Numeracy Research Articles

Predicting the Mathematics Literacy of Resilient Students from High‐performing Economies: A Machine Learning Approach

Mathematics is a crucial yet challenging subject for all students. Therefore, it is important to understand the role of academic resilience in mathematics, which enables students to overcome academic challenges. This study applied two machine learning algorithms, Lasso Regression (LR) and Random Forest (RF), to predict the mathematics literacy of resilient students from high-performing economies across cultures in PISA 2022. The findings indicated both RF and LR performed better in Western cultures than in Eastern cultures. Furthermore, in Eastern cultures, mathematics self-efficacy for 21st-century skills played an important role in predicting resilient students’ mathematics literacy, followed by self-efficacy towards mathematics, and mathematics anxiety. In Western cultures, self-efficacy towards mathematics was the predominant predictor, followed by mathematics self-efficacy for 21st-century skills. Theoretically, this study identifies key factors in predicting resilient students’ mathematics literacy across cultures. Methodologically, it is the first to apply ML in exploring resilient students’ mathematics literacy. Practically, it guides educators interested in developing interventions to improve resilient students’ mathematics literacy.

Science in the Language of the Heart: Ukrainian Language and Literature in the New Ukrainiian School as a Driver of STEM Development

The article outlines the pathways for integrating STEM disciplines into the planning of Ukrainian language and literature lessons in secondary education institutions within the framework of the New Ukrainian School. It substantiates the growing need for interdisciplinary approaches that foster the development of core competencies while considering the advantages, potential risks, and limitations of the proposed methods. The emphasis is placed on the importance of combining humanities with natural and mathematical sciences to enhance students' understanding of a holistic worldview, illustrating the need to avoid focusing solely on one aspect of development (so-called «humanitarians» and «technocrats»). The article offers theoretical and practical recommendations for developing STEM projects that engage students in creative literary exploration through applying scientific principles and doctrines. The effective combination of STEM education principles with the field of philology enables the creation of a dynamic and effective educational environment where students perceive the interconnectedness of knowledge, develop a well-rounded intellect, and receive foundational preparation for higher education. Methods of linguistic analysis of scientific texts are discussed, demonstrating how language skills can be enhanced through scientific discourse. To illustrate the material, approximate schemes for planning integrated lessons with specific examples from both linguistic-literary and scientific perspectives are provided. To improve understanding and engagement of modern students, emphasis is placed on using digital tools and platforms that ensure integration, including online resources, interactive modeling, multimedia content and artificial intelligence. The necessity for alignment among educators of various disciplines is evident to ensure a fair assessment of proficiency in the state language and scientific literacy, which is a crucial issue during wartime when language matters become increasingly prominent, alongside scientific and mathematical literacy, for building an intellectually developed country.

Realistic mathematics education and mathematical literacy: a meta-analysis conducted on studies in Indonesia

A considerable body of literature exists pertaining to realistic mathematics education (RME) and its correlation with mathematical literacy, with numerous studies demonstrating incongruent results. The principal objective of this meta-analysis is to systematically investigate the overarching influence of RME on mathematical literacy within the context of Indonesia. The collection of documents comprises a total of seventeen publications that were released between the years 2014 and 2023. The estimation methodologies utilized in this study were grounded on a random-effects model, and statistical computations were conducted utilizing the comprehensive meta-analysis (CMA) software in academic writing. The equation proffered by Hedges was employed for the quantification of effect magnitude. The outcomes of the investigation reveal that the implementation of RME learning yielded a noteworthy and advantageous impact (effect size = 1.031; p 0.05) on the adeptness of students in the domain of mathematical literacy. Moreover, many moderating factors, including class capacity, educational level, geographical location, content of the Programme for International Student Assessment (PISA), and the combination of learning, did not significantly impact students' diverse mathematical literacy proficiency. This study proposes that mathematics educators should consider utilizing the RME as a means of improving students' proficiency in mathematical literacy.

