Assessing College-Level Learning Difficulties and "At Riskness" for Learning Disabilities and ADHD: Development and Validation of the Learning Difficulties Assessment

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Kane, Steven T.; Walker, John H.; Schmidt, George R.

2011-01-01

This article describes the development and validation of the "Learning Difficulties Assessment" (LDA), a normed and web-based survey that assesses perceived difficulties with reading, writing, spelling, mathematics, listening, concentration, memory, organizational skills, sense of control, and anxiety in college students. The LDA is designed to…

Difficulties in initial algebra learning in Indonesia

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Jupri, Al; Drijvers, Paulus; van den Heuvel - Panhuizen, Marja

2014-01-01

Within mathematics curricula, algebra has been widely recognized as one of the most difficult topics, which leads to learning difficulties worldwide. In Indonesia, algebra performance is an important issue. In the Trends in International Mathematics and Science Study (TIMSS) 2007, Indonesian

Difficulties in Initial Algebra Learning in Indonesia

Science.gov (United States)

Jupri, Al; Drijvers, Paul; van den Heuvel-Panhuizen, Marja

2014-01-01

Within mathematics curricula, algebra has been widely recognized as one of the most difficult topics, which leads to learning difficulties worldwide. In Indonesia, algebra performance is an important issue. In the Trends in International Mathematics and Science Study (TIMSS) 2007, Indonesian students' achievement in the algebra domain was…

Mathematical difficulties in nonverbal learning disability or co-morbid dyscalculia and dyslexia.

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Mammarella, Irene C; Bomba, Monica; Caviola, Sara; Broggi, Fiorenza; Neri, Francesca; Lucangeli, Daniela; Nacinovich, Renata

2013-01-01

The main goal of the present study was to shed further light on the weaknesses of children with different profiles of mathematical difficulties, testing children with nonverbal learning disability (NLD), co-morbid dyscalculia and dyslexia (D&D), or typical development (TD). Sixteen children with NLD, 15 with D&D, and 16 with TD completed tasks derived from Butterworth (2003 ) and divided into: a capacity subscale (i.e., a number-dots comparison task, a number comparison task, and a dots comparison task); and an achievement subscale (i.e., mental calculations and arithmetical fact retrieval). Children with NLD were impaired in the dots comparison task, children with D&D in the mental calculation and arithmetical facts.

Investigating middle school students’ difficulties in mathematical literacy problems level 1 and 2

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Setiawati, S.; Herman, T.; Jupri, A.

2017-11-01

The background of this study is the lack of mathematical literacy skills of students. The proficiency of students’ mathematical literacy skills based on the results of the PISA 2015 study shows that Indonesian students at the proficiency level 1. This fact gave rise to this study which aims to investigate middle school students’ difficulties in mathematical literacy problems level 1 and 2. Qualitative research was used in this study. An individual written test on mathematical literacy problems was administered, followed by interviews. The subjects of the study were 61 students grade VII in Bandung and 26 of them were interviewed afterward. Data analysis revealed that students’ error in performing arithmetic most frequently observed. Other observed difficulties concerned understanding about algebra concept, applying arithmetic operation in algebraic expressions, and interpreting symbols to represent the unknown. In solving mathematical literacy problems, students use their prior knowledge, although sometimes not relevant to the questions. Based on the results, we suggest that mathematics learning in contextual learning and which invites students to participate in the processes of understanding the concepts.

Nature and origins of mathematics difficulties in very preterm children: a different etiology than developmental dyscalculia.

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Simms, Victoria; Gilmore, Camilla; Cragg, Lucy; Clayton, Sarah; Marlow, Neil; Johnson, Samantha

2015-02-01

Children born very preterm (mathematics learning difficulties that are out of proportion to other academic and cognitive deficits. However, the etiology of mathematics difficulties in very preterm children is unknown. We sought to identify the nature and origins of preterm children's mathematics difficulties. One hundred and fifteen very preterm children aged 8-10 y were assessed in school with a control group of 77 term-born classmates. Achievement in mathematics, working memory, visuospatial processing, inhibition, and processing speed were assessed using standardized tests. Numerical representations and specific mathematics skills were assessed using experimental tests. Very preterm children had significantly poorer mathematics achievement, working memory, and visuospatial skills than term-born controls. Although preterm children had poorer performance in specific mathematics skills, there was no evidence of imprecise numerical representations. Difficulties in mathematics were associated with deficits in visuospatial processing and working memory. Mathematics difficulties in very preterm children are associated with deficits in working memory and visuospatial processing not numerical representations. Thus, very preterm children's mathematics difficulties are different in nature from those of children with developmental dyscalculia. Interventions targeting general cognitive problems, rather than numerical representations, may improve very preterm children's mathematics achievement.

Self-reported learning difficulties and dietary intake in Norwegian adolescents.

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Øverby, Nina Cecilie; Lüdemann, Eva; Høigaard, Rune

2013-11-01

The academic performance of children impacts future educational attainment which may increase socioeconomic status which again influences their health. One of several factors that might affect academic performance is the diet. The aim of this study was to investigate the cross sectional relation between diet and self-reported reading-, writing-, and mathematical difficulties in Norwegian adolescents. In total, 475 ninth- and tenth-grade students out of 625 eligible ones from four different secondary schools in three different municipalities in Vest-Agder County, Norway, participated, giving a participation rate of 77%. The students filled in a questionnaire with food frequency questions of selected healthy and unhealthy food items, questions of meal frequency and different learning difficulties. Regular breakfast was significantly associated with decreased odds of both writing and reading difficulties (OR: 0.44 (0.2-0.8), p = 0.01) and mathematical difficulties (OR: 0.33 (0.2-0.6), p ≤ 0.001). In addition, having lunch, dinner and supper regularly were associated with decreased odds of mathematical difficulties. Further, a high intake of foods representing a poor diet (sugar-sweetened soft drinks, sweets, chocolate, savory snacks, pizza and hot dogs) was significantly associated with increased odds of mathematical difficulties. Having a less-frequent intake of unhealthy foods and not skipping meals are associated with decreased odds of self-reported learning difficulties in Norwegian adolescents in this study. The results of this study support the need for a larger study with a more representative sample.

Modelling and Optimizing Mathematics Learning in Children

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Käser, Tanja; Busetto, Alberto Giovanni; Solenthaler, Barbara; Baschera, Gian-Marco; Kohn, Juliane; Kucian, Karin; von Aster, Michael; Gross, Markus

2013-01-01

This study introduces a student model and control algorithm, optimizing mathematics learning in children. The adaptive system is integrated into a computer-based training system for enhancing numerical cognition aimed at children with developmental dyscalculia or difficulties in learning mathematics. The student model consists of a dynamic…

Memory Abilities in Children with Mathematical Difficulties: Comorbid Language Difficulties Matter

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Reimann, Giselle; Gut, Janine; Frischknecht, Marie-Claire; Grob, Alexander

2013-01-01

The present study investigated cognitive abilities in children with difficulties in mathematics only (n = 48, M = 8 years and 5 months), combined mathematical and language difficulty (n = 27, M = 8 years and 1 month) and controls (n = 783, M = 7 years and 11 months). Cognitive abilities were measured with seven subtests, tapping visual perception,…

Numerical Magnitude Representation in Children With Mathematical Difficulties With or Without Reading Difficulties.

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Tobia, Valentina; Fasola, Anna; Lupieri, Alice; Marzocchi, Gian Marco

2016-01-01

This study aimed to explore the spatial numerical association of response codes (SNARC), the flanker, and the numerical distance effects in children with mathematical difficulties. From a sample of 720 third, fourth, and fifth graders, 60 children were selected and divided into the following three groups: typically developing children (TD; n = 29), children with mathematical difficulties only (MD only; n = 21), and children with mathematical and reading difficulties (MD+RD; n = 10). Children were tested with a numerical Eriksen task that was built to assess SNARC, numerical distance, and flanker (first and second order congruency) effects. Children with MD only showed stronger SNARC and second order congruency effects than did TD children, whereas the numerical distance effects were similar across the three groups. Finally, the first order congruency effect was associated with reading difficulties. These results showed that children with mathematical difficulties with or without reading difficulties were globally more impaired when spatial incompatibilities were presented. © Hammill Institute on Disabilities 2014.

The Role of Self-Assessment in Foundation of Mathematics Learning

Science.gov (United States)

Masriyah

2018-01-01

This research is motivated by the low performance of students who took Foundations of Mathematics course. This study was aimed to describe (1) the learning outcomes of students who learned Mathematics Foundation after learning axiomatic applying self-assessment; (2) the difficulty of students and the alternative solutions; and (3) the response of students toward Foundation of Mathematics learning taught by applying self-assessment. This research was a descriptive research. The subjects were 25 mathematics students who studied Foundation of Mathematics in odd semester of the 2015/2016 academic year. Data collection was done using questionnaires, and testing methods. Based on the results of data analysis, it can be concluded that the learning outcomes of students were categorized as “good.” Student responses were positive; the difficulties lied in the sub material: Classification of Axiom Systems and the requirements, Theorem and how the formation, and finite geometry. The alternatives deal with these difficulties are to give emphasis and explanation as needed on these materials, as well as provide some more exercises to reinforce their understanding.

[The comorbidity of learning difficulties and ADHD symptoms in primary-school-age children].

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Schuchardt, Kirsten; Fischbach, Anne; Balke-Melcher, Christina; Mähler, Claudia

2015-05-01

Children having difficulties in acquiring early literacy and mathematical skills often show an increased rate of inattention, hyperactivity, and impulsivity. This study provides data on the comorbidity rates of specific learning difficulties and ADHD symptoms. We analyzed the data of 273 children with learning difficulties despite an at least average IQ, 57 children with low IQ, and 270 children without learning difficulties and average IQ (comparison group). We assessed children’s IQ and school achievement using standardized achievement tests. ADHD symptoms were assessed via parents’ ratings. Our results showed that only 5 % of both the control group and the group with solely mathematical difficulties fulfilled the criteria of an ADHD subtype according to the DSM-IV based on parents’ ratings. In contrast, this was the case in even 20 % of the children with difficulties in reading/writing and of those with low IQ. Compared to girls, boys in the control group had a 150% higher risk for matching the criteria of one of the ADHD subtypes in parents’ ratings, whereas boys with learning difficulties and those with low IQ had an even 200% to 600% higher risk for it. The relationship between learning difficulties and ADHD symptoms can be found predominantly in the inattentive type. Possible reasons for the results are discussed.

Hipatia: a hypermedia learning environment in mathematics

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Marisol Cueli

2016-01-01

Full Text Available Literature revealed the benefits of different instruments for the development of mathematical competence, problem solving, self-regulated learning, affective-motivational aspects and intervention in students with specific difficulties in mathematics. However, no one tool combined all these variables. The aim of this study is to present and describe the design and development of a hypermedia tool, Hipatia. Hypermedia environments are, by definición, adaptive learning systems, which are usually a web-based application program that provide a personalized learning environment. This paper describes the principles on which Hipatia is based as well as a review of available technologies developed in different academic subjects. Hipatia was created to boost self-regulated learning, develop specific math skills, and promote effective problem solving. It was targeted toward fifth and sixth grade students with and without learning difficulties in mathematics. After the development of the tool, we concluded that it aligned well with the logic underlying the principles of self-regulated learning. Future research is needed to test the efficacy of Hipatia with an empirical methodology.

DIFFICULTIES TO LEARN AND TO TEACH MODERN PHYSICS.

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R. Antonowiski

2017-08-01

Full Text Available Physics is engaged in scientific and technological development in several areas, however, its learning in high school has high failure rates that demonstrate a low level of use. It is a science that allows us to understand the nature of the macroscopic and atomic matter, but it is taught in a disjointed manner, upon presentation of concepts, laws and mathematical sentences, repetitive exercises that have taken the preparatory character for college entrance. Thus, the student gets stuck sentences featuring a partial knowledge and disposable. This study aimed to analyze the main difficulties that undergraduate students in Physics have in Modern Physics learning. Point out the difficulties in teaching and learning Physics is not an easy task and to identify them comes the difficulty of how to solve them. After analysis of several hypotheses we can conclude that there is no single factor responsible for the difficulty of the teaching and learning of Modern Physics. The lack of time to work and developed since middle school, stimulating the curiosity of students, adequately trained teachers, lack of structure offered by the government, parents' responsibilities and students in learning, among others, constitute a major challenge for successful teaching and learning of Modern Physics

Mathematics Literacy on Problem Based Learning with Indonesian Realistic Mathematics Education Approach Assisted E-Learning Edmodo

Science.gov (United States)

Wardono; Waluya, S. B.; Mariani, Scolastika; Candra D, S.

2016-02-01

This study aims to find out that there are differences in mathematical literacy ability in content Change and Relationship class VII Junior High School 19, Semarang by Problem Based Learning (PBL) model with an Indonesian Realistic Mathematics Education (called Pendidikan Matematika Realistik Indonesia or PMRI in Indonesia) approach assisted Elearning Edmodo, PBL with a PMRI approach, and expository; to know whether the group of students with learning PBL models with PMRI approach and assisted E-learning Edmodo can improve mathematics literacy; to know that the quality of learning PBL models with a PMRI approach assisted E-learning Edmodo has a good category; to describe the difficulties of students in working the problems of mathematical literacy ability oriented PISA. This research is a mixed methods study. The population was seventh grade students of Junior High School 19, Semarang Indonesia. Sample selection is done by random sampling so that the selected experimental class 1, class 2 and the control experiment. Data collected by the methods of documentation, tests and interviews. From the results of this study showed average mathematics literacy ability of students in the group PBL models with a PMRI approach assisted E-learning Edmodo better than average mathematics literacy ability of students in the group PBL models with a PMRI approach and better than average mathematics literacy ability of students in the expository models; Mathematics literacy ability in the class using the PBL model with a PMRI approach assisted E-learning Edmodo have increased and the improvement of mathematics literacy ability is higher than the improvement of mathematics literacy ability of class that uses the model of PBL learning with PMRI approach and is higher than the improvement of mathematics literacy ability of class that uses the expository models; The quality of learning using PBL models with a PMRI approach assisted E-learning Edmodo have very good category.

