2 the association between estimation accuracy and symbolic-number mapping did not depend on whether the number-line task involved small numbers (up to 1000) or large numbers that matched the range of the numbers in the estimation task (up to 100,000,000). Our results show for the first time that basic numeric abilities contribute to the estimation of real-world quantities. We discuss implications for theories of real-world estimation and for interventions aiming to improve people's ability to estimate real-world quantities.

Investigation on Understanding the Numeracy Capacity of Intellectual Disabled Students using Enabling Technology Tools: Web Application, AR and UI/UX

The population of individuals with intellectual disabilities (ID) is increasing, necessitating assistance with a wide range of daily activities. Acquiring and assessing numeracy and communication skills are critical for this demographic, requiring tools and techniques tailored to their specific needs. Effective educational tools must employ multi-modal and multi-sensory approaches to cater to diverse learning styles and incorporate assistive technological solutions. Despite the availability of numerous tools, there is a need to enhance their utility and effectiveness. This study aims to identify and refine the requirements for an innovative educational tool that employs Two-dimensional (2D) and Augmented Reality (AR) technologies. To achieve this, we conducted semi-structured interviews and surveys with teachers working with students with ID, gaining insights into the current solutions, advantages, and limitations. Additionally, we used physical props as design probes in a co-design methodology to better understand and elicit the true needs of individuals with ID. The findings from this research will inform the development of a 2D/AR tool designed to make learning mathematics more engaging and effective for individuals with ID, contributing to the advancement of inclusive education practices. Enabling Technology plays a significant role in the numeracy ability among people with ID. Generative AI and Explainable AI shall further improve learning ability in the years to come.

Pemanfaatan Teknologi untuk Meningkatkan Numerasi Peserta Didik SMP N 1 Kertanegara

Numeracy is very important for junior high school students to learn because it has a significant impact on daily life such as problem solving abilities, critical thinking abilities and the ability to apply mathematical concepts in various situations. The numeracy ability index at junior high school level in Purbalingga Regency is rated "below minimum competency" with a score of 1.73 (scale 1-3). Problems among students at SMP N 1 Kertaengara related to numeracy include students having difficulty understanding basic mathematical concepts and more complex mathematical concepts. Another problem is that the numeracy teaching methods used by teachers are still monotonous and do not use technology. Therefore, efforts are needed to increase student numeracy, one of the efforts that can be made by utilizing technology. This activity aims to improve understanding of numeracy by utilizing technology so that students' numeracy skills increase. There are 3 stages of training starting from preparation, implementation and evaluation. The results of this activity can improve numeracy skills in a more effective and enjoyable way by utilizing technology in learning.

Enhancing Numeracy Skills in Elementary Students through the Traditional Congklak Game: A Study in Kudus

The objective of this study is to assess the efficacy of the conventional congklak game in enhancing numeracy abilities among primary school pupils in Kudus. The capacity to enumerate is a fundamental skill in the field of mathematics education, which is sometimes regarded as tedious by young learners. This study employed an experimental research approach and included a sample of 100 students representing diverse social and economic backgrounds. The employed methodologies encompass literature review, documentation, direct observation, and pre-test and post-test assessments to evaluate students' numeracy abilities. In addition, questionnaires and interviews were used to analyse several dimensions like learning motivation, social interaction, and family environmental support. The findings indicated that pupils who were taught utilizing the congklak game shown a notable enhancement in their numeracy abilities in comparison to students who employed traditional approaches, with an average rate of improvement of 28%. Furthermore, the congklak game has been empirically shown to enhance both learning motivation and social interaction among students. The findings of this study validate the need of including conventional games within the primary education curriculum in order to establish a learning environment that is both entertaining and efficient. Therefore, this study provides a substantial contribution to the advancement of novel and efficient learning methodologies. The findings from this study can serve as a valuable resource for policy makers and educators in developing a curriculum that is both engaging and effective in enhancing students' fundamental skills.