Contribution of Metacognitive Questions to Accuracy of Judgment of Learning in a Digital Environment

Primary school pupils have difficulty making accurate judgments of learning (JOL) in a digital environment. In two studies, we examined the contribution of metacognitive self-questioning to JOL accuracy in the course of reading literacy (Study 1) and mathematical literacy (Study 2) digital learning programs. Both studies comprised a six-session intervention. In each session fifth-grade students studied a short text (Study 1, N=65) or story containing mathematical components (Study 2, N = 72), then judged their comprehension by predicting their performance before completing a test. For the experimental groups, metacognitive questioning was incorporated into the study materials. In both studies the experimental groups improved over the six sessions in both performance and calibration (i.e., reducing the gap between judgment and performance). The findings highlight the contribution of metacognitive support to improved performance and judgment accuracy and strengthen the case for incorporating metacognitive practices when teaching literacy in a digital environment.

USO DA TERAPIA FOTODINÂMICA E DA CRIOTERAPIA NO CONTROLE DA DOR APÓS O TRATAMENTO ENDODÔNTICO: RELATO DE CASO CLÍNICO

Patients may undergo endodontic treatment for many reasons, including the presence of extensive decay that exposes pulp tissue and tooth fractures. The treatment, in turn, can generate, in some cases, the presence of painful symptoms, due to numerous reasons, such as incorrect removal of the smear layer and chemical injuries from the irrigating material. To reduce patient discomfort, alternative technical applications can be used to control post-operative pain, such as cryotherapy and laser therapy. The objective of this work, in the form of a case report, was to show the importance of controlling postoperative pain after endodontic treatment using laser therapy and cryotherapy techniques. Searches were carried out in electronic databases: Virtual Health Library (VHL), Scientifc Electronic Library Online (Scielo) and PubMed for the last 7 years (2017 to 2024), in addition to patient care where cryotherapy was used using serum physiological cold and laser therapy was performed. The results presented were satisfactory, as after 4 sessions, pain was assessed through telephone contact with the patient over periods of 24h, 72h and 7 days, where the patient’s pain-free response was verified and without need of analgesic use. The present study can conclude that performing cryotherapy concomitantly with the use of laser therapy presents a significant reduction in the postoperative pain response.

Effectiveness of ethnomathematics-based learning on students’ mathematical literacy: a meta-analysis study

This study aims to determine the effectiveness of ethnomathematics-based learning on students’ mathematical literacy through a meta-analysis study. Primary studies were collected from Google Scholar and ERIC databases based on the inclusion criteria. The results of the literature review obtained 16 studies, either from theses, proceedings, or journal articles. Furthermore, the effect sizes were combined according to the Random Effects Model (REM) and data analysis using CMA v3 and R Studio (Meta Package). The calculation results obtained an overall effect size which indicates that ethnomathematics-based learning has a “strong” effect on students’ mathematical literacy when compared to conventional learning. As a result of the moderator category analysis, it was found that the effect sizes differed significantly according to students’ regional demographics, independent variables, and subject matter. However, it does not show significant differences when based on the duration of the meeting, education level, sample size, experimental design, type and year of publication. Thus, it can be said that ethnomathematics-based learning can be an effective learning model for increasing students’ understanding of mathematical literacy, especially in the Kalimantan Island region, recommended to be integrated with the Ethnomathematics Pop Up Book and Visual Thinking learning model, and Probability & Sets and Transformation Geometry materials, using Nonequivalent Control Group Design are recommended to be taught through this learning model.