Understanding the Problems of Learning Mathematics.

Science.gov (United States)

Semilla-Dube, Lilia

1983-01-01

A model is being developed to categorize problems in teaching and learning mathematics. Categories include problems due to language difficulties, lack of prerequisite knowledge, and those related to the affective domain. This paper calls on individuals to share teaching and learning episodes; those submitted will then be compiled and categorized.…

Short report The DeDiMa battery: a tool for identifying students’ mathematical learning profiles

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Giannis Karagiannakis

2014-10-01

Full Text Available Background The DeDiMa battery is designed for assessing students’ mathematical learning profiles, and it has been used to validate a 4-dimensional model for classifying mathematical learning difficulties. The model arises from existing hypotheses in the cognitive psychology and neuroscience literature, while the DeDiMa battery provides a reliable set of mathematical tasks that help to match characteristics of students’ mathematical performances to their more basic learning difficulties. Participants and procedure In this report we address the question of how these tools can help sketch out a student’s mathematical learning profile. The participants are 5th and 6th grade students. Results We compare the emerging profiles of two students with mathematical learning difficulties (MLD matched for age, performance on a standardized test, non-verbal IQ, and educational experiences. The profiles are very different. Conclusions We believe that this approach can inform the design of individualized remedial interventions for MLD students.

Virtual Manipulatives: Tools for Teaching Mathematics to Students with Learning Disabilities

Science.gov (United States)

Shin, Mikyung; Bryant, Diane P.; Bryant, Brian R.; McKenna, John W.; Hou, Fangjuan; Ok, Min Wook

2017-01-01

Many students with learning disabilities demonstrate difficulty in developing a conceptual understanding of mathematical topics. Researchers recommend using visual models to support student learning of the concepts and skills necessary to complete abstract and symbolic mathematical problems. Virtual manipulatives (i.e., interactive visual models)…

Learning difficulties of senior high school students based on probability understanding levels

Science.gov (United States)

Anggara, B.; Priatna, N.; Juandi, D.

2018-05-01

Identifying students' difficulties in learning concept of probability is important for teachers to prepare the appropriate learning processes and can overcome obstacles that may arise in the next learning processes. This study revealed the level of students' understanding of the concept of probability and identified their difficulties as a part of the epistemological obstacles identification of the concept of probability. This study employed a qualitative approach that tends to be the character of descriptive research involving 55 students of class XII. In this case, the writer used the diagnostic test of probability concept learning difficulty, observation, and interview as the techniques to collect the data needed. The data was used to determine levels of understanding and the learning difficulties experienced by the students. From the result of students' test result and learning observation, it was found that the mean cognitive level was at level 2. The findings indicated that students had appropriate quantitative information of probability concept but it might be incomplete or incorrectly used. The difficulties found are the ones in arranging sample space, events, and mathematical models related to probability problems. Besides, students had difficulties in understanding the principles of events and prerequisite concept.

The Affective Dimensions of Mathematical Difficulties in Schoolchildren

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Morena Lebens

2011-01-01

Full Text Available Mathematical difficulties (MDs are frequently characterised by cognitive deficits such as ineffective problem solving strategies and a lack of computational fluency. The established literature indicates that mathematical achievement is not only a function of cognitive factors but it also points to the importance of affective factors for the development of mathematical achievement. In the light of this evidence, the exploration of children's affective responses towards mathematics becomes a central issue. Whereas previous studies tended to research affective motivational constructs such as self-efficacy in isolation from other related constructs, the literature suffers from a shortage of research on the relationship between different affective motivational variables and their impact on mathematical achievement in different age and achievement bands. The present paper aims to address this aim by employing a newly developed instrument to measure affective motivational variables. Overall, the present findings support the assumption that children of average ability are less influenced by affective factors than children with mathematical difficulties.

Identifying College Students at Risk for Learning Disabilities: Evidence for Use of the Learning Difficulties Assessment in Postsecondary Settings

Science.gov (United States)

Kane, Steven T.; Roy, Soma; Medina, Steffanie

2013-01-01

This article describes research supporting the use of the Learning Difficulties Assessment (LDA), a normed and no-cost, web-based survey that assesses difficulties with reading, writing, spelling, mathematics, listening, concentration, memory, organizational skills, sense of control, and anxiety in college students. Previous research has supported…

Working memory resources in young children with mathematical difficulties.

Science.gov (United States)

Kyttälä, Minna; Aunio, Pirjo; Hautamäki, Jarkko

2010-02-01

Working memory (WM) (Baddeley, 1986, 1997) is argued to be one of the most important cognitive resources underlying mathematical competence (Geary, 2004). Research has established close links between WM deficits and mathematical difficulties. This study investigated the possible deficits in WM, language and fluid intelligence that seem to characterize 4- to 6-year-old children with poor early mathematical skills before formal mathematics education. Children with early mathematical difficulties showed poor performance in both verbal and visuospatial WM tasks as well as on language tests and a fluid intelligence test indicating a thoroughly lower cognitive base. Poor WM performance was not moderated by fluid intelligence, but the extent of WM deficits was related to language skills. The educational implications are discussed.

Problem Posing with Realistic Mathematics Education Approach in Geometry Learning

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Mahendra, R.; Slamet, I.; Budiyono

2017-09-01

One of the difficulties of students in the learning of geometry is on the subject of plane that requires students to understand the abstract matter. The aim of this research is to determine the effect of Problem Posing learning model with Realistic Mathematics Education Approach in geometry learning. This quasi experimental research was conducted in one of the junior high schools in Karanganyar, Indonesia. The sample was taken using stratified cluster random sampling technique. The results of this research indicate that the model of Problem Posing learning with Realistic Mathematics Education Approach can improve students’ conceptual understanding significantly in geometry learning especially on plane topics. It is because students on the application of Problem Posing with Realistic Mathematics Education Approach are become to be active in constructing their knowledge, proposing, and problem solving in realistic, so it easier for students to understand concepts and solve the problems. Therefore, the model of Problem Posing learning with Realistic Mathematics Education Approach is appropriately applied in mathematics learning especially on geometry material. Furthermore, the impact can improve student achievement.

Development Mathematic Assessment to Increase Mathematical Prerequisite Ability on The Student with Learning Disabilities in Inclusive Elementary School

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Robiansyah, S. T. U.; Nanang, F.; Hidayat

2018-01-01

The purpose of this study was to introduce about mathematic assessment is a process of obtaining data or information about the mastery of a student's mathematical skills as an ingredient in preparing a learning program. With this mathematics assessment can be known obstacles, difficulties and needs of students especially in the field of mathematic, so that the learning program will be in accordance with the potential students because it is tailored to what is required of students. This research study was conducted at elementary school of inclusive precisely at SDN Sukagalih I Bandung City based learning in setting of inclusive education. This research study is motivated by the existence of a first-grade student who has disabilities learning in mathematics, the ability of the mathematical prerequisite mastery of the classification of objects by color. The results of the research can provide a profile picture of student data information, the data obtained from the results of the development of systematic and formal mathematical assessment. After doing the development of mathematics assessment then the teacher gets important related information: 1. process the analysis of students’ learning needs, especially in the field of mathematics, 2. preparing the learning program planning according to student learning needs, 3. Designing procedural of method remedial program.

On the study and difficulties of mathematics

CERN Document Server

De Morgan, Augustus

2005-01-01

One of the twentieth century's most eminent mathematical writers, Augustus De Morgan enriched his expositions with insights from history and psychology. On the Study and Difficulties of Mathematics represents some of his best work, containing points usually overlooked by elementary treatises, and written in a fresh and natural tone that provides a refreshing contrast to the mechanical character of common textbooks.Presuming only a knowledge of the rules of algebra and Euclidean theorems, De Morgan begins with some introductory remarks on the nature and objects of mathematics. He discusses the

Early Foundations for Mathematics Learning and Their Relations to Learning Disabilities.

Science.gov (United States)

Geary, David C

2013-02-01

Children's quantitative competencies upon entry into school can have lifelong consequences. Children who start behind generally stay behind, and mathematical skills at school completion influence employment prospects and wages in adulthood. I review the current debate over whether early quantitative learning is supported by (a) an inherent system for representing approximate magnitudes, (b) an attentional-control system that enables explicit processing of quantitative symbols, such as Arabic numerals, or (c) the logical problem-solving abilities that facilitate learning of the relations among numerals. Studies of children with mathematical learning disabilities and difficulties have suggested that each of these competencies may be involved, but to different degrees and at different points in the learning process. Clarifying how and when these competencies facilitate early quantitative learning and developing interventions to address their impact on children have the potential to yield substantial benefits for individuals and for society.

Reading Stories to Learn Math: Mathematics Vocabulary Instruction for Children with Early Numeracy Difficulties.

Science.gov (United States)

Hassinger-Das, Brenna; Jordan, Nancy C; Dyson, Nancy

2015-12-01

The present study involved examining whether a storybook reading intervention targeting mathematics vocabulary, such as "equal," "more," and "less," and associated number concepts would increase at-risk children's vocabulary knowledge and number competencies. Children with early numeracy difficulties (N = 124) were recruited from kindergarten classes in four schools. Participants were randomly assigned to one of three groups: a storybook number competencies (SNC) intervention, a number sense intervention, or a business-as-usual control. Interventions were carried out in groups of four children over 8 weeks (24 thirty-minute sessions). Findings demonstrated that the SNC intervention group outperformed the other groups on measures of mathematics vocabulary, both in terms of words that were closely aligned to the intervention and those that were not. There was no effect of the SNC intervention, however, on general mathematics measures, suggesting a need to provide the mathematics vocabulary work along with more intensive instruction in number concepts.

The Use of Open-Ended Questions with Giving Feedback (OEQGF) for Effective Mathematic Learning

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Sabilah, I.; Manoy, J. T.

2018-01-01

Feedback deals with giving information to students related to their task which is done through score of their achievement, reaction, and comments. Considering its hierarchy, task difficulty level consists of low, middle and high levels. The difficulty level of open-ended questions is middle to high. Open-ended question is a good way to train students’ knowledge. This research is a descriptive research which aims at describing teacher’s learning management, students’ activities, students’ learning achievement, and students’ responses in mathematic learning using OEQGF. The subject was a teacher of mathematics who teaches eighth graders, and students themselves. The research design used is one shot case study. The result shows that: management learning has been very well implemented by the teacher; every students’ activity has been carried out by students; the students’ learning achievement have reached the criteria of completeness, and the students’ responses can be considered as positive. Therefore, it can be concluded that mathematic learning using OEQGF is effective.

Phonological Storage and Executive Function Deficits in Children with Mathematics Difficulties

Science.gov (United States)

Peng, Peng; Congying, Sun; Beilei, Li; Sha, Tao

2012-01-01

Children with mathematics difficulties suffer from working memory deficits. This study investigated the deficit profile of phonological storage and executive functions in working memory among children with mathematics difficulties. Based on multiple instruments and two assessment points, 68 children were screened out of 805 fifth graders. Of these…

The Answering Process for Multiple-Choice Questions in Collaborative Learning: A Mathematical Learning Model Analysis

Science.gov (United States)

Nakamura, Yasuyuki; Nishi, Shinnosuke; Muramatsu, Yuta; Yasutake, Koichi; Yamakawa, Osamu; Tagawa, Takahiro

2014-01-01

In this paper, we introduce a mathematical model for collaborative learning and the answering process for multiple-choice questions. The collaborative learning model is inspired by the Ising spin model and the model for answering multiple-choice questions is based on their difficulty level. An intensive simulation study predicts the possibility of…

Prediction and Stability of Mathematics Skill and Difficulty

OpenAIRE

Martin, Rebecca B.; Cirino, Paul T.; Barnes, Marcia A.; Ewing-Cobbs, Linda; Fuchs, Lynn S.; Stuebing, Karla K.; Fletcher, Jack M.

2012-01-01

The present study evaluated the stability of math learning difficulties over a 2-year period and investigated several factors that might influence this stability (categorical vs. continuous change, liberal vs. conservative cut point, broad vs. specific math assessment); the prediction of math performance over time and by performance level was also evaluated. Participants were 144 students initially identified as having a math difficulty (MD) or no learning difficulty according to low achievem...

Protocol for Targeted School-Based Interventions for Improving Reading and Mathematics for Students With or At-Risk of Academic Difficulties in Grade 7 to 12

DEFF Research Database (Denmark)

Dietrichson, Jens; Bøg, Martin; Filges, Trine

2016-01-01

This systematic review will examine the effects of targeted interventions to students with or at-risk of academic difficulties in grades 7 to 12 on standardized tests in reading and mathematics. We will examine interventions such as for example tutoring, cooperative learning, computer-assisted in......This systematic review will examine the effects of targeted interventions to students with or at-risk of academic difficulties in grades 7 to 12 on standardized tests in reading and mathematics. We will examine interventions such as for example tutoring, cooperative learning, computer...

The effect of Missouri mathematics project learning model on students’ mathematical problem solving ability

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Handayani, I.; Januar, R. L.; Purwanto, S. E.

