Way Of Learning Mathematics Research Articles

ANXIETY AT THE TIME OF LEARNING: HOW TO MANAGE RISKS IN LEARNING MATHEMATICS?

Teachers understand that learning maths is often seen as less desirable, feared and avoided by most students. Teachers use different ways of learning mathematics, both using mathematics learning and mathematics learning methods, so that students do not feel afraid and know how to master mathematical concepts. The purpose of this study is to examine and investigate the application of risk management in mathematics learning due to learning anxiety. The method used in this article is the Systematic Literature Review (SLR) method, which identifies, reviews, evaluates and interprets all existing research. Data collection was carried out by searching and reviewing 22 articles sourced from Google Scholar using Publish of Perish (PoP) software. Based on the results of this study, there are 5 important things that must be done in risk management in mathematics learning, namely (1) paying attention to the learning process which includes cognitive, affective and psychomotor aspects. (2) Always pay attention to student motivation by parents, the committee and the environment. (3) Always make mistakes to explore students' potential. (4) provide opportunities for students to choose their skills; and (5) maintain a learning environment that supports the growth of student confidence.

Influence of Interactive Media-based Kahoots Application with Islamic Questions on Students’ Learning Outcomes

Learning mathematics has a significant role in forming the students’ attitudes and mindsets and solving problems independently. The problems students face have low mathematics learning outcomes and feel that the material they are learning is complex and the way of learning mathematics is less effective. The teacher is still the center of mathematics's learning process. Therefore, this study aims to determine the effect of Kahoot learning media on the mathematics learning outcomes of fifth-grade students at MI Unwanul Huda. The Kahoot media application is interactive and exciting, so students do not feel bored and bored in learning. This application is a game in the form of a test. The method used is a quantitative experimental method in the form of a quasi-experimental design with one group pre-test and post-test design. The saturated technique sampling consisted of class V, with 28 students. The data collection technique used is the test. The results of the hypothesis test used the t-test with parametric statistics. It is known that the average post-test of student learning outcomes using Kahoot learning media is 65.00, and the average pre-test of student learning outcomes is 37.14. So it can be concluded that there is an influence on the mathematics learning outcomes of students who use Kahoot learning media.

From Students to Cofacilitators: Latinx Students’ Experiences in Mathematics and Computer Programming

Background/Context: Computer programming is rarely accessible to K–12 students, especially for those from culturally and linguistically diverse backgrounds. Middle school age is a transitioning time when adolescents are more likely to make long-term decisions regarding their academic choices and interests. Having access to productive and positive knowledge and experiences in computer programming can grant them opportunities to realize their abilities and potential in this field. Purpose/Focus of Study: This study focuses on the exploration of the kind of relationship that bilingual Latinx students developed with themselves and computer programming and mathematics (CPM) practices through their participation in a CPM after-school program, first as students and then as cofacilitators teaching CPM practices to other middle school peers. Setting: An after-school program, Advancing Out-of-School Learning in Mathematics and Engineering (AOLME), was held at two middle schools located in rural and urban areas in the Southwest. It was designed to support an inclusive cultural environment that nurtured students’ opportunities to learn CPM practices through the inclusion of languages (Spanish and English), tasks, and participants congruent to students in the program. Students learned how to represent, design, and program digital images and videos using a sequence of 2D arrays of hexadecimal numbers with Python on a Raspberry Pi computer. The six bilingual cofacilitators attended Levels 1 and 2 as students and were offered the opportunity to participate as cofacilitators in the next implementation of Level 1. Research Design: This longitudinal case study focused on analyzing the experiences and shifts (if any) of students who participated as cofacilitators in AOLME. Their narratives were analyzed collectively, and our analysis describes the experiences of the cofacilitators as a single case study (with embedded units) of what it means to be a bilingual cofacilitator in AOLME. Data included individual exit interviews of the six cofacilitators and their focus groups (30–45 minutes each), an adapted 20-item CPM attitude 5-point Likert scale, and self-report from each of them. Results from attitude scales revealed cofacilitators’ greater initial and posterior connections to CPM practices. The self-reports on CPM included two number lines (0–10) for before and after AOLME for students to self-assess their liking and knowledge of CPM. The numbers were used as interview prompts to converse with students about experiences. The interview data were analyzed qualitatively and coded through a contrast-comparative process regarding students’ description of themselves, their experiences in the program, and their perception of and relationship toward CPM practices. Findings: Findings indicated that students had continued/increased motivation and confidence in CPM as they engaged in a journey as cofacilitators, described through two thematic categories: (a) shifting views by personally connecting to CPM, and (b) affirming CPM practices through teaching. The shift in connecting to CPM practices evolved as students argued that they found a new way of learning mathematics, in that they used mathematics as a tool to create videos and images that they programmed by using Python while making sense of the process bilingually (Spanish and English). This mathematics was viewed by students as high level, which in turned helped students gain self-confidence in CPM practices. Additionally, students affirmed their knowledge and confidence in CPM practices by teaching them to others, a process in which they had to mediate beyond the understanding of CPM practices. They came up with new ways of explaining CPM practices bilingually to their peers. In this new role, cofacilitators considered the topic and language, and promoted a communal support among the peers they worked with. Conclusions/Recommendations: Bilingual middle school students can not only program, but also teach bilingually and embrace new roles with nurturing support. Schools can promote new student roles, which can yield new goals and identities. There is a great need to redesign the school mathematics curriculum as a discipline that teenagers can use and connect with by creating and finding things they care about. In this way, school mathematics can support a closer “fit” with students’ identification with the world of mathematics. Cofacilitators learned more about CPM practices by teaching them, extending beyond what was given to them, and constructing new goals that were in line with a sophisticated knowledge and shifts in the practice. Assigned responsibility in a new role can strengthen students’ self-image, agency, and ways of relating to mathematics.