Different predictors of high school students' mathematics achievement

AbstractThis study examined the relationships between factors contributing to high school students’ mathematics achievement. Three hundred fourteen high school students participated in the study. We collected the data through the “Self‐Efficacy Scale for Mathematics Literacy,” “Bidimensional Mathematics Anxiety Scale,” “Mathematics Self‐Efficacy Scale,” “Attitudes Towards Mathematics Scale Short Form,” and mathematics exams. For this purpose, we proposed a theoretical model and tested the assumptions based on the model with path analysis. The results showed a positive and significant relationship between mathematical literacy self‐efficacy with mathematics self‐efficacy perception and attitudes towards mathematics. In addition, mathematics self‐efficacy perception had a positive and significant relationship with attitudes towards mathematics and a negative and significant relationship with mathematics anxiety. Also, attitudes towards mathematics had a positive and significant relationship with mathematics achievement, and mathematics anxiety had a negative and significant relationship with mathematics achievement. For every individual to use mathematics to meet basic life skills, all stakeholders of education, especially teachers, need to understand its importance, resources and how they can empower individuals in this aim. The relationships revealed in this study will serve the development of this understanding.

Peningkatan Minat Literasi Melalui Kegiatan Literasi Numerasi dan Literasi Digital

The Community Service Program with the theme "Literacy Village" is part of an effort to overcome this challenge. Through Kukerta MBKM (Merdeka Belajar Kampus Merdeka), students are expected to be able to contribute directly to the development of literacy culture in villages in need. This activity aims to improve the reading, writing, and critical thinking skills of village communities, especially students. Jake Village, located in Kuantan Tengah District, Kuantan Singingi Regency, in the context of developing the Literacy Village program. With the increasing demands of the digital era, it is important for village communities to master numeracy literacy and digital literacy as a basis for facing challenges and taking advantage of existing opportunities. Jake Village, which is faced with educational challenges, where the literacy level of the population still needs to be improved. Therefore, the numeracy literacy and digital literacy programs are expected to provide access to the community to understand and apply basic technological concepts that are essential in everyday life. The method applied to increase interest in literacy is by providing an understanding of reading, numeracy, and digital literacy. The results achieved are that the school is able to make this literacy program a weekly routine that makes this program sustainable. It can be concluded that literacy interest can be built in various ways, one of which is providing an understanding to the community and students about the importance of reading, numeracy, and digital literacy.

Development of Salt Hydrolysis Module Based on Problem Based Learning Integrated with TPACK to Improve Numeracy Literacy Skills of Phase F SMA Students

This research aims to analyze the validity, practicality and effectiveness of the salt hydrolysis module based on problem based learning integrated with TPACK on students numeracy literacy skills. The development model used is the 4-D model. The module developed was validated by two lecturers and three chemistry teachers. The practicality testing of the module was carried out by three chemistry teachers and 32 SMA students. Testing the effectiveness of the module was carried out using a pre-experimental method with a non-equivalent control group design. The validity test was analyzed using the Aiken's V formula where content and construct validity were obtained respectively 0.91 and 0.92 with the valid category. The practicality test was analyzed using the Aiken's V formula where the practicality scores for teachers and students were obtained respectively 0.94 and 0.86 in the practical category. The module effectiveness test was analyzed using N-Gain where an N-Gain value of 0.76 was obtained in the high category. Based on the results of data analysis, it can be concluded that the salt hydrolysis module based on problem based learning integrated with TPACK developed is valid, practical and effective to improve the numeracy literacy skills of Phase F SMA students.

Teachers' perceptions of critical thinking and mathematical literacy in main school PISA 2022 regional survey Yogyakarta, Indonesia

To form critical citizens, integrating critical thinking into the school curriculum is a must. Critical thinking is considered a vital skill that can help students tackle problems effectively, improve academic achievement and develop rational thinking. However, there is no agreement among teachers on the definition of this concept or the best way to train students to apply it, especially at the basic education level. Therefore, through a qualitative research approach, this study aims to uncover the views of junior secondary school teachers in the PISA 2022 Main Survey in Yogyakarta, Indonesia, regarding the concept of critical thinking and Mathematical Literacy. Six teachers working in the three schools that were the subject of this survey were interviewed using a semi-structured interview method. Through thematic analysis, this study sought to identify, analyze and report the main findings from the interviews. The results showed that the teachers recognized the importance of reasoning mapping, group discussions and active learning as practices that promote critical thinking and mathematical literacy among students. Although they had previously been exposed to these concepts through project-based learning and 'Philosophy for Kids', they indicated the need for further support through peer learning and the implementation of the 'Philosophy for Kids'.