2018-01-01

This research aims to know the influence of Missouri Mathematics Project Learning Model to Mathematical Problem-solving Ability of Students at Junior High School. This research is a quantitative research and uses experimental research method of Quasi Experimental Design. The research population includes all student of grade VII of Junior High School who are enrolled in the even semester of the academic year 2016/2017. The Sample studied are 76 students from experimental and control groups. The sampling technique being used is cluster sampling method. The instrument is consisted of 7 essay questions whose validity, reliability, difficulty level and discriminating power have been tested. Before analyzing the data by using t-test, the data has fulfilled the requirement for normality and homogeneity. The result of data shows that there is the influence of Missouri mathematics project learning model to mathematical problem-solving ability of students at junior high school with medium effect.

Time Estimation Deficits in Childhood Mathematics Difficulties

Science.gov (United States)

Hurks, Petra P. M.; van Loosbroek, Erik

2014-01-01

Time perception has not been comprehensively examined in mathematics difficulties (MD). Therefore, verbal time estimation, production, and reproduction were tested in 13 individuals with MD and 16 healthy controls, matched for age, sex, and intellectual skills. Individuals with MD performed comparably to controls in time reproduction, but showed a…

Mathematical Learning Disability in Girls with Turner Syndrome: A Challenge to Defining MLD and Its Subtypes

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Mazzocco, Michele M. M.

2009-01-01

Turner syndrome is a common disorder with a prevalence of 1:2,500 live female births. Although not associated with mental retardation, there is an increased risk of learning difficulties in this population. In particular, mathematical learning difficulties among girls with Turner syndrome are prevalent, significant, and persistent. As such, the…

Creating a supportive learning environment for students with learning difficulties

OpenAIRE

Grah, Jana

2013-01-01

Co-building of supporting learning environment for the learners with learning difficulties is one of the 21st century inclusive school’s elements. Since the physical presence of learners with learning difficulties in the classroom does not self-evidently lead to an effective co-operation and implementation of 21st century inclusive school, I have dedicated my doctor thesis to the establishment of supporting learning environment for the learners with learning difficulties in primary school wit...

Working Memory Updating Training Improves Mathematics Performance in Middle School Students With Learning Difficulties.

Science.gov (United States)

Zhang, Hongxia; Chang, Lei; Chen, Xiaoying; Ma, Liang; Zhou, Renlai

2018-01-01

Working memory (WM) deficit is considered the key cause of learning difficulties (LDs). Studies have shown that WM is plastic and thus can be improved through training. This positive effect is transferable to fluid intelligence and academic performance. This study investigated whether WM updating ability and academic performance in children with LDs could be improved through WM updating training and explored the effects of this training on the children's brain activity. We used a running memory task lasting approximately 40 min per day for 28 days to train a group of 23 children with LDs (TLDs group). We also selected two control groups of 22 children with LDs (CLDs group) and 20 children without LDs (normal control [NC] group). The behavioral results of a pretest indicated that WM updating ability and academic performance in the TLDs and CLDs groups were significantly lower than those in the NC group before training. Compared with the CLDs group, the TLDs group exhibited significant performance improvement in a 2-back WM task, as well as in mathematical ability. Event-related potentials (ERPs) results suggested that the amplitudes of N160 (representative of visual recognition) and P300 (representative of updating processing, which is a valid index for updating WM) in the TLDs and CLDs groups were markedly lower than those in the NC group before training. In the TLDs group, these two components increased considerably after training, approaching levels similar to those in the NC group. The results of this study suggest that WM updating training can improve WM updating ability in children with LDs and the training effect can transfer to mathematical performance in such children. Furthermore, the participants' brain activity levels can exhibit positive changes. This article provides experimental evidence that WM updating training could mitigate the symptoms of LDs to a certain degree.

The Influence of Mathematics Vocabulary Instruction Embedded within Addition Tutoring for First-Grade Students with Mathematics Difficulty

Science.gov (United States)

Powell, Sarah R.; Driver, Melissa K.

2015-01-01

Researchers and practitioners indicate students require explicit instruction on mathematics vocabulary terms, yet no study has examined the effects of an embedded vocabulary component within mathematics tutoring for early elementary students. First-grade students with mathematics difficulty (MD; n = 98) were randomly assigned to addition tutoring…

Desirable difficulties in vocabulary learning

OpenAIRE

Bjork, RA; Kroll, JF

2015-01-01

© 2015 by the Board of Trustees of the University of Illinois. In this article we discuss the role of desirable difficulties in vocabulary learning from two perspectives, one having to do with identifying conditions of learning that impose initial challenges to the learner but then benefit later retention and transfer, and the other having to do with the role of certain difficulties that are intrinsic to language processes, are engaged during word learning, and reflect how language is underst...

Mathematical intelligence developed in math learning with classical backsound music of the classical era

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Karlimah

2018-05-01

This study examines the application of classical music backsound in mathematics learning. The method used is quasi experimental design nonequivalent pretest-posttest control group in elementary school students in Tasikmalaya city, Indonesia. The results showed that classical music contributed significantly to the mathematical intelligence of elementary school students. The mathematical intelligence shown is in the cognitive ability ranging from the level of knowledge to evaluation. High level mathematical intelligence is shown by students in reading and writing integers with words and numbers. The low level of mathematical intelligence exists in projecting the story into a mathematical problem. The implication of this research is the use of classical music backsound on learning mathematics should pay attention to the level of difficulty of mathematics material being studied.

Difficulties First-Year University Mathematics Students Have in Reading Their Mathematics Textbook. Technical Report. No. 2009-1

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Shepherd, Mary D.; Selden, Annie; Selden, John

2009-01-01

This exploratory study examined the experiences and difficulties certain first-year university students displayed in reading new passages from their mathematics textbooks. We interviewed eleven precalculus and calculus students who were considered to be good at mathematics, as indicated by high ACT mathematics scores. These students were also …

"My math and me": Nursing students' previous experiences in learning mathematics.

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Røykenes, Kari

2016-01-01

In this paper, 11 narratives about former experiences in learning of mathematics written by nursing students are thematically analyzed. Most students had a positive relationship with the subject in primary school, when they found mathematics fun and were able to master the subject. For some, a change occurred in the transition to lower secondary school. The reasons for this change was found in the subject (increased difficulty), the teachers (movement of teachers, numerous substitute teachers), the class environment and size (many pupils, noise), and the student him- or herself (silent and anonymous pupil). This change was also found in the transition from lower to higher secondary school. By contrast, some students had experienced changes that were positive, and their mathematics teacher was a significant factor in this positive change. The paper emphasizes the importance of previous experiences in learning mathematics to nursing students when learning about drug calculation. Copyright © 2015. Published by Elsevier Ltd.

On the difficulties of acquiring mathematical experience: Case rural education

DEFF Research Database (Denmark)

Booss-Bavnbek, Bernhelm

2014-01-01

Based on a variety of philosophical approaches and my own work for decades in pure and applied mathematics teaching and research, I explain my view upon the basic difficulties of acquiring the “Mathematical Experience” (in the sense of P.J. Davis and R. Hersh 1981) and submit a list of claims how...

Empowering Learners to Choose the Difficulty Level of Problems Based on Their Learning Needs

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Janet Mannheimer Zydney

2010-08-01

Full Text Available Research has found that increasing learner control offers several benefits, including increased motivation, attitude, and learning. The goal of the present study was to determine how prior math achievement influences students' selection of the difficulty level of problems within Math Pursuits, a hypermedia learning program. Math Pursuits was designed to help children understand mathematics by discovering how it relates to the world around them. The program presented each learner with an adjustable level of challenge, along with the necessary scaffolding to support success. The researchers hypothesized that students with lower math skills would choose to start with a lower difficultly level; whereas, students with higher math skills would begin the program by choosing a question with a higher level of difficulty. Results supported these hypotheses. This research also examined the motivational framework guiding students' selection of problem difficulty.

Active Learning to Improve Fifth Grade Mathematics Achievement in Banten

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Andri Suherman

2011-12-01

Full Text Available Teaching for active learning is a pedagogical technique that has been actively promoted in Indonesian education through government reform efforts and international development assistance projects for decades. Recently, elementary schools in Banten province received training in active learning instructional strategies from the USAID-funded project, Decentralized Basic Education 2. Post-training evaluations conducted by lecturers from the University of Sultan Ageng Tirtayasa (UNTIRTA: Universitas Sultan Ageng Tirtayasa suggested that teachers were successfully employing active learning strategies in some subjects, but not mathematics. In order to understand the difficulties teachers were having in teaching for active learning in mathematics, and to assist them in using active learning strategies, a team of lecturers from UNTIRTA designed and carried out an action research project to train teachers in an elementary school in the city of Cilegon to use a technique called Magic Fingers in teaching Grade 5 multiplication. During the course of the project the research team discovered that teachers were having problems transferring knowledge gained from training in one context and subject to other school subjects and contexts. Key Words: Mathematics, Teaching for Active Learning, Indonesia, Banten

Behavioral Executive Functions Among Adolescents With Mathematics Difficulties.

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Holm, Marja E; Aunio, Pirjo; Björn, Piia M; Klenberg, Liisa; Korhonen, Johan; Hannula, Markku S

2017-07-01

This study investigates behavioral executive functions (EFs) in the mathematics classroom context among adolescents with different mathematics performance levels. The EF problems were assessed by teachers using a behavioral rating inventory. Using cutoff scores on a standardized mathematics assessment, groups with mathematics difficulties (MD; n = 124), low mathematics performance (LA; n = 140), and average or higher scores (AC; n = 355) were identified. Results showed that the MD group had more problems with distractibility, directing attention, shifting attention, initiative, execution of action, planning, and evaluation than the LA group, whereas the differences in hyperactivity, impulsivity, and sustaining attention were not significant. Compared to the AC group, the MD group showed more problems with all behavioral EFs except hyperactivity and impulsivity, while the LA group showed more problems only with shifting attention. Male adolescents showed more behavioral EF problems than female adolescents, but this gender difference was negligible within the MD group. The practical implications of the results are discussed.

Differentiating Students with Mathematics Difficulty in College: Mathematics Disabilities vs. No Diagnosis

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McGlaughlin, Sean M.; Knoop, Andrew J.; Holliday, Gregory A.

2005-01-01

Difficulties with college algebra can be the gatekeeper for earning a degree. Students struggle with algebra for many reasons. The focus of study was to examine students struggling with entry-level algebra courses and differentiate between those who were identified as having a mathematics disability and those who were not. Variables related to…

Observations on Student Difficulties with Mathematics in Upper-Division Electricity and Magnetism

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Pepper, Rachel E.; Chasteen, Stephanie V.; Pollock, Steven J.; Perkins, Katherine K.

2012-01-01

We discuss common difficulties in upper-division electricity and magnetism (E&M) in the areas of Gauss's law, vector calculus, and electric potential using both quantitative and qualitative evidence. We also show that many of these topical difficulties may be tied to student difficulties with mathematics. At the junior level, some students…

Reflection on Cuboid Net with Mathematical Learning Quality

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Sari, Atikah; Suryadi, Didi; Syaodih, Ernawulan

2017-09-01

This research aims to formulate an alternative to the reflection in mathematics learning activities related to the activities of the professionalism of teachers motivated by a desire to improve the quality of learning. This study is a qualitative study using the Didactical Design research. This study was conducted in one of the elementary schools. The data collection techniques are triangulation with the research subject is teacher 5th grade. The results of this study indicate that through deep reflection, teachers can design learning design in accordance with the conditions of the class. Also revealed that teachers have difficulty in choosing methods of learning and contextual learning media. Based on the implementation of activities of reflection and make the learning design based on the results of reflection can be concluded that the quality of learning in the class will develop.

Representations of Mathematics, their teaching and learning: an exploratory study

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Maria Margarida Graça

2004-03-01

Full Text Available This work describes an exploratory study, the first of the four phases of a more inclusive research, which aims at understanding the way to promote, in a Mathematics teachers’ group, a representational evolution leading to a practice that allows a Mathematical meaningful learning of Mathematics. The methodology of this study is qualitative. Data gathering was based on questioning; all the subjects of the sample (n=48 carried out a projective task (a hierarchical evocation test and answered a written individual questionnaire. Data analysis was based in a set of categories previously defined. The main purpose of this research was to identify, to characterize and to describe the representations of Mathematics, their teaching and learning, in a group of 48 subjects, from different social groups, in order to get indicators for the construction of the instruments to be used in to the next phases of the research. The main results of this study are the following: (1 we were able to identify and characterize different representations of the teaching and learning of Mathematics, in what respects its epistemological, pedagogical, emotional and sociocultural dimensions; (2 we were also able to identify limitations, difficulties and items to be included or rephrased in the instruments used.

Beyond Epistemological Deficits: Dynamic explanations of engineering students' difficulties with mathematical sense-making

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Gupta, Ayush; Elby, Andrew

2011-12-01

Researchers have argued against deficit-based explanations of students' difficulties with mathematical sense-making, pointing instead to factors such as epistemology. Students' beliefs about knowledge and learning can hinder the activation and integration of productive knowledge they have. Such explanations, however, risk falling into a 'deficit trap'-substituting a concepts/skills deficit with an epistemological one. Our interview-based case study of a freshman engineering major, 'Jim,' explains his difficulty solving a physics problem (on hydrostatic pressure) in terms of his epistemology, but avoids a deficit trap by modeling the dynamics of his epistemological stabilities and shifts in terms of fine-grained cognitive elements that include the seeds of epistemological expertise. Specifically, during a problem-solving episode in the interview, Jim reaches and sticks with an incorrect answer that violates common sense. We show that Jim has all the mathematical skills and physics knowledge he would need to resolve the contradiction. We argue that his difficulty doing so stems in part from his epistemological views that (i) physics equations are much more trustworthy than everyday reasoning, and (ii) physics equations do not express meaning that tractably connects to common sense. For these reasons, he does not view reconciling between common sense and formalism as either necessary or plausible to accomplish. But Jim's in-the-moment shift to a more sophisticated epistemological stance highlights the seeds of epistemological expertise that were present all along: he does see common sense as connected to formalism (though not always tractably so), and in some circumstances, this connection is both salient and valued.