Women’s Entrepreneurial Intentions: A Case From Madhesh Based On Skill

This study investigates the impact of financial skills on women's entrepreneurial intentions in Madhesh Province. Specifically, it examines how cognitive skills, numerical ability, financial literacy, behavioral traits, risk tolerance, and entrepreneurial self-efficacy influence these intentions. A quantitative research design was employed using a survey with a sample of 385 female respondents, including students, job holders, and entrepreneurs. Data were collected through structured questionnaires distributed via mail and social media. The analysis utilized descriptive statistics, correlation, and multiple regression to assess the relationships between financial skills and entrepreneurial intentions. The analysis reveals that financial literacy and behavioral traits are significant predictors of women's entrepreneurial intentions in Madhesh Province. Conversely, cognitive skills, numerical ability, risk tolerance, and entrepreneurial self-efficacy do not show a statistically significant impact. The study confirms the validity of the regression model through collinearity statistics, ensuring robust results. The findings underscore the importance of financial literacy and behavioral traits in shaping women's entrepreneurial intentions. To promote female entrepreneurship, it is recommended to focus on enhancing financial education and developing key behavioral traits. The study contributes to the literature by highlighting region-specific factors affecting women’s entrepreneurial aspirations and suggests tailored interventions for fostering female-led ventures in Madhesh Province.

Integrating numeration in mathematics learning

This research is motivated by the Indonesian numeracy ranking, which is the fifth from the bottom of the PISA numeration. Based on the quality report related to numeracy abilities from several elementary schools in Semarang Regency, it can be seen that the scores of schools with numeracy-related achievements are below the minimum competency, which has an overall average of 1.6 for numeracy at the school level. This study is Research and Development that involves three stages: define, design, and develop. It intends to define the context of integrating numeracy in the management of mathematics learning, identify, and find solutions to integrate numeracy in elementary schools in Semarang Regency. The findings of the research show that (1) the significance of numeracy in the management of mathematics learning; (2) the developments obtained in integrating numeracy are conceptual understanding, problem-solving skills, independent skills, logical thinking, and the capability to integrate the learning to students everyday life; (3) the integration of the management of mathematics learning with numeration into a valid learning tool and textbook for grade V Elementary School, as proven by the results of the lesson plans validation of 3.50 and the validation of textbooks of 3.36.

Learning Media to Improve Numeracy Skills and Motivation of Students

Numeracy ability is a basic ability that students must have to face the progress of the times. This ability guides students to analyze and solve mathematical problems and problems in everyday life. Even though it is very important, the numeracy skills of students in Indonesia are still very low. Therefore, efforts need to be made to improve and adjust strategies in the learning process so that students' numeracy abilities can increase. One effort is to use learning media. This research aims to find out what learning media are used by teachers to improve the numeracy skills of elementary school students, especially at the Tahfidzul Quran An-Nahl Mataram Integrated Islamic Elementary School. This research method is through teacher interviews and learning observations for 5 months in the odd semester of the 2023/2024 academic year. There are several media used by teachers in the process of improving numeracy skills at the Tahfidzul Quran An-Nahl Mataram Integrated Islamic Elementary School, including the addition and subtraction board, an introduction to measuring instruments board, rupiah specimen currency media, and a long unit ladder prop. All media used by teachers can increase student activity and involvement, learning outcomes, and student learning motivation.

Mirror, Mirror on the Wall: A Meta-Analysis on the Validity of Self-Assessed Intelligence through the Lens of the Multiverse.

Examining the relationship between self-assessed intelligence (SAI) and psychometric intelligence (IQ) is essential for understanding how people's self-evaluations reflect their actual intelligence. Various factors, such as SAI measurement methods, participant characteristics, and testing conditions have been hypothesized to moderate the SAI-IQ link, yet the generality of this association remains unclear. Here, we provide evidence for SAI and IQ associations based on 278 effect sizes from 115 independent samples (N = 36,833) using a multi-level meta-analysis, revealing a moderate positive correlation (r = 0.30; 95% CI [0.27, 0.33]). Multiverse analyses demonstrated remarkable stability of this effect, with most summary effect specifications yielding significant positive correlations (96%), averaging r = 0.32. Notably, ability domain and sample type emerged as significant moderators, with numerical ability showing stronger correlations compared to general cognitive, verbal, and spatial abilities. Importantly, our study found that correlations in student samples were significantly higher than those in general samples. Our findings show a moderate positive association of SAI with IQ, unaffected by participant sex, publication year, administration order, neuroticism, and self-assessment method, yet significantly moderated by ability domain and sample type. Our results illustrate the importance of feedback in educational settings to help students accurately assess their cognitive abilities.