The Mathematical Literacy Process Based on The Students' Mathematical Resilience

Mathematical literacy is very important in daily life, however, the mathematical literacy of Indonesian students is still low. Improving mathematical literacy requires a resilient and unyielding attitude known as mathematical resilience. This study aims to find out the process of mathematical literacy reviewed from the mathematical resilience of students. This research uses a qualitative method. The subject of this study is a grade VIII student at one of the junior high schools in Semarang City. Data collection uses questionnaires, written tests, interviews and documentation. Data analysis uses triangulation techniques. The results of the study show that the students' mathematical literacy process has not been optimally achieved against the existing stages of the mathematical literacy process.

Multilingual integrated pedagogical model for enhancing mathematical literacy in South Africa

In this conceptual paper, I propose a groundbreaking Multilingual Integrated Pedagogical Model designed to address the intricate challenges of teaching mathematical literacy in South Africa's diverse linguistic context. Drawing from theories of multilingual education, cognitive development, and effective pedagogy, the model emphasises leveraging students' linguistic diversity as a cognitive asset. It outlines a comprehensive approach encompassing curriculum design, dynamic instructional strategies, culturally relevant assessments, and targeted teacher training. By integrating students' native languages and embracing their cultural backgrounds, the model aims to foster deeper engagement, improved comprehension, and enhanced mathematical literacy. Here, I discuss the model's theoretical foundations, development process, and potential benefits, envision its transformative impact on mathematical education in South Africa and offer insights into adaptability for similar multilingual settings globally. Through this innovative model, the aspiration is to bridge the gap between language diversity and effective mathematical communication, ultimately nurturing a generation of empowered learners.

Clinical and demographic factors determining patient fracture risk decision point (FRDP): The improving risk communication in osteoporosis (RICO) project.

This part of the Improving Risk Communication in Osteoporosis (RICO) study aims to understand patients' willingness to initiate osteoporosis treatment given a hypothetical fracture probability-derived from the FRAX® Risk Assessment Tool-and how age, fracture history, and numeric literacy may influence this. In 2022-2023, 332 postmenopausal women at risk of fracture were interviewed from nine countries to determine participants' Fracture Risk Decision Point (FRDP), the lowest probability of major osteoporotic fracture at which they would accept an osteoporosis medication. Participants' FRDP was evaluated given eight hypothetical 10-year FRAX scores. In countries with FRAX-based treatment thresholds, over half of the participants per country reported an FRDP that was below the threshold. Collectively, 79.2% demonstrated FRDPs at or below their respective threshold. Age and fracture history did not have a strong influence on FRDP; however, those who demonstrated higher levels of numeric literacy reported a significantly higher median FRDP (10%) compared to those who showed lower levels (5%, p < 0.001). Most patients were willing to accept an osteoporosis medication prescription at a hypothetical FRAX probability that was even lower than that of their nationally recommended treatment threshold. Literacy scores had a significant influence on FRDP whereas age and fracture history did not.

Instrumen Literasi Numerasi Berbasis Kemampuan Berpikir Komputasi pada Matematika SMP: Pembuktian Validitas Isi dengan Aiken’s.