Learning Mathematics through Programming

DEFF Research Database (Denmark)

Misfeldt, Morten; Ejsing-Duun, Stine

2015-01-01

In this paper we explore the potentials for learning mathematics through programming by a combination of theoretically derived potentials and cases of practical pedagogical work. We propose a model with three interdependent learning potentials as programming which can: (1) help reframe the students...... to mathematics is paramount. Analyzing two cases, we suggest a number of ways in which didactical attention to epistemic mediation can support learning mathematics....

From "five" to 5 for 5 minutes: Arabic number transcoding as a short, specific, and sensitive screening tool for mathematics learning difficulties.

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Moura, Ricardo; Lopes-Silva, Júlia Beatriz; Vieira, Laura Rodrigues; Paiva, Giulia Moreira; Prado, Ana Carolina de Almeida; Wood, Guilherme; Haase, Vitor Geraldi

2015-02-01

Number transcoding (e.g., writing 29 when hearing "twenty-nine") is one of the most basic numerical abilities required in daily life and is paramount for mathematics achievement. The aim of this study is to investigate psychometric properties of an Arabic number-writing task and its capacity to identify children with mathematics difficulties. We assessed 786 children (55% girls) from first to fourth grades, who were classified as children with mathematics difficulties (n = 103) or controls (n = 683). Although error rates were low, the task presented adequate internal consistency (0.91). Analyses revealed effective diagnostic accuracy in first and second school grades (specificity equals to 0.67 and 0.76 respectively, and sensitivity equals to 0.70 and 0.88 respectively). Moreover, items tapping the understanding of place-value syntax were the most sensitive to mathematics achievement. Overall, we propose that number transcoding is a useful tool for the assessment of mathematics abilities in early elementary school. © The Author 2014. Published by Oxford University Press. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

Evaluation of maths training programme for children with learning difficulties

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Antje Ehlert

2013-06-01

The study at hand focuses on the question of whether educationally impaired children with large deficits in mathematics can be supported successfully by means of a highly adaptive support measure (MARKO-T, and whether the effects of this support can be maintained over a certain period. For this, 32 educationally impaired third-graders with math deficits were supported individually with MARKO-T twice a week, over a period of ten weeks. As control group, 32 similarly impaired third-graders were paralleled according to the mathematical and cognitive achievements of the training group. Two further control groups, each with 32 unimpaired first-graders, were paralleled according to their mathematical and cognitive achievements, respectively. The results showed that the very poor mathematical performance of the educationally impaired children could be significantly improved with this support programme. Four months after the end of the training, significant support effects could still be established when compared to the educationally impaired control group. The comparison with the two control groups demonstrated that the developmental curve of the children with learning difficulties increased in a way that was comparable to that of the unimpaired first-graders.

A Window into Mathematical Support: How Parents' Perceptions Change Following Observations of Mathematics Tutoring

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Westenskow, Arla; Boyer-Thurgood, Jennifer; Moyer-Packenham, Patricia S.

2015-01-01

This research study examined the perceptions of 24 parents of rising 5th-grade students with mathematics learning difficulties as part of a 10-week summer mathematics tutoring experience. During the summer tutoring program, parents observed their children participating in mathematics learning experiences during one-to-one tutoring sessions. At the…

Modellus: Learning Physics with Mathematical Modelling

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Teodoro, Vitor

Computers are now a major tool in research and development in almost all scientific and technological fields. Despite recent developments, this is far from true for learning environments in schools and most undergraduate studies. This thesis proposes a framework for designing curricula where computers, and computer modelling in particular, are a major tool for learning. The framework, based on research on learning science and mathematics and on computer user interface, assumes that: 1) learning is an active process of creating meaning from representations; 2) learning takes place in a community of practice where students learn both from their own effort and from external guidance; 3) learning is a process of becoming familiar with concepts, with links between concepts, and with representations; 4) direct manipulation user interfaces allow students to explore concrete-abstract objects such as those of physics and can be used by students with minimal computer knowledge. Physics is the science of constructing models and explanations about the physical world. And mathematical models are an important type of models that are difficult for many students. These difficulties can be rooted in the fact that most students do not have an environment where they can explore functions, differential equations and iterations as primary objects that model physical phenomena--as objects-to-think-with, reifying the formal objects of physics. The framework proposes that students should be introduced to modelling in a very early stage of learning physics and mathematics, two scientific areas that must be taught in very closely related way, as they were developed since Galileo and Newton until the beginning of our century, before the rise of overspecialisation in science. At an early stage, functions are the main type of objects used to model real phenomena, such as motions. At a later stage, rates of change and equations with rates of change play an important role. This type of equations

Dyslexia, Dyspraxia and Mathematics.

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Yeo, Dorian

This book explores how primary school children with dyslexia or dyspraxia and difficulty in math can learn math and provides practical support and detailed teaching suggestions. It considers cognitive features that underlie difficulty with mathematics generally or with specific aspects of mathematics. It outlines the ways in which children usually…

Towards Understanding the Origins of Children's Difficulties in Mathematics Learning

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Mulligan, Joanne

2011-01-01

Contemporary research from a psychology of mathematics education perspective has turned increasing attention to the structural development of mathematics as an explanation for the wide differences in mathematical competence shown upon school entry and in the early school years. Patterning, multiplicative reasoning and spatial structuring are three…

Students’ difficulties in solving linear equation problems

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Wati, S.; Fitriana, L.; Mardiyana

2018-03-01

A linear equation is an algebra material that exists in junior high school to university. It is a very important material for students in order to learn more advanced mathematics topics. Therefore, linear equation material is essential to be mastered. However, the result of 2016 national examination in Indonesia showed that students’ achievement in solving linear equation problem was low. This fact became a background to investigate students’ difficulties in solving linear equation problems. This study used qualitative descriptive method. An individual written test on linear equation tasks was administered, followed by interviews. Twenty-one sample students of grade VIII of SMPIT Insan Kamil Karanganyar did the written test, and 6 of them were interviewed afterward. The result showed that students with high mathematics achievement donot have difficulties, students with medium mathematics achievement have factual difficulties, and students with low mathematics achievement have factual, conceptual, operational, and principle difficulties. Based on the result there is a need of meaningfulness teaching strategy to help students to overcome difficulties in solving linear equation problems.

Observing and analyzing children’s mathematical development, based on action theory

NARCIS (Netherlands)

Bunck, M. J. A.; Terlien, E.; van Groenestijn, L.M.; Toll, S. W. M.; Van Luit, J. E. H.

2017-01-01

Children who experience difficulties with learning mathematics should be taught by teachers who focus on the child’s best way of learning. Analyses of the mathematical difficulties are necessary for fine-tuning mathematics education to the needs of these children. For this reason, an instrument for

SIGNIFICANCE OF EARLY-AGE LEARNING OF MATHEMATICAL SKILLS

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Sead Rešić

2011-12-01

Full Text Available It is a fact that only hereditary, i.e. genetic factors are not sufficient for development of a child’s brain; on the contrary, a child needs external stimuli expressed through touch, speech, images, which lead to the conclusion that immediate and extended surroundings shape the brain, meaning that the external stimuli, stronger or weaker, mutually connect the brain cells and neurons. Questions regarding the development of mathematical manner of thinking are mostly based on the natural process of learning, however, this paper deals with deeper set of problems, which are not only difficult to resolve but possibly there is no resolution. Namely, a question is posed what is the appropriate age when a child is ready and able to solve certain mathematical problems or notice mathematical principles, that is, whether they are actually exist clearly defined age boundaries based on which a conclusion could be made about the time and individual is ready to solve mathematical problems of a concrete difficulty level or to notice mathematical laws.

Mobile learning to improve mathematics teachers mathematical competencies

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Hendrayana, A.; Wahyudin

2018-01-01

The role of teachers is crucial to the success of mathematics learning. One of the learning indicator is characterized by the students’ improved mathematical proficiency. In order to increase that, it is necessary to improve the teacher’s mathematical skills first. For that, it needs an innovative way to get teachers close to easily accessible learning resources through technology. The technology can facilitate teachers to access learning resources anytime and anywhere. The appropriate information technology is mobile learning. Innovations that can make teachers easy to access learning resources are mobile applications that can be accessed anytime and anywhere either online or offline. The research method was research development method. In preliminary analysis, subjects consist of teachers and lecturers in professional teacher education program. The results that the teachers ready to adopt mobile-learning for the improvement of their skills.

Under Threes' Mathematical Learning

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Franzén, Karin

2015-01-01

The article focuses on mathematics for toddlers in preschool, with the aim of challenging a strong learning discourse that mainly focuses on cognitive learning. By devoting more attention to other perspectives on learning, the hope is to better promote children's early mathematical development. Sweden is one of few countries to have a curriculum…

Measurement of functional task difficulty during motor learning: What level of difficulty corresponds to the optimal challenge point?

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Akizuki, Kazunori; Ohashi, Yukari

2015-10-01

The relationship between task difficulty and learning benefit was examined, as was the measurability of task difficulty. Participants were required to learn a postural control task on an unstable surface at one of four different task difficulty levels. Results from the retention test showed an inverted-U relationship between task difficulty during acquisition and motor learning. The second-highest level of task difficulty was the most effective for motor learning, while learning was delayed at the most and least difficult levels. Additionally, the results indicate that salivary α-amylase and the performance dimension of the National Aeronautics and Space Administration-Task Load Index (NASA-TLX) are useful indices of task difficulty. Our findings suggested that instructors may be able to adjust task difficulty based on salivary α-amylase and the performance dimension of the NASA-TLX to enhance learning. Copyright © 2015 Elsevier B.V. All rights reserved.

Analysis of difficulties in mathematics problem solving based on revised Bloom’s Taxonomy viewed from high self-efficacy

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Prismana, R. D. E.; Kusmayadi, T. A.; Pramudya, I.

2018-04-01

The ability of solving problem is a part of the mathematic curriculum that is very important. Problem solving prefers the process and strategy that is done by students in solving a problem rather than the result. This learning concept in accordance with the stages on the revised bloom’s taxonomy. The revised Bloom’s Taxonomy has two dimensions, namely the dimension of cognitive process and the dimension of knowledge. Dimension of knowledge has four categories, but this study only restricted on two knowledge, conceptual knowledge and procedural knowledge. Dimensions of cognitive processes are categorized into six kinds, namely remembering, understanding, applying, analyzing, evaluating, and creating. Implementation of learning more emphasis on the role of students. Students must have their own belief in completing tasks called self-efficacy. This research is a qualitative research. This research aims to know the site of the students’ difficulty based on revised Bloom’s Taxonomy viewed from high self-efficacy. The results of the study stated the students with high self efficacy have difficulties site. They are evaluating conceptual knowledge, evaluating procedural knowledge, creating conceptual knowledge, and creating procedural knowledge. It could be the consideration of teachers in the teaching, so as to reduce the difficulties of learning in students.

LEARNING DIFFICULTIES: AN ANALYSIS BASED ON VIGOTSKY

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Adriane Cenci

2010-06-01

Full Text Available We aimed, along the text, to bring a reflection upon learning difficulties based on Socio-Historical Theory, relating what is observed in schools to what has been discussed about learning difficulties and the theory proposed by Vygotsky in the early XX century. We understand that children enter school carrying experiences and knowledge from their cultural group and that school ignores such knowledge very often. Then, it is in such disengagement that emerges what we started to call learning difficulties. One cannot forget to see a child as a whole – a student is a social being constituted by culture, language and specific values to which one must be attentive.

Learning mathematics in two dimensions: a review and look ahead at teaching and learning early childhood mathematics with children's literature.

Science.gov (United States)

Flevares, Lucia M; Schiff, Jamie R

2014-01-01

In the past 25 years an identifiable interest in using children's literature in mathematics learning emerged (Clyne and Griffiths, 1991; Welchman-Tischler, 1992; Hong, 1996; Hellwig etal., 2000; Haury, 2001). We critically review the rationales given for the use of picture books in mathematics learning, with a special focus on geometry due to its underrepresentation in this body of literature and the need for greater focus on this topic. The benefits and effectiveness of using picture books for children's mathematics learning and interest have been documented (Hong, 1996; O'Neill etal., 2004; Young-Loveridge, 2004). For geometry, although much learning of shape ideas should be hands-on, two-dimensional figures are essential to develop children's understanding of plane geometry. Books may effectively engage pre-literate children with plane shapes (van den Heuvel-Panhuizen and van den Boogaard, 2008; Skoumpourdi and Mpakopoulou, 2011) and shapes as gestalt wholes or prototypes (van Hiele, 1986; Clements etal., 1999; Hannibal, 1999). We review several guidelines and evaluative criteria for book selection, including Cianciolo (2000), Schiro (1997), Hunsader (2004), and van den Heuvel-Panhuizen and Elia (2012). Geometry concepts have proven challenging for young students, but their difficulties may stem, in part, from inadequate teacher training and professional development (Clements and Sarama, 2000; Chard etal., 2008) which lead to misconceptions (Oberdorf and Taylor-Cox, 1999; Inan and Dogan-Temur, 2010). Using picture books in teacher training may be an inviting way for early childhood teachers to enhance their own knowledge. We will examine the literature for guidance on incorporating children's literature into teacher training. In closing we will outline a comprehensive, multi-pronged agenda for best instructional practices for selection and use of children's books in mathematics activities and for teacher training.