Estatística Descritiva utilizando o software LibreOffice Calc: experimento com um cubo virtual

Diante do advento do computador vem se discutindo em diversos congressos de educação, ciência e tecnologia novas alternativas no processo de ensino e aprendizagem eficiente de matemática. Professor e alunos interagem plenamente na busca de soluções para essa transformação educacional visando gerar modelos que valorizem o pensamento crítico, criativo e inovador. O uso das Tecnologias da Informação e Comunicação – TICs no meio escolar tem ocasionado mudanças drásticas na forma de ensinar e na forma de aprender matemática. Este artigo objetivou apresentar uma sugestão de uma aula motivacional, para alunos do ensino fundamental, utilizando medidas estatísticas descritivas no software LibreOffice Calc. Alguns questionamentos serão apresentados que venham por em dúvida a verdadeira eficiência de uma aula motivacional de Estatística na Educação Básica utilizando o Software LibreOffice Calc Espera-se que propostas educacionais como essa sejam fundamentais para aproximar a escola tradicional do mundo tecnológico.

Thinking, intellect and mathematics training

In this article we suggest some tools for development of students’ thinking and intellect using different ways of learning mathematics. We have considered a learning approach that stimulates the intellectual development of learners, namely tasks, that take qualities such as wits, flexibility, transfer of knowledge in new conditions etc, when solving the questions.

The Use of Fractional Manipulative Media to Increase The Conceptual Understanding of Elementary School Students

Learning mathematics at the elementary school level is very important in planting basic concepts about the concepts being taught. One effective way of learning mathematics in planting these concepts is by using manipulative media. Based on the results of observations of researchers in class II C of Muhammadiyah Elementary School, Nitikan, Yogyakarta obtained: 1) mathematics learning rarely uses the media, 2) the subject of fractions is difficult material with marked results of the pretest only 53.1% who reach minimum completeness criterion. This study aims to describe learning using manipulative media to improve understanding of the subject matter of fractions. This study uses a Classroom Action Research (CAR) design. The subjects of this study are class II C of Muhammadiyah Elementary School, Nitikan, amounting to 32 students. Data collection techniques used are observation and test. Data analysis in this classroom action research is quantitative and qualitative data analysis. The results showed the ability to understand the concept of mathematics in the first cycle is 62,5 % with good criteria and the second cycle is 78.1 % with good criteria. The results of observations of the feasibility of using manipulative media in learning mathematics on the subject matter of fractions seen based on the activities of teachers and students during the learning process. Based on research that has been done, it can be concluded that the ability to understand mathematical concepts and student learning activities in class II C of SD Muhammadiyah Nitikan increases after the application of learning using manipulative media.

The role of memorization in students’ self-reported mathematics learning: a large-scale study of Chinese eighth-grade students

This study examined over 48,000 eighth-grade Chinese students’ mathematics performance and use of learning strategies. In particular, this study explored how the use of learning strategies and their combinations are related to students’ mathematics performance in Chinese context. This study examined three kinds of learning strategies derived from the Programme for International Student Assessment (PISA) 2012: memorization, elaboration, and control. The findings indicate that few students chose the memorization strategy as their predominant way of learning mathematics. Instead, students usually chose a combination of learning strategies. The choice of combinations of learning strategies was highly correlated with students’ mathematics performance. Students who chose control strategies outperformed those who chose memorization strategies or elaboration strategies. This study also examined the relationship between learning strategy use and mathematics performance of students who were only children (students with no siblings, born under the “one child” policy) and students living in nonagricultural residential locations (hukou status), both of which are background variables unique to Chinese context. The findings indicate that only-child and nonagricultural students outperformed non-only-child and agricultural students when choosing the same learning strategies. However, those who chose control-dominant strategies performed better than those who chose memorization-dominant strategies, regardless of their background. This study provides a new lens for considering the relationship between learning strategy use and mathematics performance, demonstrating that various learning strategies should be considered together rather than separately.

Student Discourse, an Effective Way of Learning Mathematics: Case Study in Bongo Senior High School

Mathematics is seen by many students at all levels of education as a very difficult subject to understand and to study. This has made a lot of students to dislike Mathematics as a subject and so perform poorly in the course. The purpose of the research was to improve positively the attitude of Bongo Senior High School Home Science Form One students towards Mathematics and create a platform for students to communicate and share their ideas among themselves, to enable them understand concepts of Mathematics. This was made possible by introducing students’ discourse in the learning of Mathematics. The research revealed that, most students are able to learn Mathematics very well when they interact with their peers, indicating that one good way of leaning Mathematics is through students’ discourse.