This research aims to prove the content validity of a numeracy literacy instrument based on computational thinking skills using Aiken's method. There are five questions divided into nine parts, all of which focus on the material “Algebraic Forms”, ​​and have been validated by five validators from two leading universities. The data analysis technique applied is the Aiken's method, which is used to assess the extent to which this instrument meets the validity criteria. The results of the analysis show that most of the questions in the instrument received good validity scores, with an average validity of 0.81. This score indicates that this instrument is relevant and effective for measuring students' abilities in numeracy literacy and computational thinking. Apart from that, input from validators regarding the use of simpler language for grade 8 students is very valuable and is expected to improve students' understanding of the questions given. It is hoped that these results can contribute to the development of higher quality educational evaluation instruments, as well as being the basis for further research involving instrument testing to prove construct validity and reliability in the context of mathematics learning

Systematic Literature Review: Mathematical Literacy Skills in Terms of Mathematics Learning Motivation

Mathematical literacy and motivation to learn mathematics are two important aspects of education. Mathematical literacy enables students to understand and apply mathematical concepts in everyday life, as well as think logically and solve problems. Mathematics learning motivation influences students' effort and perseverance in learning the material, improving academic interest and performance. The combination of the two is essential for educational success and the development of critical thinking skills required in the modern world. The objectives of research generally cover the following aspects Measuring Mathematics Literacy Level, Assessing Mathematics Learning Motivation, Identifying the Relationship between Mathematics Literacy and Learning Motivation, Recognizing Barriers and Challenges, Developing Effective Learning Strategies. This research uses the SLR (Systematic Literature Review) method by reviewing 16 articles. Data collection in this study was carried out by reviewing all articles related to Mathematical Literacy Ability, Learning Motivation, Mathematical Literacy Ability in terms of Learning Motivation published from 2019 to 2023. Based on the results of the study, it was found that motivation to learn mathematics plays an important role in students' mathematical literacy skills. Students with low motivation tend to learn by force, so their mathematical literacy skills are low because they tend to do problems procedurally without in-depth analysis. The implication is the need for motivational strategies, curriculum design, teacher training, literacy programs, and parental involvement.

Pengaruh Model Pembelajaran Flipped Classroom Terhadap Literasi Numerasi Siswa Kelas VIII SMP Swasta Gajah Mada

Mathematics plays an important role in everyday life, including in the development of human thinking power, science, and technology, although it seems unreal and abstract. This study aims to determine the Effect of the Flipped Classroom Learning Model on Numeracy Literacy of Class VIII Students of Gajah Mada Private Middle School. The methodology of this study uses a quantitative quasi-experimental research type with a posttest in two classes. The population of this study were students of class VIII A, VIII B, VIII C at Gajah Mada Private Middle School with a total of 80 students. The sample in this study was class VIII B, and VIII C. The data sampling technique was carried out using the cluster random sampling technique. Data analysis was carried out with a posttest in both classes. Based on the results of the study, it can be concluded that "The Effect of the Flipped Classroom Learning Model on Numeracy Literacy of Class VIII Students of Gajah Mada Private Middle School". The data of this study are quantitative data obtained from the numeracy literacy test. Data analysis using the t-test. The results of the data analysis show that the ability of numeracy literacy in the Flipped Classroom learning model is higher than numeracy literacy without using the Flipped Classroom learning model. Thus, the flipped class learning model has an effect on students' numeracy literacy.

UPAYA MENINGKATKAN KEMAMPUAN LITERASI NUMERASI PESERTA DIDIK KELAS V DENGAN PEMBELAJARAN PROBLEM BASED LEARNING DI SD NEGERI TUNJUNGSEKAR 1

The development of the current digital era makes literacy and numeracy of human resources a competency that needs to be mastered. However, the level of literacy in Indonesia is still below average. This is shown by the evidence that most students from class V SD Tunjungsekar 1 did not succeed in achieving the minimum score that has been set, especially in learning mathematics. Therefore, researchers applied PBL (Problem Based Learning) to improve numeracy literacy skills, especially for fifth grade students of SD Tunjungsekar 1. This study used qualitative and quantitative methods. The process of obtaining data is done through observation and interviews that produce numerical data which is analysed to conclude the results of the study. The implementation of this study showed success as evidenced by the increase in the scores of grade V students after the PBL learning method so that it can be concluded that Problem Based Learning applied by researchers succeeded in improving the literacy skills of grade V students of SD Tunjungsekar 1