The motivation of lifelong mathematics learning

Science.gov (United States)

Hashim Ali, Siti Aishah

2013-04-01

As adults, we have always learned throughout our life, but this learning is informal. Now, more career-switchers and career-upgraders who are joining universities for further training are becoming the major group of adult learners. This current situation requires formal education in courses with controlled output. Hence, lifelong learning is seen as a necessity and an opportunity for these adult learners. One characteristic of adult education is that the learners tend to bring with them life experience from their past, especially when learning mathematics. Most of them associate mathematics with the school subjects and unable to recognize the mathematics in their daily practice as mathematics. They normally place a high value on learning mathematics because of its prominent role in their prospective careers, but their learning often requires overcoming personal experience and motivating themselves to learn mathematics again. This paper reports on the study conducted on a group of adult learners currently pursuing their study. The aim of this study is to explore (i) the motivation of the adult learners continuing their study; and (ii) the perception and motivation of these learners in learning mathematics. This paper will take this into account when we discuss learners' perception and motivation to learning mathematics, as interrelated phenomena. Finding from this study will provide helpful insights in understanding the learning process and adaption of adult learners to formal education.

Sociocultural context as a facilitator of student learning of function concepts in mathematics

Directory of Open Access Journals (Sweden)

Evangelina Díaz Obando

2016-03-01

Full Text Available In Costa Rica, many secondary students have serious difficulties to establish relationships between mathematics and real-life contexts. They question the utilitarian role of the school mathematics. This fact motivated the research object of this report which evidences the need to overcome methodologies unrelated to students’ reality, toward new didactical options that help students to value mathematics, reasoning and its  applications, connecting it with their socio-cultural context. The research used a case study as a qualitative methodology and the social constructivism as an educational paradigm in which the knowledge is built by the student; as a product of his social interactions. A collection of learning situations was designed, validated, and implemented. It allowed establishing relationships between mathematical concepts and the socio-cultural context of participants. It analyzed the impact of students’socio-cultural context in their mathematics learning of basic concepts of real variable functions, consistent with the Ministry of Education (MEP Official Program.  Among the results, it was found that using students’sociocultural context improved their motivational processes, mathematics sense making, and promoted cooperative social interactions. It was evidenced that contextualized learning situations favored concepts comprehension that allow students to see mathematics as a discipline closely related with their every-day life.

Researching Learning Difficulties: A Guide for Practitioners

Science.gov (United States)

Porter, Jill; Lacey, Penny

2005-01-01

The aim of this book is to provide a source for teachers and other professionals working with children and adults with learning difficulties and disabilities that will enable them to: (1) access selected recent and relevant research in the field of learning difficulties, drawn from a range of disciplines and groups of people; (2) reflect on…

DEVELOPING STUDENTS’ ABILITY OF MATHEMATICAL CONNECTION THROUGH USING OUTDOOR MATHEMATICS LEARNING

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Saleh Haji

2017-01-01

Full Text Available The Purpose of this study is to determine the achievement and improvement of students’ mathematical connectionability through using outdoor mathematics learning. 64 students from the fifth grade of Primary School at SDN 65 and SDN 67 Bengkulu City were taken as the sample of this study. While the method of the research used in this research is experiment with quasi-experimental designs non-equivalent control group. The results of the study are as follows: (1 There is an increasing ability found in mathematical connection of students whom taught by using outdoors mathematics learning is 0,53; (2 Based on statical computation that achievement of students’ ability of mathematical connection is taught by using outdoor mathematics learning score is 71,25. It is higher than the students score 66,25 which were taught by using the conventional learning. So as to improve students’ mathematical connection, teachers are suggested to use the outdoors mathematics learning

Protocol for Targeted School-Based Interventions for Improving Reading and Mathematics for Students With or At-Risk of Academic Difficulties in Grade K to 6

DEFF Research Database (Denmark)

Dietrichson, Jens; Bøg, Martin; Eiberg, Misja

2016-01-01

This systematic review will examine the effects of targeted interventions to students with or at-risk of academic difficulties in Kindergarten to grade 6 on standardized tests in reading and mathematics. We will examine interventions such as for example tutoring, cooperative learning, computer...

Observing and Analyzing Children's Mathematical Development, Based on Action Theory

Science.gov (United States)

Bunck, M. J. A.; Terlien, E.; van Groenestijn, M.; Toll, S. W. M.; Van Luit, J. E. H.

2017-01-01

Children who experience difficulties with learning mathematics should be taught by teachers who focus on the child's best way of learning. Analyses of the mathematical difficulties are necessary for fine-tuning mathematics education to the needs of these children. For this reason, an instrument for Observing and Analyzing children's Mathematical…

Status of Muslim Immigrants' Children with Learning Difficulties in Vienna

Science.gov (United States)

Mohsin, M. Naeem; Shabbir, Muhammad; Saeed, Wizra; Mohsin, M. Saleem

2013-01-01

The study was conducted to know the status of Muslim immigrants' children with learning difficulties and importance of parents' involvement for the education whose children are with learning difficulties, and the factors responsible for the learning difficulties among immigrants' children. There were 81 immigrant children with learning…

Learning mathematics in two dimensions: a review and look ahead at teaching and learning early childhood mathematics with children’s literature

Science.gov (United States)

Flevares, Lucia M.; Schiff, Jamie R.

2014-01-01

In the past 25 years an identifiable interest in using children’s literature in mathematics learning emerged (Clyne and Griffiths, 1991; Welchman-Tischler, 1992; Hong, 1996; Hellwig etal., 2000; Haury, 2001). We critically review the rationales given for the use of picture books in mathematics learning, with a special focus on geometry due to its underrepresentation in this body of literature and the need for greater focus on this topic. The benefits and effectiveness of using picture books for children’s mathematics learning and interest have been documented (Hong, 1996; O’Neill etal., 2004; Young-Loveridge, 2004). For geometry, although much learning of shape ideas should be hands-on, two-dimensional figures are essential to develop children’s understanding of plane geometry. Books may effectively engage pre-literate children with plane shapes (van den Heuvel-Panhuizen and van den Boogaard, 2008; Skoumpourdi and Mpakopoulou, 2011) and shapes as gestalt wholes or prototypes (van Hiele, 1986; Clements etal., 1999; Hannibal, 1999). We review several guidelines and evaluative criteria for book selection, including Cianciolo (2000), Schiro (1997), Hunsader (2004), and van den Heuvel-Panhuizen and Elia (2012). Geometry concepts have proven challenging for young students, but their difficulties may stem, in part, from inadequate teacher training and professional development (Clements and Sarama, 2000; Chard etal., 2008) which lead to misconceptions (Oberdorf and Taylor-Cox, 1999; Inan and Dogan-Temur, 2010). Using picture books in teacher training may be an inviting way for early childhood teachers to enhance their own knowledge. We will examine the literature for guidance on incorporating children’s literature into teacher training. In closing we will outline a comprehensive, multi-pronged agenda for best instructional practices for selection and use of children’s books in mathematics activities and for teacher training. PMID:24904475

Learning Mathematics in Two Dimensions: A Review and Look Ahead at Teaching and Learning Early Childhood Mathematics with Children’s Literature

Directory of Open Access Journals (Sweden)

Lucia M. Flevares

2014-05-01

Full Text Available In the past 25 years an identifiable interest in using children’s literature in mathematics learning emerged (Clyne & Griffiths, 1991; Haury, 2001; Hellwig, Monroe, & Jacobs, 2000; Hong, 1996; Welchman-Tischler, 1992. We critically review the rationales given for the use of picture books in mathematics learning, with a special focus on geometry due to its underrepresentation in this body of literature and the need for greater focus on this topic. The benefits and effectiveness of using picture books for children’s mathematics learning and interest have been documented (Hong, 1996; O’Neill, Pearce & Pick, 2004; Young-Loveridge, 2004. For geometry, although much learning of shape ideas should be hands-on, two-dimensional figures are essential to develop children’s understanding of plane geometry. Books may effectively engage pre-literate children with plane shapes (Skoumpourdi & Mpakopoulou, 2011; van den Heuvel-Panhuizen & Van den Boogaard, 2008 and shapes as gestalt wholes or prototypes (Clements et al., 1999; Hannibal, 1999; van Hiele, 1986. We review several guidelines and evaluative criteria for book selection, including Cianciolo (2000, Schiro (1997, Hunsader (2004 and Van den Heuvel-Panhuizen and Elia (2012. Geometry concepts have proven challenging for young students, but their difficulties may stem, in part, from inadequate teacher training and professional development (Chard, Baker & Clarke, 2008; Clements & Sarama, 2000 which lead to misconceptions (Inan & Dogan-Temur, 2010; Oberdorf & Taylor-Cox, 1999. Using picture books in teacher training may be an inviting way for early childhood teachers to enhance their own knowledge. We will examine the literature for guidance on incorporating children’s literature into teacher training. In closing we will outline a comprehensive, multi-pronged agenda for best instructional practices for selection and use of children’s books in mathematics activities and for teacher training.

Transformative Learning: Personal Empowerment in Learning Mathematics

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Hassi, Marja-Liisa; Laursen, Sandra L.

2015-01-01

This article introduces the concept of personal empowerment as a form of transformative learning. It focuses on commonly ignored but enhancing elements of mathematics learning and argues that crucial personal resources can be essentially promoted by high engagement in mathematical problem solving, inquiry, and collaboration. This personal…

Learning Difficulty and Learner Identity: A Symbiotic Relationship

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Hirano, Eliana

2009-01-01

This paper reports on a longitudinal case study of an adult EFL learner who perceived himself as having difficulty learning English. Both learning difficulty and learner identity are viewed as being constructed in discursive interactions throughout one's life and, hence, amenable to reconstruction. Data collected from classroom interactions,…

Structural Modeling for Influence of Mathematics Self-Concept, Motivation to Learn Mathematics and Self-Regulation Learning on Mathematics Academic Achievement

OpenAIRE

Hamideh Jafari Koshkouei; Ahmad Shahvarani; Mohammad Hassan Behzadi; Mohsen Rostamy-Malkhalifeh

2016-01-01

The present study was carried out to investigate the influence of mathematics self-concept (MSC), motivation to learn mathematics (SMOT) and self-regulation learning (SRL) on students' mathematics academic achievement. This study is of a descriptive survey type. 300 female students at the first grade of high school (the second period) in City Qods, were selected by multiple step cluster sampling method and completed MSC, SMOT and SRL questionnaires. Mathematics academic achievement was measur...

Enhanced Assessment Technology and Neurocognitive Aspects of Specific Learning Disorder with Impairment in Mathematics.

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Marios A. Pappas

2018-02-01

Full Text Available Specific Learning Disorder with impairment in Mathematics (Developmental Dyscalculia is a complex learning disorder which affects arithmetic skills, symbolic magnitude processing, alertness, flexibility in problem solving and maintained attention. Neuro-cognitive studies revealed that such difficulties in children with DD could be related to poor Working Memory and attention deficits. Furthermore, neuroimaging studies indicate that brain structure differences in children with DD compared to typically developing children could affect mathematical performance. In this study we present the cognitive profile of Dyscalculia, as well as the neuropsychological aspects of the deficit, with special reference to the utilization of enhanced assessment technology such as computerized neuropsychological tools and neuroimaging techniques.

Perception determinants in learning mathematics

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Mokhtar, Siti Fairus; Ali, Noor Rasidah; Rashid, Nurazlina Abdul

2015-05-01

This article described a statistical study of students' perception in mathematics. The objective of this study is to identify factors related to perception about learning mathematics among non mathematics' student. This study also determined the relationship between of these factors among non mathematics' student. 43 items questionnaires were distributed to one hundred students in UiTM Kedah who enrolled in the Business Mathematics course. These items were measured by using a semantic scale with the following anchors: 1 = strongly disagree to 7 = strongly agree. A factor analysis of respondents were identified into five factors that influencing the students' perception in mathematics. In my study, factors identified were attitude, interest, role of the teacher, role of peers and usefulness of mathematics that may relate to the perception about learning mathematics among non mathematics' student.

How Chinese learn mathematics perspectives from insiders

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Ngai-Ying, Wong; Lianghuo, Fan; Shiqi, Li

2004-01-01

The book has been written by an international group of very active researchers and scholars who have a passion for the study of Chinese mathematics education. It aims to provide readers with a comprehensive and updated picture of the teaching and learning of mathematics involving Chinese students from various perspectives, including the ways in which Chinese students learn mathematics in classrooms, schools and homes, the influence of the cultural and social environment on Chinese students' mathematics learning, and the strengths and weaknesses of the ways in which Chinese learn mathematics. Furthermore, based on the relevant research findings, the book explores the implications for mathematics education and offers sound suggestions for reform and improvement. This book is a must for anyone who is interested in the teaching and learning of mathematics concerning Chinese learners.

Mathematics education and students with learning disabilities: introduction to the special series.

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Rivera, D P

1997-01-01

The prevalence of students with mathematics learning disabilities has triggered an interest among special education researchers and practitioners in developing an understanding of the needs of this group of students, and in identifying effective instructional programming to foster their mathematical performance during the school years and into adulthood. Research into the characteristics of students with mathematics learning disabilities is being approached from different perspectives, including developmental, neurological and neuropsychological, and educational. This diversity helps us develop a broader understanding of students' learning needs and difficulties. Special education assessment practices encompass a variety of approaches, including norm-referenced, criterion-referenced, and nonstandardized procedures, depending on the specific assessment questions professionals seek to answer. Students' mathematical knowledge and conceptual understanding must be examined to determine their strengths and weaknesses, curriculum-based progress, and use of cognitive strategies to arrive at mathematical solutions. Research findings have identified empirically validated interventions for teaching mathematics curricula to students with mathematics learning disabilities. Research studies have been grounded in behavioral theory and cognitive psychology, with an emergent interest in the constructivist approach. Although research studies have focused primarily on computational performance, more work is being conducted in the areas of story-problem solving and technology. These areas as well as other math curricular skills require further study. Additionally, the needs of adults with math LD have spurred educators to examine the elementary and secondary math curricula and determine ways to infuse them with life skills instruction accordingly. As the field of mathematics special education continues to evolve, special educators must remain cognizant of the developments in and

Interventions for Primary School Children With Difficulties in Mathematics.

