Understanding Of Numeracy Research Articles

Training and Mentoring Strengthening Literacy and Numeracy in Recovery Learning in Musi Banyuasin Regency

They are strengthening training and mentoring​​​ literacy and numeracy in Musi Banyuasin Regency through training and mentoring for Principals and Vice Curriculum in Junior High Schools (SMP). Based on the results of the National Assessment and the Program for International Students Assessment (PISA) 2022, post-pandemic learning recovery is essential in Indonesia, especially in improving student literacy and numeracy. This activity aims to strengthen participants' understanding and competence in designing and implementing learning that integrates literacy and numeracy by the Merdeka Curriculum. The methods used in this activity include counselling, intensive training, and assistance in designing learning tools, such as Learning Implementation Plans (RPP), learning media, and assessments. The activity also includes evaluation through pretests and posttests to measure changes in participant understanding. The results show significant improvement in literacy and numeracy understanding, with the average posttest score of participants increasing from 50 to 70. The evaluation results showed high satisfaction from participants with the material provided and its relevance to needs in the field. This activity strengthened collaboration between education managers and learning communities and positively impacted the recovery of education quality in Musi Banyuasin Regency post-pandemic. Hopefully, this activity can be sustainable in improving literacy and numeracy at the junior high school level.

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.

PENGARUH MODEL CONTEXTUAL TEACHING AND LEARNING (CTL) MENGGUNAKAN MEDIA CARD THINK DALAM PEMBELAJARAN MATEMATIKA TERHADAP PEMAHAMAN NUMERASI SISWA DI KELAS III SD

The research aims to determine the effect of the contextual teaching and learning model with the help of card think media on students' understanding of numeracy in class III in learning mathematics at SD Negeri Dewi Sartika CBM Sukabumi City. The method used is an experiment, namely a quasi-experimental design with a pretest posttest nonequivalent control group. The research population was class III students at Dewi Sartika CBM Public Elementary School, Sukabumi City, divided into research samples, namely class 3A as the experimental class and class 3B as the control class with the number of each class being 21 students. The data collection technique is in the form of a test, for the data analysis technique used is a two-sample independent T-test. The results obtained for the average posttest score from using the CTL model using card think media was 68.10 and for those who did not use card think media it was 59.90. So the results of hypothesis testing obtained are (0.034<0.05) with a significance level of 0.05 so that H0 is rejected and Ha is accepted. Thus, it can be concluded that the contextual teaching and learning model assisted by card think media has an influence on students' understanding of numeracy in class III mathematics learning in elementary schools.

Community Empowerment Through PPK Ormawa To Strengthen Interest In Reading Rural Communities

Community service is a key activity of student organizations (Ormawa) to foster social awareness, empathy, and solidarity through science, technology, arts, and culture. The Student Organization Capacity Strengthening Program (PPK Ormawa), funded by the Directorate General of Higher Education, Research, and Technology, aims to enhance Ormawa's quality and develop students' soft skills and competencies. In 2023, HIMA PGSD/HIMMI of Alma Ata University received a grant to implement PPK Ormawa in Kalurahan Muntuk-Dlingo, Bantul Regency, focusing on boosting reading interest in rural communities. The activities included learning guidance to strengthen literacy and numeracy, utilizing the Service-Learning (S-L) method. Over four months, the program created a reading-friendly environment, formed regular reading groups, and developed STEAM-based learning modules. Post-test results showed significant improvement, with mastery levels increasing from 35% to 96% and the class average score rising from 64.28 to 89.96. PPK Ormawa successfully enhanced participants' literacy and numeracy understanding and built a lifelong learning environment. Future recommendations include updating literacy content, providing continuous training, conducting literacy campaigns, collaborating with educational institutions and local communities, and regular evaluations.

Pengaruh Pendekatan Pembelajaran STEAM terhadap Kemampuan Numerasi Anak Usia 4-5 Tahun

This research aims to determine the effect of the STEAM learning approach on the numeracy abilities of children aged 4-5 years. This type of research is a quantitative experimental research method, Pre-Experimental Design, by trialing the STEAM learning approach in class. This research design is One Group Pre-test – Post-test Design, in the form of a children's worksheet which contains children's understanding of numeracy. The population of this study was 12 children from group A. Data collection techniques include documentation, observation & test techniques. Data analysis techniques in this research use validity tests, reliability, normality, homogeneity, and t-hypothesis tests. Based on the results of research that has been conducted, there is a significant influence on the numeracy abilities of children aged 4-5 years on indicators of counting using numbers, measuring, sorting, and patterns. Apart from that, it is shown by tcount = 26.741 while t table = 2.178. Because count> table (26.741>2.178), the conclusion is that Ha is accepted & H0 is rejected, which means there is a significant influence of implementing the STEAM learning approach on the numeracy abilities of children. This research implies that the STEAM learning approach is very appropriate for children aged 4-5 years because it can teach children to think and problem-solve, including numeracy abilities.

