Math Skills Of Students Research Articles

An alternative method of audio-tactile presentation of graphical information in mathematics adapted to the needs of blind

The article presents an alternative audio-tactile method supporting the ability to use graphic information during solving mathematical exercises by students with blindness. The method uses a picture displayed on a tablet with a tactile print and assumes to explore the elements of the picture by using audio descriptions at varying level of details. Level of details is adjusted automatically based on personal vector knowledge and type of mistakes made by the student.To evaluate the proposed method, we prepared a set of 60 exercises that encompassed five areas of mathematics. Each exercise offered 3 levels of detailed description. In general, the assessment was made of the ability to correctly solve mathematical exercises, which is supported by the developed method. The conducted qualitative assessment included subjective assessment of participant satisfaction (SUS test) and assessment of perceptive overload (NASA-TLX test). The quantitative criteria evaluate efficiency and effectiveness. Our quantitative evaluation also included criteria centered on the cognitive limitations of individuals with blindness.Our results show that the method contributes to achieving the required level of learning effectiveness with various levels of efficiency with respect to the student's math skills. We observed the positive impact of the developed alternative audio-tactile method for presenting graphical information for students with blindness while solving mathematical exercises. The assessment showed that the proposed method significantly reduces task load and increases the level of user satisfaction.

Reading and math skills of students with special educational needs in regular and special classes

Selle uurimistöö eesmärk on kirjeldada hariduslike erivajadustega (HEV) õpilaste lugemis- ja matemaatikaoskuste seoseid tava- või eriklassis õppimisega. Valimisse kuulus 3369 kolmanda klassi last (poisse 50%, 209 klassist, 135 koolist) ning 3340 kuuenda klassi last (poisse 51%, 200 klassist, 134 koolist) eesti- ja venekeelsetest koolidest. Õpilased täitsid koolitundide ajal veebipõhised lugemise ladususe, loetu mõistmise, arvutamise ja tekstülesannete testid. Tulemustest selgus, et tava- ja eriklassis õppivate HEV õpilaste lugemis- ja matemaatikaoskused olid sarnasel tasemel, välja arvatud vene õppekeelega koolide kuuendates klassides, kus tavaklassis õppivad HEV õpilased said tekstülesannete lahendamises kõrgema skoori võrreldes eriklassis õppivate HEV õpilastega. Uuring annab esmase ülevaate eesti- ja venekeelsete koolide kolmandate ja kuuendate klasside HEV õpilaste kaasamise olukorrast ja akadeemilistest oskustest.
 Summary

Evaluating Mathematical Literacy Among Pupils Using Early Grade Mathematics Assessment in East Sumba

This study aims to evaluate the level of mathematical literacy among elementary school-aged children in one of the schools in Lewa Paku District, East Sumba Regency. This research employed a mixed method of quantitative and qualitative approaches. The participants in this study were 20 students (10 students with good grades and ten students with poor grades in class), teachers, the school principal, and the head of the Education Office of East Sumba. The research instruments were mathematical tests adapted from the Early Grade Mathematics Assessment (EGMA), key informant interview guidance applied to all the participants, and observation during the learning processes. The quantitative data was analyzed using the descriptive technique, while the qualitative collected data was processed by data reduction, data display, and conclusion. The findings showed that the mathematical literacy of the fifth grade was in a low category. Factors affecting the student's math skills were less learning media, less conducive classes, limited, outdated, and unattractive printed textbooks, inadequate learning and teaching facilities, and less trained teachers. This research finding provides relevant and timely information to support students' achievement by adjusting policies, reforming curricula or programs, and instructional practices. Also, the policymaker can evaluate the effectiveness of the current education programs to decide on better interventions in supporting the students to improve their understanding of early math concepts.

The Effect of Teaching Mathematics Supported by e-learning platforms on the Students’ Mathematical Skills in a College Course in Jordan

Exploring the impact of e-learning on a student's math skills was the main objective of this study. The experimental design was applied in this study to 80 students from the calculus course from the first semester in the 2021-2022 academic year at The Hashemite University, where they were divided into two groups, a control group and a experimental group. Three modules of calculus textbook (function, ends, graph curves) were adopted, the traditional whiteboard was used in the teaching of the control group, while e-learning platforms were used to teach the experimental group. A tribal test dish to measure sports skills and a distance test on students. Use SPSS to assess the effects. The experimental group showed superiority over the control group by analyzing the results from the tests applied. Teaching on e-learning platforms (Modal, E-Learning, zoom) has shown effective consequences for the student's sports skills. These results correspond to a set of previous studies that will be presented in this research.

Feasibility Analysis of Contents of Module Impulse and Momentum to Improve Student Math Skills Verbal Representation of Figures (R-VMGG)

This article reports on the results of the development of impulse and momentum modules to improve the Verbal, Mathematical, Image and Graphic Representation (R-VMGG) abilities of high school students in Besuki Raya. The research objective was to describe the feasibility level of the content, the impulse module and momentum of the development results. The trials were carried out on small samples and large samples, after validation by experts. The large sample trial is carried out after completing the small sample trial which is carried out in stages from all learning activities with the impulse and momentum module. Trials with small samples and large samples were carried out to investigate the impulse and momentum module drafts of the development results in improving the R-VMGG abilities of SMAN students in Besuki Raya. Respondents in the small sample trial were 30 high school students, while the respondents in the large sample trial were 150 high school students. The results showed that the feasibility level of the contents of the developed modules reached a high category

Basic Math Skills and Performance in an Introductory Statistics Course

We identify the student characteristics most associated with success in an introductory business statistics class, placing special focus on the relationship between student math skills and course performance, as measured by student grade in the course. To determine which math skills are important for student success, we examine (1) whether the student has taken calculus or business calculus, (2) whether the student has been required to take remedial mathematics, (3) the student's score on a test of very basic mathematical concepts, (4) student scores on the mathematics portion of the ACT exam, and (5) science/reasoning portion of the ACT exam. The score on the science portion of the ACT exam and the math-quiz score are significantly related to performance in an introductory statistics course, as are student GPA and gender. This result is robust across course formats and instructors. These results have implications for curriculum development, course content, and course prerequisites.