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Dowker, Ann

2017-01-01

Difficulty with arithmetic is a common problem for children and adults, though there has been some work on the topic for a surprisingly long time. This chapter will review some of the research that has been done over the years on interventions with primary school children. Interventions can be of various levels of intensiveness, ranging from whole-class approaches that take account of individual differences through small-group and limited-time individual interventions to extended-time individual interventions. Interventions discussed here include those involving peer tuition and group collaboration; those involving board and computer games; and those that involve assessing children's strengths and weaknesses in different components of mathematics; and targeting remedial activities to the assessed weaknesses. Most of the interventions discussed in this chapter specifically involve mathematics (usually mainly arithmetic), but there is also some discussion of attempts to improve mathematics by training children in domain-general skills, including Piagetian operations, metacognition, and executive functions. © 2017 Elsevier Inc. All rights reserved.

Psycho-Pedagogical Interventions in the Prevention and the Therapy of Learning Difficulties in the Field of Mathematics

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Anca, Maria; Hategan, Carolina

2009-01-01

In the given study dyscalculia is approached in the context of learning difficulties, but also in relation with damaged psychic processes and functions. The practical part of the study describes intervention models from the perspective of dyscalculia prevention and therapymaterialized in personalized intervention programs.

The Role of Cooperative Learning Type Team Assisted Individualization to Improve the Students' Mathematics Communication Ability in the Subject of Probability Theory

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Tinungki, Georgina Maria

2015-01-01

The importance of learning mathematics can not be separated from its role in all aspects of life. Communicating ideas by using mathematics language is even more practical, systematic, and efficient. In order to overcome the difficulties of students who have insufficient understanding of mathematics material, good communications should be built in…

Learning Environments in Mathematics

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Turner, Vanshelle E.

2017-01-01

Learning mathematics is problematic for most primary school age children because mathematics is rote and the memorization of steps rather than an approach to seeing relationships that builds inquiry and understanding. Therefore, the traditional "algorithmic" way of teaching mathematics has not fully prepared students to be critical…

Mathematics related anxiety: Mathematics bogeyman or not?

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Videnović Marina

2011-01-01

Full Text Available Data of the PISA 2003 survey indicate high levels of mathematics anxiety of students in Serbia. More than half of our students worry whether they will have difficulties in mathematics class or whether they will earn poor marks. Aims of this study therefore are: examining relationship between math anxiety and achievement at mathematics literacy scale; establishing possible predictors of math anxiety and identification of students' groups in relations to their relationship towards mathematics as a subject. Mathematics anxiety is statistically negatively correlated with school achievement and achievement at mathematics literacy scale. Socio-demographic factors, motivational and cognitive aspects related to learning mathematics, perception of school and classroom climate explain 40% variance of mathematics anxiety. Based on students' relationship towards mathematics they cam be divided into three groups; while dimensions that apart them are uninterested-interested in mathematics and presence-absence of anxiety. The group displaying anxiety scores lowest among the three. Applying qualitative analysis students' and teachers' attitudes on specific issues related to teaching and learning mathematics was examined.

Beyond Error Patterns: A Sociocultural View of Fraction Comparison Errors in Students with Mathematical Learning Disabilities

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Lewis, Katherine E.

2016-01-01

Although many students struggle with fractions, students with mathematical learning disabilities (MLDs) experience pervasive difficulties because of neurological differences in how they process numerical information. These students make errors that are qualitatively different than their typically achieving and low-achieving peers. This study…

The Impact of Learning Difficulties and Socioemotional and Behavioural Problems on Transition to Postsecondary Education or Work Life in Finland: A Five-Year Follow-Up Study

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Hakkarainen, Airi M.; Holopainen, Leena K.; Savolainen, Hannu K.

2016-01-01

Learning difficulties have been found to dilute the possibilities that young adults have in their educational careers. However, during the last few decades, education has become increasingly important for employment and overall life satisfaction. In the present study, we were interested in the effects of mathematical and reading difficulties and…

Limited near and far transfer effects of Jungle Memory working memory training on learning mathematics in children with attentional and mathematical difficulties

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Michel Nelwan

2016-09-01

Full Text Available The goal of this randomized controlled trial was to investigate whether Jungle Memory working memory training (JM affects performance on working memory tasks, performance in mathematics and gains made on a mathematics training (MT in school aged children between 9-12 years old (N = 64 with both difficulties in mathematics, as well as in attention and working memory. Children were randomly assigned to three groups and were trained in two periods: (1 JM first, followed by MT, (2 MT first, followed by JM, and (3 a control group that received MT only. Bayesian analyses showed possible short term effects of JM on near transfer measures of verbal working memory, but none on visual working memory. Furthermore, support was found for the hypothesis that children that received JM first, performed better after MT than children who did not follow JM first or did not train with JM at all. However, these effects could be explained at least partly by frequency of training effects, possibly due to motivational issues, and training-specific factors. Furthermore, it remains unclear whether the effects found on math improvement were actually mediated by gains in working memory. It is argued that JM might not train the components of working memory involved in mathematics sufficiently. Another possible explanation can be found in the training’s lack of adaptivity, therefore failing to provide the children with tailored instruction and feedback. Finally, it was hypothesized that, since effect sizes are generally small, training effects are bound to a critical period in development.

Improving mathematics teaching and learning experiences for hard of hearing students with wireless technology-enhanced classrooms.

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Liu, Chen-Chung; Chou, Chien-Chia; Liu, Baw-Jhiune; Yang, Jui-Wen

2006-01-01

Hard of hearing students usually face more difficulties at school than other students. A classroom environment with wireless technology was implemented to explore whether wireless technology could enhance mathematics learning and teaching activities for a hearing teacher and her 7 hard of hearing students in a Taiwan junior high school. Experiments showed that the highly interactive communication through the wireless network increased student participation in learning activities. Students demonstrated more responses to the teacher and fewer distraction behaviors. Fewer mistakes were made in in-class course work because Tablet PCs provided students scaffolds. Students stated that the environment with wireless technology was desirable and said that they hoped to continue using the environment to learn mathematics.

Mathematical Understanding and Proving Abilities: Experiment With Undergraduate Student By Using Modified Moore Learning Approach

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Rippi Maya

2011-07-01

Full Text Available This paper reports findings of  a  post test experimental control group design conducted to investigate the role of modified Moore learning approach  on improving students’ mathematical understanding and proving abilities. Subject of study were 56 undergradute students of one state university in Bandung, who took advanced abstract algebra course. Instrument of study were a set test of mathematical understanding ability, a set test of mathematical proving ability, and a set of students’ opinion scale on modified Moore learning approach. Data were analyzed by using two path ANOVA. The study found that proof construction process was more difficult than mathematical understanding  task  for all students, and students still posed some difficulties on constructing mathematical proof task.  The study also found there were not differences  between students’  abilities on mathematical understanding and on proving abilities of  the both classes, and both abilities were classified as mediocre. However, in modified Moore learning approach class there were more students who got above average grades on mathematical understanding than those of conventional class. Moreover, students performed positive  opinion toward  modified Moore learning approach. They  were  active in questioning and solving problems, and in explaining their works in front of class as well, while students of conventional teaching prefered to listen to lecturer’s explanation. The study also found that there was no interaction between learning approach and students’ prior mathematics ability on mathematical understanding and proving abilities,  but  there were  quite strong  association between students’ mathematical understanding and proving abilities.Keywords:  modified Moore learning approach, mathematical understanding ability, mathematical proving ability. DOI: http://dx.doi.org/10.22342/jme.2.2.751.231-250

e-Learning Mathematics

OpenAIRE

Almanasreh, Hasan

2017-01-01

This study concerns the use of e-learning in the educational system shedding the light on its advantages and disadvantages, and analyzing its applicability either partially or totally. From mathematical perspectives, theories are developed to test the courses tendency to online transformation. This leads to a new trend of learning, the offline-online-offline learning (fnf-learning), it merges e-learning mode with the traditional orientation of education. The derivation of the new trend is bas...

Building mathematics cellular phone learning communities

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Wajeeh M. Daher

2011-04-01

Full Text Available Researchers emphasize the importance of maintaining learning communities and environments. This article describes the building and nourishment of a learning community, one comprised of middle school students who learned mathematics out-of-class using the cellular phone. The building of the learning community was led by three third year pre-service teachers majoring in mathematics and computers. The pre-service teachers selected thirty 8th grade students to learn mathematics with the cellular phone and be part of a learning community experimenting with this learning. To analyze the building and development stages of the cellular phone learning community, two models of community building stages were used; first the team development model developed by Tuckman (1965, second the life cycle model of a virtual learning community developed by Garber (2004. The research findings indicate that a learning community which is centered on a new technology has five 'life' phases of development: Pre-birth, birth, formation, performing, and maturity. Further, the research finding indicate that the norms that were encouraged by the preservice teachers who initiated the cellular phone learning community resulted in a community which developed, nourished and matured to be similar to a community of experienced applied mathematicians who use mathematical formulae to study everyday phenomena.

On the learning difficulty of visual and auditory modal concepts: Evidence for a single processing system.

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Vigo, Ronaldo; Doan, Karina-Mikayla C; Doan, Charles A; Pinegar, Shannon

2018-02-01

The logic operators (e.g., "and," "or," "if, then") play a fundamental role in concept formation, syntactic construction, semantic expression, and deductive reasoning. In spite of this very general and basic role, there are relatively few studies in the literature that focus on their conceptual nature. In the current investigation, we examine, for the first time, the learning difficulty experienced by observers in classifying members belonging to these primitive "modal concepts" instantiated with sets of acoustic and visual stimuli. We report results from two categorization experiments that suggest the acquisition of acoustic and visual modal concepts is achieved by the same general cognitive mechanism. Additionally, we attempt to account for these results with two models of concept learning difficulty: the generalized invariance structure theory model (Vigo in Cognition 129(1):138-162, 2013, Mathematical principles of human conceptual behavior, Routledge, New York, 2014) and the generalized context model (Nosofsky in J Exp Psychol Learn Mem Cogn 10(1):104-114, 1984, J Exp Psychol 115(1):39-57, 1986).

Latent Class Analysis of Students' Mathematics Learning Strategies and the Relationship between Learning Strategy and Mathematical Literacy

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Lin, Su-Wei; Tai, Wen-Chun

2015-01-01

This study investigated how various mathematics learning strategies affect the mathematical literacy of students. The data for this study were obtained from the 2012 Programme for International Student Assessment (PISA) data of Taiwan. The PISA learning strategy survey contains three types of learning strategies: elaboration, control, and…

E-learning materials in mathematics education

OpenAIRE

Fajfar, Tina

2012-01-01

When studying mathematics, most pupils and students need mathematical tools, along with the teachers' explanation. The updated curriculum for mathematics in primary and secondary education also recommends using materials connected to information and communication technology. Although e-learning materials are not directly mentioned in a curricula as a tool for learning mathematics, they should, nevertheless, be considered as a tool which can be used in a class with the help of a teacher or ind...

Students’ difficulties in probabilistic problem-solving

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Arum, D. P.; Kusmayadi, T. A.; Pramudya, I.

2018-03-01

There are many errors can be identified when students solving mathematics problems, particularly in solving the probabilistic problem. This present study aims to investigate students’ difficulties in solving the probabilistic problem. It focuses on analyzing and describing students errors during solving the problem. This research used the qualitative method with case study strategy. The subjects in this research involve ten students of 9th grade that were selected by purposive sampling. Data in this research involve students’ probabilistic problem-solving result and recorded interview regarding students’ difficulties in solving the problem. Those data were analyzed descriptively using Miles and Huberman steps. The results show that students have difficulties in solving the probabilistic problem and can be divided into three categories. First difficulties relate to students’ difficulties in understanding the probabilistic problem. Second, students’ difficulties in choosing and using appropriate strategies for solving the problem. Third, students’ difficulties with the computational process in solving the problem. Based on the result seems that students still have difficulties in solving the probabilistic problem. It means that students have not able to use their knowledge and ability for responding probabilistic problem yet. Therefore, it is important for mathematics teachers to plan probabilistic learning which could optimize students probabilistic thinking ability.

Group investigation with scientific approach in mathematics learning

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Indarti, D.; Mardiyana; Pramudya, I.

2018-03-01

The aim of this research is to find out the effect of learning model toward mathematics achievement. This research is quasi-experimental research. The population of research is all VII grade students of Karanganyar regency in the academic year of 2016/2017. The sample of this research was taken using stratified cluster random sampling technique. Data collection was done based on mathematics achievement test. The data analysis technique used one-way ANOVA following the normality test with liliefors method and homogeneity test with Bartlett method. The results of this research is the mathematics learning using Group Investigation learning model with scientific approach produces the better mathematics learning achievement than learning with conventional model on material of quadrilateral. Group Investigation learning model with scientific approach can be used by the teachers in mathematics learning, especially in the material of quadrilateral, which is can improve the mathematics achievement.

Integrating Dynamic Mathematics Software into Cooperative Learning Environments in Mathematics

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Zengin, Yilmaz; Tatar, Enver

2017-01-01

The aim of this study was to evaluate the implementation of the cooperative learning model supported with dynamic mathematics software (DMS), that is a reflection of constructivist learning theory in the classroom environment, in the teaching of mathematics. For this purpose, a workshop was conducted with the volunteer teachers on the…

Understanding technology use and constructivist strategies when addressing Saudi primary students' mathematics difficulties.