Enhancing Numeracy Skills for Learners at the Margin Utilizing Concrete Manipulatives: A Community-Based Participatory Action Research

The current research utilized a community-based participatory action research (CBPAR) approach to explore and enhance the learners’ numeracy skills. The active involvement of the community members is crucial in designing and developing learning strategies. Four groups of participants collaboratively work together to attain the research goals: mathematics education students forming the research team, community members providing insights on local resources for teaching numeracy, school mathematics teachers, and the learners themselves, who were evaluated through pre- and post-intervention assessments. Data were collected through interviews, Numeracy Skills Assessments, focus group discussions, and reflective journals to identify learners’ numerical gaps and design contextualized learning activities. The introduction of concrete manipulatives such as taklong, stones, banana leaves, uhay, and bolo played a significant role in teaching numeracy. The learners showcased low initial proficiency in certain numerical competencies. Learning activities enriched with concrete manipulatives led to increased engagement and understanding of mathematical concepts, reflecting improved numeracy skills despite initial gaps. Integrating local materials into the curriculum resulted in a contextually rich learning environment that enhanced numeracy understanding and mastery. The study advocates for the continued use and development of localized learning tools to raise numeracy skills, recommending that education authorities support curricula incorporating community-generated resources. Furthermore, collaboration between educational institutions and local communities is suggested to create transformative materials that connect academic learning with real-life experiences, providing a template for best practices in localized teaching strategies.

Early Numeracy Challenges and Interventions for Students with Down Syndrome: A Scoping Review

Numeracy refers to the ability to solve basic mathematical operations, understand simple mathematical ideas, and apply mathematical knowledge and skills in daily life. Most special education students, especially those with Down syndrome, have difficulty mastering numeracy. There are various interventions that have been discussed by researchers around the world to address the problem of the level of numeracy comprehension of special education students. Therefore, this article focuses on the challenges and interventions involved in numeracy for special education students, especially those with Down syndrome. This study uses the scoping review method to obtain data based on challenges and interventions in numeracy. A total of six databases are used to search for articles according to the keywords that have been set. As a result of searching for these keywords, a total of 1771 articles were obtained. However, after the PRISMA screening process was implemented, only 44 articles were selected and coincided with the title of the study. Most articles show that Down syndrome students have difficulty understanding numeracy due to short-term memory. The teachers may be one of the factors that hinder students' understanding of numeracy because of their lack of expertise. Thus, teachers need to use students' existing knowledge or apply elements of daily life to give students an understanding of numeracy. Overall, the level of numeracy comprehension of special education students can be improved with the use of appropriate interventions. The study of numeracy comprehension in special education students needs to be increased, especially in Malaysia.

Effectiveness of Cognitive Monopoly (Monotif) Instructional Media to Early Childhood Numeracy Ability

This study aims to produce an effective cognitive monopoly instructional media to improve early childhood numeracy ability from 5 to 6 years. The study included 12 early childhood respondents who were divided into six groups. Learning activities are carried out every day for eight days, with 10 minutes for each group. The instruments are designed according to numeracy understanding for early childhood ranging from 5 to 6 years. Asses of numeracy ability researcher used a Likert scale questionnaire, use of monotif media. The results showed that the t-count test of 0.67 was more significant when compared to the t-table of 0.58. The mean value of 28.41 means that the results of the post-test test showed an increase of 28.41 units. The findings show that monotif media effectively improves numeracy skills in early childhood

Assessing patient-level knowledge of precision medicine in a community health center setting.

As precision medicine approaches are implemented, cancer treatment decisions have come to require comprehension of genetic tests and their role in risk stratification and treatment options. Acceptance and implementation of precision medicine requires patient understanding of numeracy, genetic literacy, health literacy, and medical trust. Implementing precision medicine in a US federally qualified community health center (FQCHC) setting has received little attention. Using a mixed-methods approach, we sought to identify patient-level factors influencing the understanding of cancer risk and precision medicine among FQCHC patients. We enrolled 26 English-speaking adults aged 40-79years. Participants enrolled in focus groups and completed surveys to assess patient-level understanding of precision medicine, numeracy, and health literacy. The majority of participants were female (77%) and self-identified as African American (89%). Approximately one-third reported having a high school degree or less. While health literacy was generally high, 42% felt that genes or genetics had little impact on health and most (69%) reported little familiarity with precision medicine. Many participants reported that trust in their providers was extremely or very important when receiving genetic tests. Numeracy levels were moderate, with nearly half reporting some discomfort working with fractions and 38% finding numerical information only occasionally useful. Findings suggest that patients may lack familiarity with precision medicine concepts relevant for understanding cancer treatment decisions. Future educational efforts may help bridge the gap in patient understanding and facilitate equitable opportunities for precision medicine for all patients, including those seeking care from community health centers.