ANALYSIS OF MATHEMATICAL NUMERACY SKILLS ON LINE AND ANGLE MATERIAL IN CLASS VII IN TERMS OF EXTROVERTED INTROVERTED AND AMBIVERT PERSONALITIES

This research aims to analyze the mathematical numeracy abilities of class VII students with introverted, extroverted and ambivert personalities at SMP Negeri 2 Semarang. The method used was descriptive qualitative with research subjects consisting of 34 students, one student was selected from each personality category based on a questionnaire with 70 question items. The results of the questionnaire showed AAE (introvert), LPA (extrovert), and JRA (ambivert) students as research subjects. Mathematical numeracy ability tests and interviews were carried out to test the validity of the test results through technical triangulation. Indicators of mathematical numeracy abilities include the use of mathematical numbers and symbols, analysis of information in the form of tables, graphs and charts, as well as interpretation of analysis results for decision making. The results showed that introvert and ambivert students met all indicators of numeracy ability, while extrovert students did not. Introvert students can solve problems well, extrovert students tend to be in a hurry and lack details, while ambivert students show quite good results but there are still some answers that are less detailed. This research concludes that mathematical numeracy abilities vary based on student personality.

COMPARING SCIENTIFIC COMPUTING ENVIRONMENTS FOR SIMULATING 2D NON-BUOYANT FLUID PARCEL TRAJECTORY UNDER INERTIAL OSCILLATION: A PRELIMINARY EDUCATIONAL STUDY

This study presents a preliminary numerical investigation of the two-dimensional trajectory of a non-buoyant fluid parcel subjected to inertial oscillations and abrupt external forcing events. The simulations were implemented using Python, GNU Octave, R, Julia, and Fortran open-source scientific computing environments. By running 1,000 iterations in each environment, we evaluated the computational performance of these languages in tackling this idealized problem. The results, visualized through static plots and animation, validate the numerical model's ability to represent the fundamental physics governing fluid motion. Statistical analysis using the Kruskal-Wallis test and Dunn's post-hoc test with Bonferroni correction revealed that Fortran exhibits significantly faster execution times than other environments. However, the choice of programming language should also consider factors such as coding expertise, library availability, and scalability requirements. This study focuses on the performance of scientific computing environments within each language rather than the languages themselves. The observed execution times should be interpreted in the context of the specific environments used, as they often leverage optimized libraries written in lower-level languages. Despite the limitations of this work, such as the simplified 2D model and the use of a single hardware configuration, this study provides valuable insights into selecting appropriate computational tools. It contributes to educational resources for teaching idealized fluid dynamics models. Future studies could explore more complex scenarios, a more comprehensive range of programming environments, and the impact of different numerical schemes and physical parameterizations.

Effect of the Problem-Based Learning Model on The Numeracy Ability of Grade X Students in Solving AKM Problems on Opportunity Material

This research was conducted on grade X students of a public senior high school in Karangbinangun, Lamongan, Indonesia, on opportunity material by applying Problem-Based Learning (PBL) model. This study aims to determine the effect of the PBL model on students' numeracy ability in solving Asesmen Kompetensi Minimum (AKM) problems on opportunity material. This research is quantitative research using a nonequivalent control group design. The sampling technique used in this study was purposive sampling. Data collection techniques in this study used test instruments, whereas the validity, reliability, differentiating power, and difficulty index have been explained. The data analysis techniques used independent sample t-test and N-gain test. The results showed that applying the PBL model could improve the numeracy ability of students in solving AKM problems on opportunity material. This is evidenced by the difference in the average post-test score obtained by students in the experimental class (88) and in the control class (84). Based on the calculation of the average pretest and post-test in both classes, the percentage of numeracy ability of students in the experimental class was 55.62%, while the percentage of numeracy ability of students in the control class was 51.73%. The calculation of the independent sample t-test also shows significance in the value of sig. (2-tailed) less than 0.05 (0.000 < 0.05). Therefore, the PBL model affects students' numeracy abilities.