OpenAIRE

Alabdulaziz, M.; Higgins, S.

2017-01-01

This paper will investigate the relationship between technology use and the use of constructivist strategies when addressing Saudi primary students' mathematics difficulties. Semi-structured interviews and observations were used for the purpose of this research, which were undertaken with three mathematics teachers from school A which used technology, and the other three from school B, which did not use technology. We found that technology can support constructivist approach when teaching and...

Teaching chemistry to students with learning difficulties: exemplary ...

African Journals Online (AJOL)

Teaching chemistry to students with learning difficulties: exemplary adaptive instructional practices of experienced teachers. ... Arguably, today's science classrooms are witnessing a situation in which students experience a special learning ...

Difficulties encountered by the teachers in fifth grade applications of mathematics course

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Fatma Nur Çoban

2013-12-01

Full Text Available The purpose of this study was to determine the teachers’ practices and the difficulties encountered by the teachers in 5th grade optional ‘mathematics applications’ course, which came into effect with the new 4+4+4 educational system.  The study was conducted in 2012-2013 academic year using the qualitative research method of semi-structured interview with 8 mathematics teachers who were teaching this course. The teachers were from four schools situated in socioeconomically average quarters of Eskişehir. The interview consisted of questions under three categories; aims and contents of the course, teachers’ practices and assessment of the course.Key Words:    Mathematics applications course, curriculum, teaching resources, teacher views

Difficulties faced by eighth grade students in the learning of linear equation problems at a high school in Heredia

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Gilberto Chavarría Arroyo

2014-06-01

Full Text Available The current article presents the results of a study that aimed to analyze the difficulties faced by eighth grade students when learning to solve algebraic problems based on linear equations with one unknown variable. The participants were learners with low average performance in mathematics at a high school in Heredia. The research followed a naturalistic paradigm and the case study method with a qualitative approach. Different techniques like class observations, questionnaires to students, non-structured interviews to teachers and interviews to the learners were applied. The research helped to identify the main causes of difficulty when learning to solve algebraic problems. Some of the causes that were identified are affective aspects, lack of previous knowledge, poor relational understanding, fatigue, diversion, reading deficiencies and misunderstanding of terminology.

Student’s social interaction in mathematics learning

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Apriliyanto, B.; Saputro, D. R. S.; Riyadi

2018-03-01

Mathematics learning achievement is influenced by the internal and external factor of the students. One of the influencing external factors is social interaction with friends in learning activities. In modern learning, the learning is student-centered, so the student interaction is needed to learn about certain basic competence. Potential and motivation of students in learning are expected to develop with good social interaction in order to get maximum results. Social interaction is an important aspect of learning Mathematics because students get the opportunity to express their own thoughts in order to encourage a reflection on the knowledge they have. This research uses the correlational descriptive method involving 36 students for the tenth grade, eleventh grade, and twelfth grade of SMA Negeri 1 Wuryantoro and data collecting technique using questionnaire for social interaction and documentation for learning outcome. The result of this research shows that learning achievement and social interaction of students are not good. Based on the result of data analysis, it is shown that the social interaction and Mathematics learning achievement are still in the low level. This research concludes that students’ social interaction influences student learning achievement in Mathematics subjects.

Connecting mathematics learning through spatial reasoning

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Mulligan, Joanne; Woolcott, Geoffrey; Mitchelmore, Michael; Davis, Brent

2018-03-01

Spatial reasoning, an emerging transdisciplinary area of interest to mathematics education research, is proving integral to all human learning. It is particularly critical to science, technology, engineering and mathematics (STEM) fields. This project will create an innovative knowledge framework based on spatial reasoning that identifies new pathways for mathematics learning, pedagogy and curriculum. Novel analytical tools will map the unknown complex systems linking spatial and mathematical concepts. It will involve the design, implementation and evaluation of a Spatial Reasoning Mathematics Program (SRMP) in Grades 3 to 5. Benefits will be seen through development of critical spatial skills for students, increased teacher capability and informed policy and curriculum across STEM education.

Effect Of Open Ended Teaching Learning Approach On Secondary School Students Mathematics Achievement In Learning Three Dimensional Geometry

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Chogo C.N.

2017-12-01

Full Text Available Mathematics is globally valued for use by an individual and society. It plays a significant role in the development of modern science and technology. Despite its importance students motivation to learn and achievement at national examinations globally and at the KCSE mathematics examination in Kenya particularly has been dismal over the years. The learners low achievement in the subject has been attributed to the didactic teaching methods that the teachers use among other factors. The study of geometry in Mathematics poses a number of difficulties to learners which are different in nature from those of arithmetic and algebra. This is because geometry is primarily abstract in nature. The purpose of this study was to determine the effects of Open Ended Teaching and Learning Approach OETLA on Secondary School students mathematics achievement in learning Three Dimensional Geometry 3DG. The study employed Solomon four non-equivalent control group design. The two experimental groups E1amp E2 received OETLA treatment while the control groups C1ampC2 were taught using the conventional teaching and learning methods. Only E1amp C1 took a pre-test and a post test for all the groups. The target population for this study was form four 17 year old students of secondary schools in Marani Sub County in Kisii County. Purposive sampling was used to obtain the four county mixed-sex secondary schools for the study. A total of 152 students formed the sample size. Students Mathematics Achievement Test SMAT was used to collect data. The instruments were validated by three experts from the department of curriculum and instruction of Egerton University and three Secondary School Mathematics Heads of Department. The reliability of the instruments were established using Cronbachs Alpha. A reliability coefficient of 0.92 was obtained and thus considered acceptable. The SMAT was administered to two groups as a pretest before the treatment and as a posttest to all the four

Edmodo social learning network for elementary school mathematics learning

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Ariani, Y.; Helsa, Y.; Ahmad, S.; Prahmana, RCI

2017-12-01

A developed instructional media can be as printed media, visual media, audio media, and multimedia. The development of instructional media can also take advantage of technological development by utilizing Edmodo social network. This research aims to develop a digital classroom learning model using Edmodo social learning network for elementary school mathematics learning which is practical, valid and effective in order to improve the quality of learning activities. The result of this research showed that the prototype of mathematics learning device for elementary school students using Edmodo was in good category. There were 72% of students passed the assessment as a result of Edmodo learning. Edmodo has become a promising way to engage students in a collaborative learning process.

Strategies of solving arithmetic word problems in students with learning difficulties in mathematics

OpenAIRE

Kalan, Marko

2015-01-01

Problem solving as an important skill is, beside arithmetic, measure and algebra, included in standards of school mathematics (National Council of Teachers of Mathematics) (NCTM, 2000) and needed as a necessary skill for successfulness in science, technology, engineering and mathematics (STEM) (National Mathematics Advisory Panel, 2008). Since solving of human problems is connected to the real life, the arithmetic word problems (in short AWP) are an important kind of mathematics tasks in scho...

Inquiry based learning: a student centered learning to develop mathematical habits of mind

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Handayani, A. D.; Herman, T.; Fatimah, S.; Setyowidodo, I.; Katminingsih, Y.

2018-05-01

Inquiry based learning is learning that based on understanding constructivist mathematics learning. Learning based on constructivism is the Student centered learning. In constructivism, students are trained and guided to be able to construct their own knowledge on the basis of the initial knowledge that they have before. This paper explained that inquiry based learning can be used to developing student’s Mathematical habits of mind. There are sixteen criteria Mathematical Habits of mind, among which are diligent, able to manage time well, have metacognition ability, meticulous, etc. This research method is qualitative descriptive. The result of this research is that the instruments that have been developed to measure mathematical habits of mind are validated by the expert. The conclusion is the instrument of mathematical habits of mind are valid and it can be used to measure student’s mathematical habits of mind.

Selection of Learning Media Mathematics for Junior School Students

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Widodo, Sri Adi; Wahyudin

2018-01-01

One of the factors that determine the success of mathematics learning is the learning media used. Learning media can help students to create mathematical abstract mathematics that is abstract. In addition to media, meaningful learning is a learning that is adapted to the students' cognitive development. According to Piaget, junior high school…

Teaching Mathematical Problem Solving to Students with Limited English Proficiency.

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Kaplan, Rochelle G.; Patino, Rodrigo A.

Many mainstreamed students with limited English proficiency continue to face the difficulty of learning English as a second language (ESL) while studying mathematics and other content areas framed in the language of native speakers. The difficulty these students often encounter in mathematics classes and their poor performance on subsequent…

A componential view of children's difficulties in learning fractions

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Gabriel, Florence; Coché, Frédéric; Szucs, Dénes; Carette, Vincent; Rey, Bernard; Content, Alain

2013-01-01

Fractions are well known to be difficult to learn. Various hypotheses have been proposed in order to explain those difficulties: fractions can denote different concepts; their understanding requires a conceptual reorganization with regard to natural numbers; and using fractions involves the articulation of conceptual knowledge with complex manipulation of procedures. In order to encompass the major aspects of knowledge about fractions, we propose to distinguish between conceptual and procedural knowledge. We designed a test aimed at assessing the main components of fraction knowledge. The test was carried out by fourth-, fifth- and sixth-graders from the French Community of Belgium. The results showed large differences between categories. Pupils seemed to master the part-whole concept, whereas numbers and operations posed problems. Moreover, pupils seemed to apply procedures they do not fully understand. Our results offer further directions to explain why fractions are amongst the most difficult mathematical topics in primary education. This study offers a number of recommendations on how to teach fractions. PMID:24133471

A componential view of children's difficulties in learning fractions.

Science.gov (United States)

Gabriel, Florence; Coché, Frédéric; Szucs, Dénes; Carette, Vincent; Rey, Bernard; Content, Alain

2013-01-01

Fractions are well known to be difficult to learn. Various hypotheses have been proposed in order to explain those difficulties: fractions can denote different concepts; their understanding requires a conceptual reorganization with regard to natural numbers; and using fractions involves the articulation of conceptual knowledge with complex manipulation of procedures. In order to encompass the major aspects of knowledge about fractions, we propose to distinguish between conceptual and procedural knowledge. We designed a test aimed at assessing the main components of fraction knowledge. The test was carried out by fourth-, fifth- and sixth-graders from the French Community of Belgium. The results showed large differences between categories. Pupils seemed to master the part-whole concept, whereas numbers and operations posed problems. Moreover, pupils seemed to apply procedures they do not fully understand. Our results offer further directions to explain why fractions are amongst the most difficult mathematical topics in primary education. This study offers a number of recommendations on how to teach fractions.

Mathematical Models of Elementary Mathematics Learning and Performance. Final Report.

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Suppes, Patrick

This project was concerned with the development of mathematical models of elementary mathematics learning and performance. Probabilistic finite automata and register machines with a finite number of registers were developed as models and extensively tested with data arising from the elementary-mathematics strand curriculum developed by the…

A Case Study on Learning Difficulties and Corresponding Supports for Learning in cMOOCs

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Li, Shuang; Tang, Qi; Zhang, Yanxia

2016-01-01

cMOOCs, which are based on connectivist learning theory, bring challenges for learners as well as opportunities for self-inquiry. Previous studies have shown that learners in cMOOCs may have difficulties learning, but these studies do not provide any in-depth, empirical explorations of student difficulties or support strategies. This paper…

The Psychological Basis of Learning Mathematics.

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Ruberu, J.

1982-01-01

Mathematics is a hierarchial build-up of concepts and the process of this systematic building up of concepts is of prime importance in the study of mathematics. Although discovery approaches are currently used, there are limitations. Ausubel's "meaningful learning" approach is suggested as an alternative to discovery learning in…

Pedagogical Content Knowledge: Teacher’s Knowledge of Students in Learning Mathematics on Limit of Function Subject

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Ma'rufi; Ketut Budayasa, I.; Juniati, Dwi

2018-01-01

This research aims at describing the profile of high school teacher’s Pedagogical Content Knowledge in learning mathematics from the perspective of teaching experience. Pedagogical Content Knowledge (PCK) covers teacher’s knowledge of subject matter, knowledge of pedagogy, and knowledge of students. The subject of this research was two high school mathematics teachers who have different teaching experience. The data were obtained through interview and observation then analyzed qualitatively. The focus of this research is the novice teacher’s PCK deals with knowledge of students. Knowledge of Student is defined as teacher’s knowledge about the students’ conception and misconception on limit of function material and teacher’s ability to cope with students’ difficulty, mistake, and misconception. The result of this research shows that novice teacher’s ability in analyzing the cause of students’ difficulty, mistake, and misconception was limited. Novice teacher tended to overcome the students’ difficulty, mistake, and misconception by re-explaining the procedure of question completion which is not understood by the students.

Learning the Work of Ambitious Mathematics Teaching

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Anthony, Glenda; Hunter, Roberta

2013-01-01

"Learning the Work of Ambitious Mathematics" project was developed to support prospective teachers learn the work of ambitious mathematics teaching. Building on the work of U.S. researchers in the "Learning in, from, and for Teaching Practice" project, we investigate new ways to make practice studyable within the university…

Exploring Mathematics Achievement Goals Using Kolb’s Learning Style Model

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Avelino G. Ignacio Jr.

2017-02-01

Full Text Available This research work is an exploration of causality connection of learning styles to mathematics achievement goals. The objectives of the study are as follows: (1 to identify the mathematics achievement goal of students when grouped according to preferred learning style (2 to identify the learning style of students when grouped according to preferred mathematics achievement goal and (3 to determine if there is a significant difference in each mathematics achievement goal when grouped according to learning style. The researcher used explanatory cross-sectional design. The Revised Achievement Goal Questionnaire and Kolb’s Learning Style Inventory 3.1 were utilized to collect data. Results show that respondents hold mastery-approach achievement goals regardless of learning styles. Also, students with approach type of mathematics achievement goals hold assimilative learning style which operates on reflective observation and abstract conceptualization; and students with avoidance type of mathematics achievement goals hold accommodative learning style which operates on active experimentation and concrete experimentation. Furthermore, findings show that there is no significant difference in the mathematics achievement goals based on learning style. Exploratory research is recommended to understand why students with approach type of mathematics achievement goals hold assimilative learning style and why students with avoidance type of mathematics achievement goals hold accommodative learning style.