PENGEMBANGAN LITERASI, NUMERASI, ADAPTASI, TEKNOLOGI, OLEH KAMPUS MENGAJAR ANGKATAN III DI SMP SWASTA HARAPAN BUNUT

The Independent Learning Campus Independent Program (MBKM) is one of the programs organized by the Ministry of Education and Culture. The Campus Teaching Program is one of the programs in the Merdeka Learning Campus Merdeka Program which aims to teach, assist technology, and assist school administration and teachers. One of the schools targeted for the Teaching Campus program is the Harapan Bunut Private Junior High School which is located in West Bunut, West Kisaran sub-district, Kisaran District, Asahan Regency.The purpose of student participation in the Teaching Campus program is a process of adding relationships, adding experiences outside the world of lectures, developing students' insight, character and soft skills, encouraging and spurring national development by fostering student motivation to participate in development, as well as increasing the role and the real contribution of universities and students in the development of education in Indonesia. The results of this study, students’ motivation tu read increases, and becomes more confident to appear in front of the class. And the level of students’ understanding of numeracy is better than before, both in multiplication, addition, and division. This is in accordance with the achievements containend in the objectives of the Teaching Campus Program.

Numerical and Religious-Based School Management Training to Support the Vision-Mission of Educational Institutions

School management focuses on achieving educational goals and visions. In reality, the school's vision mission is not on needs but only used during accreditation. This happened at SDN Legokulon 1 Kasreman; most teachers did not understand school management enough to support the school's vision-mission. Numeracy-based and religious school management training is needed to support a quality school's mission. Training was held at SDN Legokulon 1 Kasreman on 18-19 February 2022. This activity used participatory rural appraisal for training and evaluation. Eight SDN Legokulon 1 Kasreman teachers attended this training. Based on evaluations, 87.5% of participants understood numeracy and religious-based school management. In addition, numeracy and religious-based school management are generally good. So, this training affects SDN Legokulon 1 Kasreman stakeholders' understanding of numeracy and religious-based school management to support the school's vision mission.

Listening to the silent struggles of bipolar disorder through sonification of iMoodJournal data.

Listening to the silent struggles of bipolar disorder through sonification of iMoodJournal data.

Augmented Virtuality Systems as a Tool for Improving Numeracy Decision-Making Among Children

Young children depend on the non-symbolic representation of numbers for their numeracy understanding and decision-making. The objective of the current research was to examine whether the use of an augmented virtuality (AV) system to represent numbers as physical objects, compared to representing them only visually on a computer screen, will improve children’s numeracy decision-making. The question was evaluated by comparing children’s decisions to buy more profitable versus non-profitable products, as well as their total profit, when the coins and the coin machine are real (AV system group) compared to their decisions when using a system in which the coins and the coin machine are virtual (virtual system group). Two between-participants groups of children aged 6–8 participated in this study, with 30 children in each group. The results demonstrated that in the AV system group, the children invested more proportionately in the profitable versus non-profitable products, while in the virtual system group, the opposite occurred. As a result of their better decision-making, the total profits of the AV system group were higher than those of the virtual system group. The current findings are an interesting addition to the existing literature on the contribution of virtual reality and augmented reality systems in improving mathematical learning.

Chinese children show sensitivity to transparency in number gestures earlier than Canadian children

Chinese children often outperform North Americans in math, particularly rote skills. In the present study, we test whether Chinese children show advantages in tasks tapping abstract understanding of numeracy: processing unconventional number gestures. Previous research has shown that children from western cultures are not initially sensitive to the one-to-one correspondence in number gestures, showing difficulties interpreting unconventional gestures. Three- to five-year-old Chinese children were compared with same-aged English-speaking Canadian children on producing and interpreting number gestures. The Chinese children outperformed the Canadian children at all ages. Only younger Chinese children showed a small unconventional gesture disadvantage. These results suggest that Chinese children have early abstract understanding of number-related skills. While the Chinese children may follow the same pattern of development, the development is far accelerated relative to Canadian children.