Kemampuan Literasi Matematis Ditinjau dari Motivasi Belajar pada Siswa Kelas XI SMA Negeri 2 Padang Panjang

This research is motivated by the fact that the number of students who have low mathematical literacy skills is caused by various factors. One of the factors that affects mathematical literacy ability is learning motivation. This study aims to determine the ability of mathematical literacy when viewed from the learning motivation of students. This type of research is quantitative descriptive. The sample in this study is grade XI students of SMA Negeri 2 Padang Panjang. The sample selection technique in this study uses the Stratified random sampling technique where the sample is selected based on strata. The instrument used in this study is test questions in the form of essays to see students' mathematical literacy skills. Data analysis was carried out descriptively on all research data. The results showed that the average mathematical literacy ability was 50 which was classified as low. If viewed from high learning motivation is classified as medium with an average score of 69, when viewed from medium learning motivation has low mathematical literacy skills with an average score of 56 and mathematical literacy ability reviewed from low learning motivation is classified as low in the low category with an average score of 25

Analysis of High School Students' Mathematical Literacy Skills in Solving Contextual Problems on SPtDV Material

Mathematical literacy is one of the abilities that must be possessed in today's 21st-century education. This study aims to describe the mathematical literacy skills of grade X students at one of the Yogyakarta high schools in Bantul Regency in solving contextual problems on SPtDV (System of Inequality of Two Variables) material. The method used was descriptive qualitative. Data were collected through multiple-choice tests, descriptions, and questionnaires using SPtDV material. Data analysis was done by reducing and presenting data, and drawing conclusions based on indicators of students' mathematical literacy (mathematical process). Sampling of the population was carried out using a non-purposive sampling technique. To determine the number of samples to be taken, researchers used a saturated sampling technique. The research subjects were students of class X of Yogyakarta Private Senior High School in Bantul Regency in the first semester of the 2023/2024 academic year, with a total of 20 students. The results showed that students with high ability were able to fulfill all three aspects of the indicators in mathematical literacy skills, namely formulating, using, and interpreting. While students with moderate ability were able to fulfill two aspects of the indicator, namely formulating and using. And students with low ability were only able to fulfill one aspect of the indicator, namely formulating. The percentage of results obtained is based on the Mathematical Literacy Profile Criteria, namely: 10% proficient, 60% proficient, 15% basic, and 15% need special intervention. This study implies that it is important for other researchers to explore the factors that influence the mathematical literacy skills of low-ability students, especially in high school students or equivalent.

The diagnostic work on informa tics for students of the 9th grade to check the development of functional literacy

The article presents a diagnostic work on informatics for students of the 9th grade of a comprehensive school. The work is carried out in order to determine the level of development of functional literacy (reading, natural science, mathematical literacy) in students. The assessment of functional literacy is aimed at identifying the conditions for successful learning of students in basic school in the subject of "Informatics" and their achievement of personal, meta-subject and subject results in mastering the basic educational program in this subject. The priority of developing functional literacy is enshrined in the updated Federal State Educational Standards and is the most important condition for the development of a harmoniously developed personality. The relevance of creating a diagnostic work that reveals the level of development of functional literacy in informatics is determined by the fact that, unlike other subject areas, in informatics it is impossible to rely on the content of the tasks of All-Russian Verification Works (the All-Russian Verification Works are not carried out in the 9th grade, therefore, tasks for them have not been developed), and the tasks from the Control and Measuring Materials of the Main State Exam require significant revision to fully cover all areas of functional literacy development.The diagnostic work presents one variant, which includes the text describing a certain situation, and tasks for it, developed on the context of educational material of various subject areas. The tasks are created on the basis of life situations and are united by one theme.