ANALISIS KEMAMPUAN NUMERASI DALAM MENYELESAIKAN SOAL PADA SISWA SMP NEGERI 1 CIAMIS DITINJAU DARI SELF-EFFICACY

This research aims to describe the ability of class VIII students at SMP Negeri 1 Ciamis in solving mathematics problems on SPLDV material based on the self-efficacy category. The research methodology used is descriptive qualitative research. The research subjects in this study were 30 students in class VIII-E of SMP Negeri 1 Ciamis. The data collection technique is a purposive sampling technique which begins with students filling out the self-efficacy questionnaire twice at different times, then filling in the numeracy ability test questions, and after that an interview is conducted. The results of this research are that students who have high self-efficacy will fulfill 3 indicators of numeracy ability and solve questions easily. Students who have moderate self-efficacy will fulfill 3 indicators of numeracy ability but when solving mathematics problems they have obstacles and experience a few errors in using formulas. Students who have low self-efficacy only fulfill 2 indicators of numeracy ability and cannot solve math problems to completion

Psychometric characteristics of the numerical ability test for Gulf students

Psychometric characteristics of the numerical ability test for Gulf students

Improving The Numeracy Skills of Slow Learners with Ice Cream Stick Media: Single Subject Research

Numeracy ability is a basic ability that must be mastered by students especially elementary school students. Therefore, the purpose of this study is to improve the ability to count, add and subtract numbers 1-20 in slow learner students using ice cream stick media. This study uses quantitative experimental research on a single subject with an ABA design. The single subject in this study is a 1st grade student of SDN Tebul 1. There are 3 data collection methods used, namely interviews, observations and tests, while the data analysis uses visual analysis consisting of two types, namely in-condition analysis and inter-condition analysis. The results of this study concluded that ice cream stick media can improve numeracy skills in slow learner students. Based on the results of visual analysis, it was shown that in the initial baseline phase (A1) the ability to calculate the initial addition and subtraction of numbers 1-20 of slow learner students was still lacking with an average percentage of test results of 30%, after being given treatment in the intervention phase (B) by providing learning to count the addition and subtraction of numbers 1-20 using ice cream stick media, the numeracy ability of slow learner students increased by 45.33% with an average percentage of test results in the intervention phase (B) was 75.33% without overlapping data.

Analisis Kemampuan Numerasi Siswa Sekolah Dasar Fase A Dalam Mengurutkan Bilangan

This study aims to analyze the numeracy abilities of elementary school students in class 1 phase a. The numeracy abilities analyzed are related to the concept of numbers, namely number sequences. This analysis was carried out to determine the difficulties experienced by phase A elementary school students in the mathematics subject of ordering numbers so that teachers can plan lessons that can overcome these problems. The method used in this research is qualitative method. Data collection techniques are carried out through test and questionnaire techniques. The research data was obtained from test instruments on 13 grade 1 phase a elementary school students and questionnaire results from 10 grade 1 phase a elementary school teachers in Rembang Regency. Data analysis is presented descriptively by reducing and displaying data then verifying and drawing conclusions. The results of the analysis of numeracy skills in ordering numbers are that students have difficulty in ordering numbers from largest to smallest. This difficulty is caused because learning is not in accordance with the development of thinking of class 1 students in phase a. Learning for grade 1 elementary school students must be real in accordance with concrete operational developments. The results of the questionnaire technique in analyzing students' numeracy skills regarding ordering numbers, respondents experienced major difficulties in ordering numbers from largest to smallest either in the form of symbols or pictures. The results of the research that has been carried out show that the numeracy skills of grade 1 elementary school students in phase a in ordering numbers still encounter difficulties, namely in ordering numbers from largest to smallest. Researchers hope that there will be efforts from grade 1 teachers to plan learning strategies that contain numeracy that suit the needs and characteristics of grade 1 elementary school students.