Cognición numérica temprana en niños sordos y oyentes: ¿más cercana de lo esperado?

Deaf students show a significant delay in their understanding of numeracy and measurement concepts as well as verbal problem solving. There is still no consensus about the origin of this delay but several studies have shown that deaf people show differences in basic numerical skills and executive function (EF), which could underlie the differences in the way they learn and develop their cognitive abilities. Children have the innate ability to estimate and compare numerosities without using language or numerical symbols. The ability to discriminate large numerosities depends on the approximate number system (ANS), a cognitive system believed to be governed by a neural circuit within the intraparietal sulcus. Researchers hypothesize that the ANS underlies the development of arithmetic and there is data supporting the contribution of the ANS for math achievements. Little is known about the approximate number system of deaf children at early ages. Deaf and hearing preschool children were compared in terms of specific cognitive functions shown to be important for success in mathematics. Executive functions and symbolic and nonsymbolic magnitude comparison abilities of 7 deaf children and 14 hearing children aged 4–7 years (M = 69.90 months, SD = 11.42), were compared. To do so, neuropsychological assessments for school-aged children were adapted into Portuguese Sign Language. Significant group differences were found in abstract counting as well as in symbolic and nonsymbolic magnitude comparisons. These findings suggest that deaf children are less competent in these early numeracy skills than are their hearing peers. https://doi.org/10.16888/interd.2022.39.2.8

Developing A Thinking Strategy On Understanding Numeracy Among Students Of School In Hospital (SDH)

This study aims to identify the level of numeracy comprehension, develop numeracy comprehension thinking strategy at the level of numeracy comprehension, evaluate and validate the numeracy comprehension strategy of students of school in hospital according to the level of numeracy comprehension. This research method uses quasi experimental. The results of this research are expected to provide a model of thinking strategies based on numerical comprehension models while helping students undergo treatment. Through this research grant is also able to identify the level of numeracy understanding for students in the School of Hospital (SDH) for marztghhthematics subjects. This study is a prelude to applying PRGS to develop an innovation that is an android game by applying a mathematical thinking model that is an innovation strategy in assessment to determine the level of numeracy comprehension in order to produce students with High Order Thinking Skills (HOTS). Participant, hospital, predict outcome, need for the future. In order to achieve the aspirations of the Malaysian Education Plan 2013-2025, the development of a numerical understanding level thinking strategy is essential. Education in Malaysia needs to be delivered to all students whether they are in normal condition or in hospital treatment. Currently, there are only 15 hospitals in the hospital. The teachers in these schools are very limited and they teach in all subjects that are syllabus similar to those of the regular school. Therefore, for mathematics subjects there is a need for a model of learning and teaching that is all-inclusive and assessment-based to help teachers and pupils enjoy learning and at the same time thinking strategies can be developed in the minds of students. Therefore, a method of developing thinking strategies is essential in numeracy as well as focusing on the 21st century skills. Therefore, a thinking strategy needs to be developed to enable teachers to determine their students' level of understanding of numeracy.

Developing A Thinking Strategy of Understanding Numeracy Among Students of SDH

The article describes the process of developing as well as evaluating the effectiveness of module in identifying levels of numeracy understanding among students in School for Hospitalized Children (SDH). The development process involves the preparation of materials, expert review and content evaluation of the module. During the development process, the module is reviewed by four experts from numerous field of study. Some suggestions has been identified and improvements has been made based on the suggestions provided. The refined module was assessed for accuracy by 20 evaluators, consisting of four experts from the same field of study and 16 SDH teachers. The results showed that the development of modules that were based on needs analysis, theory, literature review and curriculum review plays vital roles in producing a comprehensive module. All the information collected has led to the establishment of more knowledge-based modules. In general it was found that; needs analysis is necessary in order to produce modules that can be used by teachers, the process of developing modules should take into consideration on the combination of several theories in order to produce a comprehensive knowledge-based module, literature review also provides important information in producing child-centered learning activities, curriculum review is crucial in creating teaching and learning activities that meet the curriculum objectives finally, the results of the expert review from various fields of study have provided a wealth of information in theory and practice. Module assessments performed by both experts and users are also essential in producing modules that are well-researched and user-friendly.