Middle school mathematics teachers' experiences with student learning using the hands-on equations iPad application: a narrative inquiry

This study fills a gap in the research on students' classroom experiences with specific iPad apps such as the Hands-On Equations app to better understand its value as a teaching tool within a mathematics curriculum. To achieve this, a narrative inquiry approach was employed to examine middle school mathematics teachers' stories of student learning experiences with mobile technology through use of the iPad app Hands-On Equations. The study's results and conclusions support prior research on the potential for mobile technologies to introduce potential new ways of learning mathematics and motivating students to learn mathematics.

Levels of arithmetic reasoning in solving an open-ended problem

This paper presents the results of an experimental teaching carried out on 12-year-old students. An open-ended task was given to them and they had not been taught the algorithmic process leading to the solution. The formal solution to the problem refers to a system of two linear equations with two unknown quantities. In this mathematical activity, students worked cooperatively. They discussed their discoveries in groups of four and then presented their answers to the whole class developing a rich communication. This study describes the characteristic arguments that represent certain different forms of reasoning that emerged during the process of justifying the solutions of the problem. The findings of this research show that within an environment conducive to creativity, which encourages collaboration, exploration and sharing ideas, students can be engaged in developing multiple mathematical strategies, posing new questions, creating informal proofs, showing beauty and elegance and bringing out that problem solving is a powerful way of learning mathematics.

LEARNING THE CRITICAL POINTS FOR ADDITION IN MATEMATIKA GASING

We propose learning Matematika GASING to help students better understand the addition material. Matematika GASING is a way of learning mathematics in an easy, fun and enjoyable fashion. GASING is short for GAmpang, aSyIk, and menyenaNGkan (Bahasa Indonesia for easy, fun and enjoyable). It was originally developed by Prof. Yohanes Surya at the Surya Institute in Indonesia to improve the mathematics education in Indonesia. In Matematika GASING, there is a step called “the critical point” that needs to be mastered for each topic. The focus of our research is the critical point for addition, that is addition of two numbers between 1 − 10 with a sum less than 20. The subject is a matriculation class at STKIP Surya and the research method used is Classroom Action Research. The statistics obtained is described using Qualitative Descriptive Statistics. Keyword: Matematika GASING, Addition, Critical Points, Classroom Action Research.  DOI : http://dx.doi.org/10.22342/jme.5.2.1500.160-169

Learning mathematics—letting the pupils have their say

Pupil voice is an emerging force for change and improvement in many UK schools, but what is not fully understood is how best to access pupil voice within the specific context of secondary mathematics departments. This paper presents a research project designed to use pupils as co-researchers in increasing knowledge about how to improve learning in mathematics. Pupils within the school were selected and trained as “Ambassadors” to understand and disseminate innovative ways of learning mathematics into their school environment and to act to allow the voice of all the pupils in their year group to be heard. The project was intended both to raise the pupils’ awareness of how learning mathematics could be different and to enable them to voice their newly informed opinions about how best they learned mathematics. The pupils’ current feelings about the way that they were taught mathematics were explored, but the focus of the project was on enabling the pupils to make informed decisions about how they felt their learning could be improved. The pupils’ awareness of different ways of learning mathematics was raised by introducing them to alternative teaching approaches. The data generated were initially analysed by the pupils themselves in order to inform their teachers about their views and subsequently constant comparison analysis resulted in the outcomes reported here. The outcomes indicate that the students could have an important role in enabling schools to develop their teaching and improve their pupils’ mathematical learning when that voice is both informed and authorised.

A Mathematical Approach on Solving Hausa Puzzles in Northern Nigeria

Hausa Puzzles is a traditional way of learning Mathematics in Northern Nigeria. The puzzles are stated verbally in form of word problems or storytelling and the listeners solve the problems through reasoning and tell the answers. However, there is no standard method of solving these puzzles. This paper gave a historical background and compiled some of these puzzles which appeared to be mathematical problems in nature and give a general method of solving them. We formulated some of them into mathematical problems in form of system of equations, Arithmetic or Geometric progressions and solved them using the respective techniques. In addition, each problem was analyzed. The paper also shows that it is possible to solve Hausa puzzles analytically using mathematical approach of solving word problems.

Mathematics for Māori—An investigative approach?

Carrying out mathematics investigations in primary classrooms has become an expectation in New Zealand classrooms especially since the introduction of Mathematics in the New Zealand Curriculum (Ministry of Education, 1992). This has meant increased emphasis on investigations as a way of learning mathematics. This research reports on the impact of this approach for Māori preservice teachers and possible implications for Māori children learning mathematics

Mathematical Attitudes of Some Polytechnic Students

AbstractThis is an investigation in which semantic differentials are used to study differences in attitudes of some first‐year polytechnic students towards ways of learning mathematics according to the field of study or level of ability of the students. Of particular interest to educational technologists are the attitudes towards audio‐visual aids and individualized instruction. Irrespective of the generalizability of the results, the research is seen as suggesting a methodology for partial course evaluation with minimum interference in the instructional process.