Profiles of preschoolers' numerical abilities across quantity representations.

Children's early numerical abilities shape their trajectories for math learning throughout schooling, and task quantity representation (e.g., nonsymbolic vs. symbolic) affects their reasoning about numerical concepts. The role of quantity representation in early numerical ability has typically been studied using variable-centered approaches. The present study builds on past work by using latent profile analysis as a person-centered approach to investigate heterogeneity in U.S. preschoolers' (N = 200, Mage = 4 years, 6 months) numerical abilities across nonsymbolic, verbal symbolic, and written symbolic representation types. The aim was to determine whether numerical ability indicators across the three representation types would result in empirically distinct ability profiles and whether preschool ability profile would predict variance on a standardized assessment of math achievement a year later, in kindergarten. We found evidence of four distinct preschool number ability profiles: (a) consistently low; (b) consistently high; (c) intermediate, with an advantage on nonsymbolic items; and (d) intermediate, with an advantage on verbal symbolic items. Although children in the consistently low and consistently high profiles performed reliably lower and higher, respectively, on the assessment of kindergarten math achievement, the two intermediate profiles performed similarly. The results reveal heterogeneity in preschool numerical ability across quantity representations and suggest that proficiency with either nonsymbolic or verbal representations may be a helpful foundation for building future math achievement. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

노인 치매인지교구 및 교수활동안 개발연구

Objectives Due to the super-aging population, the number of elderly people and the number of elderly people with dementia are increasing rapidly, emerging as an important problem in our society. Therefore, there is a need to develop teaching aids necessary for preventing and delaying dementia. Therefore, the purpose of this study is to study teaching activities that can develop and utilize dementia cognitive teaching aids. Methods To achieve this, first, we selected the type of cognitive aids. We identified the types of aids suitable for use in nursing homes or day care centers and selected the appropriate ones. Second, we determined the purpose of the aids. We analyzed the processes of dementia in the elderly and investigated the content of classes in institutions such as nursing homes or day care centers. Third, through literature review, we examined domestically produced cognitive aids, repackaged cognitive aids, and practical cognitive aids. Fourth, we designed the aids in five different areas. Fifth, we conducted a validation and modification process with an expert group, followed by testing the usability of the aids and further modifications. Results Through preliminary research and literature review, we established the development process. As a result, we derived the domains for cognitive aids for elderly dementia patients and outlined teaching activities accordingly. Conclusions First, teaching aids were developed in five areas: language ability, numerical and spatial ability, sensory ability, memory thinking ability, and social relations ability. Second, teaching activity plans for five teaching aids were developed. This was used as a teaching aid for cognitive education for the elderly with dementia in the field, and access to the use of occupational therapists, social workers, and nursing care workers was minimized through the activity plan.

Upaya Meningkatkan Kemampuan Numerasi Anak dalam Menulis Angka 8 melalui Media Vituleka

The learning strategies and media used by educators will influence the success of achieving learning objectives. The use of appropriate media that suits the character of early childhood can support the achievement of learning goals effectively. Good numeracy skills at an early age are a strong foundation for further mathematics learning in the future. This research is based on children's ability to write the number eight (number 8) which is still imperfect. In general, children make the number eight by stacking circles from bottom to top. The aim of this research is to improve the numeracy skills of special children in writing the number 8. This classroom action research was carried out in group A at UNESA Labschool 1 Kindergarten. This classroom action research uses the Kemmis and Mc.Taggart method with two cycles. Each cycle includes planning, implementation, observation and reflection. This research uses video tutorials and children's worksheets (Vituleka). The subjects of this research were 18 group A students. In cycle I, students' numeracy ability in writing the number 8 was 50%. In cycle II, numeracy ability in writing the number 8 became 83.3%, an increase of 33.3% from the previous cycle. Based on research data, Vituleka media can improve students' ability to write the number 8.