Abstract D086: Assessing patient-level knowledge of precision medicine in a community health center setting

Abstract Factors influencing cancer treatment decisions require comprehension of genetic tests, risk stratification, and treatment options. This comprehension in turn requires understanding of numeracy, genetic literacy, health literacy, and medical trust, all important for acceptance and implementation of precision medicine. Using a mixed methods approach, we sought to identify patient-level factors influencing the understanding of cancer risk and precision medicine among community health center patients. At a community health center in Nashville, Tennessee we enrolled 26 English-speaking patients between the ages of 40-79 years who were either a cancer patient (n=4), had a family member with cancer (n=20), and/or were previously a caregiver for a cancer patient (n=15). The participants enrolled in one of four focus groups, and also completed surveys to assess patient-level understanding of precision medicine, numeracy, and health literacy. We used a three-item health literacy screening questionnaire and the Subjective Numeracy Scale to assess health literacy and numeracy, respectively. Participants were median age 60, 89% African American and 77% female, with 35% having a high school degree or less and 35% a household income of ≤$15,000. While health literacy was generally high (≤15% reported low confidence in filling out medical forms, understanding medical information, or needing help to read the information), 42% felt that genes or genetics had little impact on health and most reported little familiarity with precision medicine (69%), pharmacogenetics (77%), biomarkers (81%) or biobanks (81%). The majority of participants reported that trust in their providers was extremely or very important when receiving genetic tests (77%) and over 60% felt receiving genetic test results was extremely important. Numeracy levels were moderate, with nearly half reporting some discomfort working with fractions and 38% finding numerical information only occasionally useful. The findings suggest that many patients lack familiarity with precision medicine concepts relevant for understanding cancer treatment decisions. Future efforts in digital technologies may be able to help bridge the gap in patient understanding and allow medically underserved populations to have equitable opportunities for precision medicine. Citation Format: Melinda C Aldrich, William J Blot. Assessing patient-level knowledge of precision medicine in a community health center setting [abstract]. In: Proceedings of the Twelfth AACR Conference on the Science of Cancer Health Disparities in Racial/Ethnic Minorities and the Medically Underserved; 2019 Sep 20-23; San Francisco, CA. Philadelphia (PA): AACR; Cancer Epidemiol Biomarkers Prev 2020;29(6 Suppl_2):Abstract nr D086.

Evolution of adult numeracy from quantitative literacy to numeracy: Lessons learned from international assessments

Historically, numeracy has tended to be forgotten and overlooked in adult education, especially compared to literacy. Yet evidence exists to show that numeracy should be made a priority, and that building the foundational numeracy skills of young people and adults is vital for their well-being in work and life in the 21st century. In the past three decades, there has been an increasing awareness of the role and importance of mathematics and numeracy skills in adult life. This concerns every adult as an individual, as a member of society and as a worker, and how proficiency in these areas is critical in underpinning the skills necessary to negotiate the challenges of 21st-century life. This article describes how this growing understanding and awareness of numeracy has been enhanced through the evolution of the assessment of numeracy in international adult skills surveys. It began with the International Adult Literacy Survey (IALS) in the 1990s, continued with the Adult Literacy and Lifeskills (ALL) survey in the mid-2000s, and in 2011 finally led to the Programme for the International Assessment of Adult Competencies (PIAAC). The latter’s second cycle is due to start collecting data in 2021–2022 and the results are due to be published in 2023. The development and ongoing refinement of the theoretical frameworks and constructs that underpin these programmes and the assessments themselves, alongside the research based on the rich data of empirical and background information emerging from these surveys, have contributed significantly to our knowledge and understanding of numeracy in people’s lives.

E-Numeracy: Mobile Application of The Numeracy Understanding Model For Primary School

The purpose of this study is to examine the use of e-Numeracy: Mobile Application of the Numeracy Understanding Model among primary school students. Through e-Numeration, it allows students to solve numerical problems in their respective smart devices and find out the solution for each question. This learning method supports the concept of 21st century learning and facilitates self-learning as well as fun learning. This e-Numeration can be accessed via a tablet or any digital device by using the bar code provided. The app is easy and mobile and can be accessed anywhere. Six Year Four students were selected for this study. They were chosen based on their monthly Mathematics test results. There were two students per level; good, average and weak. For data collection, this study applies qualitative design using interview methods. The result indicated that only four respondents were able to solve all the learning activities at the application level that involved concepts and facts of mathematics, procedures for selection and definition and giving reasons. Two respondents were at the level of knowledge acquisition. This level involved elaborating basic facts, defining and formulating operations that were used in the learning activities. In conclusion, through the e-Numeracy application, student is able to recognize his numeracy level of comprehension and the student can identify their error directly as well as the students enjoyed using this application. This study also indicates that the necessity to increase the level of numeracy understanding for students at elementary level.