E-Learning and Affective Student’s Profile in Mathematics

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Giovannina Albano

2008-12-01

Full Text Available This paper is concerned with the personalisation of teaching/learning paths in mathematics education. Such personalisation would exploit the research results on the connection between the affective experience of the student learning mathematics and his/her success or failure in mathematics, which produces the learner’s attitude towards mathematics. We present a model for the learner’s affective profile in mathematics, which would extend the current user profile in an e-learning platform taking into account the learner’s attitude, to be used in order to offer and manage a Unit of Learning in mathematics better tailored on the global student’ needs. Tools for the implementation of the model in an e-learning platform have been devised. Activities templates suitable to various attitudes towards mathematics have been designed and their experimentation is in progress.

The influence of mathematics learning using SAVI approach on junior high school students’ mathematical modelling ability

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Khusna, H.; Heryaningsih, N. Y.

2018-01-01

The aim of this research was to examine mathematical modeling ability who learn mathematics by using SAVI approach. This research was a quasi-experimental research with non-equivalent control group designed by using purposive sampling technique. The population of this research was the state junior high school students in Lembang while the sample consisted of two class at 8th grade. The instrument used in this research was mathematical modeling ability. Data analysis of this research was conducted by using SPSS 20 by Windows. The result showed that students’ ability of mathematical modeling who learn mathematics by using SAVI approach was better than students’ ability of mathematical modeling who learn mathematics using conventional learning.

School mathematical discourse in a learning landscape

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Valero, Paola; Meaney, Tamsin; Alrø, Helle

By bringing our research work together, we are able to discuss the potential of combining the notions of the learning landscape and school mathematical discourse. We do so in a search for concepts and methodological tools to challenge the simplification of issues in regard to mathematics learning...... in multicultural settings, when adopting restricted perspectives on issues of bilingualism. In the paper we discuss the relationship between the learning landscape and school mathematical discourse. We then use these notions to analyse two case studies in Danish and New Zealand schools. Our conclusion raises...... possibilities about how these notions can be used when researching mathematics education in multicultural settings....

Students’ Mathematical Problem-Solving Abilities Through The Application of Learning Models Problem Based Learning

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Nasution, M. L.; Yerizon, Y.; Gusmiyanti, R.

2018-04-01

One of the purpose mathematic learning is to develop problem solving abilities. Problem solving is obtained through experience in questioning non-routine. Improving students’ mathematical problem-solving abilities required an appropriate strategy in learning activities one of them is models problem based learning (PBL). Thus, the purpose of this research is to determine whether the problem solving abilities of mathematical students’ who learn to use PBL better than on the ability of students’ mathematical problem solving by applying conventional learning. This research included quasi experiment with static group design and population is students class XI MIA SMAN 1 Lubuk Alung. Class experiment in the class XI MIA 5 and class control in the class XI MIA 6. The instrument of final test students’ mathematical problem solving used essay form. The result of data final test in analyzed with t-test. The result is students’ mathematical problem solving abilities with PBL better then on the ability of students’ mathematical problem solving by applying conventional learning. It’s seen from the high percentage achieved by the group of students who learn to use PBL for each indicator of students’ mathematical problem solving.

Relationship between mathematical abstraction in learning parallel coordinates concept and performance in learning analytic geometry of pre-service mathematics teachers: an investigation

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Nurhasanah, F.; Kusumah, Y. S.; Sabandar, J.; Suryadi, D.

2018-05-01

As one of the non-conventional mathematics concepts, Parallel Coordinates is potential to be learned by pre-service mathematics teachers in order to give them experiences in constructing richer schemes and doing abstraction process. Unfortunately, the study related to this issue is still limited. This study wants to answer a research question “to what extent the abstraction process of pre-service mathematics teachers in learning concept of Parallel Coordinates could indicate their performance in learning Analytic Geometry”. This is a case study that part of a larger study in examining mathematical abstraction of pre-service mathematics teachers in learning non-conventional mathematics concept. Descriptive statistics method is used in this study to analyze the scores from three different tests: Cartesian Coordinate, Parallel Coordinates, and Analytic Geometry. The participants in this study consist of 45 pre-service mathematics teachers. The result shows that there is a linear association between the score on Cartesian Coordinate and Parallel Coordinates. There also found that the higher levels of the abstraction process in learning Parallel Coordinates are linearly associated with higher student achievement in Analytic Geometry. The result of this study shows that the concept of Parallel Coordinates has a significant role for pre-service mathematics teachers in learning Analytic Geometry.

Making the Learning of Mathematics More Meaningful

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Ward, Robin A.

1998-01-01

In the early 1980's, the National Commission on Excellence in Education responded to the call for reform in the teaching and learning of mathematics. In particular, the Commission developed a document addressing the consensus that all students need to learn more, and often different, mathematics and that instruction in mathematics must be significantly revised. In a response to these calls for mathematics education reform, the National Council of Teachers of Mathematics (NCTM) developed its Curriculum and Evaluation Standards (1989) with a two-fold purpose: 1) to create a coherent vision of what it means to be mathematically literate in a world that relies on calculators and computers, and 2) to create a set of standards to guide the revisions of school mathematics curriculum.

Research on Difficulty in Indonesia Students Learning Chinese Language

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Lydia Anggreani

2013-05-01

Full Text Available Chinese has become the world’s second language. Each language has its own law, as is the Chinese. Indonesian students have difficulty in learning Chinese which are are not surprising. Every language has various characteristics, so do Chinese and Bahasa Indonesia. Article analyzes difficulties to learn Chinese, especially for Indonesian students, those are tone, grammar, sounds of “er hua” such as Alice retroflex. The respondents are 100 Indonesian students who are randomly selected for testing samples analyzed. Since there is no tone in Bahasa Indonesia, it makes a lot of Indonesian students in the learning process often appear in Chinese foreign accent phenomenon. This article expects to explore the problem by studying the formation of the causes and solutions. Indonesian students learning Chinese was designed to provide some teaching and learning strategies.

Students’ mathematical learning in modelling activities

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Kjeldsen, Tinne Hoff; Blomhøj, Morten

2013-01-01

Ten years of experience with analyses of students’ learning in a modelling course for first year university students, led us to see modelling as a didactical activity with the dual goal of developing students’ modelling competency and enhancing their conceptual learning of mathematical concepts i...... create and help overcome hidden cognitive conflicts in students’ understanding; that reflections within modelling can play an important role for the students’ learning of mathematics. These findings are illustrated with a modelling project concerning the world population....

Influence of Student Beliefs about Nature of School Mathematics on Their Achievement at Secondary Level in Kerala

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Gafoor, Kunnathodi Abdul; Sarabi, M. K.

2016-01-01

This study probes students' beliefs about nature of mathematics, difficulty in learning mathematics sourcing from these and their influence on achievement in mathematics. Questionnaire survey on 458, 9th standard students randomly selected from schools of Malappuram district elicited data on nature of school mathematics and difficulty arising out…

Review of student difficulties in upper-level quantum mechanics

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Chandralekha Singh

2015-09-01

Full Text Available [This paper is part of the Focused Collection on Upper Division Physics Courses.] Learning advanced physics, in general, is challenging not only due to the increased mathematical sophistication but also because one must continue to build on all of the prior knowledge acquired at the introductory and intermediate levels. In addition, learning quantum mechanics can be especially challenging because the paradigms of classical mechanics and quantum mechanics are very different. Here, we review research on student reasoning difficulties in learning upper-level quantum mechanics and research on students’ problem-solving and metacognitive skills in these courses. Some of these studies were multiuniversity investigations. The investigations suggest that there is large diversity in student performance in upper-level quantum mechanics regardless of the university, textbook, or instructor, and many students in these courses have not acquired a functional understanding of the fundamental concepts. The nature of reasoning difficulties in learning quantum mechanics is analogous to reasoning difficulties found via research in introductory physics courses. The reasoning difficulties were often due to overgeneralizations of concepts learned in one context to another context where they are not directly applicable. Reasoning difficulties in distinguishing between closely related concepts and in making sense of the formalism of quantum mechanics were common. We conclude with a brief summary of the research-based approaches that take advantage of research on student difficulties in order to improve teaching and learning of quantum mechanics.

Using Assessment for Learning Mathematics with Mobile Tablet Based Solutions

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Ghislain Maurice Norbert Isabwe

2014-03-01

Full Text Available This article discusses assessment for learning in mathematics subjects. Teachers of large classes face the challenge of regularly assessing studentsཿ ongoing mathematical learning achievements. Taking the complexity of assessment and feedback for learning as a background, we have developed a new approach to the assessment for learning mathematics at university level. We devised mobile tablet technology supported assessment processes, and we carried out user studies in both Rwanda and Norway. Results of our study indicated that students found it fruitful to be involved in assessing other studentsཿ mathematics work, i.e. assessing fellow studentsཿ answers to mathematical tasks. By being involved in the assessment process, the students expected mathematical learning gains. Their providing and obtaining of feedback to/from their fellow students using technology supported tools were highly appreciated as regards their own mathematical learning process.

Think Pair Share Using Realistic Mathematics Education Approach in Geometry Learning

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Afthina, H.; Mardiyana; Pramudya, I.

2017-09-01

This research aims to determine the impact of mathematics learning applying Think Pair Share (TPS) using Realistic Mathematics Education (RME) viewed from mathematical-logical intelligence in geometry learning. Method that used in this research is quasi experimental research The result of this research shows that (1) mathematics achievement applying TPS using RME approach gives a better result than those applying direct learning model; (2) students with high mathematical-logical intelligence can reach a better mathematics achievement than those with average and low one, whereas students with average mathematical-logical intelligence can reach a better achievement than those with low one; (3) there is no interaction between learning model and the level of students’ mathematical-logical intelligence in giving a mathematics achievement. The impact of this research is that TPS model using RME approach can be applied in mathematics learning so that students can learn more actively and understand the material more, and mathematics learning become more meaningful. On the other hand, internal factors of students must become a consideration toward the success of students’ mathematical achievement particularly in geometry material.

Mathematical disposition of junior high school students viewed from learning styles

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Putra, Arief Karunia; Budiyono, Slamet, Isnandar

2017-08-01

The relevance of this study is the growth of character values for students in Indonesia. Mathematics is a subject that builds the character values for students. It can be seen from the students' confidence in answering mathematics problems, their persistent and resilience in mathematics task. In addition, students have a curiosity in mathematics and appreciate the usefulness of mathematics. In mathematics, it is called a mathematical disposition. One of the factors that can affect students' mathematical disposition is learning style. Each student has a dominant learning style. Three of the most popular ones are visual, auditory, and kinesthetic. The most important uses of learning styles is that it makes it easy for teachers to incorporate them into their teaching. The purpose of this study was to determine which one that gives better mathematical dispositions among students with learning styles of visual, auditory, or kinesthetic. The subjects were 150 students in Sleman regency. Data obtained through questionnaires. Based on data analysis that has been done with benchmark assessment method, it can be concluded that students with visual learning style has a mathematical disposition better than students with auditory and kinesthetic learning styles, while students with kinesthetic learning style has a mathematical disposition better than students with auditory learning style. These results can be used as a reference for students with individual learning styles to improve the mathematical positive disposition in the learning process of mathematics.

Insights into teaching mathematics

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Orton, Anthony

2004-01-01

Providing essential guidance and background information about teaching mathematics, this book is intended particularly for teachers who do not regard themselves as specialists in mathematics. It deals with issues of learning and teaching, including the delivery of content and the place of problems and investigations. Difficulties which pupils encounter in connection with language and symbols form important sections of the overall discussion of how to enhance learning. The curriculum is considered in brief under the headings of number, algebra, shape and space, and data handling, and special at

Commognitive analysis of undergraduate mathematics students' first encounter with the subgroup test

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Ioannou, Marios

2018-06-01

This study analyses learning aspects of undergraduate mathematics students' first encounter with the subgroup test, using the commognitive theoretical framework. It focuses on students' difficulties as these are related to the object-level and metalevel mathematical learning in group theory, and, when possible, highlights any commognitive conflicts. In the data analysis, one can identify three types of difficulties, relevant to object-level learning: namely regarding the frequently observed confusion between groups and sets, the object-level rules of visual mediators, and the object-level rules of contextual notions, such as permutations, exponentials, sets and matrices. In addition, data analysis suggests two types of difficulties, relevant to metalevel learning. The first refers to the actual proof that the three conditions of subgroup test hold, and the second is related to syntactic inaccuracies, incomplete argumentation and problematic use of visual mediators. Finally, this study suggests that there are clear links between object-level and metalevel learning, mainly due to the fact that objectification of the various relevant mathematical notions influences the endorsement of the governing metarules.

Teacher Identification of Student Learned Helplessness in Mathematics

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Yates, Shirley

2009-01-01

Teachers frequently encounter students with learned helplessness who are discouraged, turned off, or have given up trying to learn mathematics. Although learned helplessness has a long history in psychology, there has been no reliable means by which mathematics teachers can identify students exhibiting these debilitating yet changeable…

A Componential View of Children’s Difficulties in Learning Fractions

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Florence Claude Gabriel

2013-10-01

Full Text Available Fractions are well known to be difficult to learn. Various hypotheses have been proposed in order to explain those difficulties: fractions can denote different concepts; their understanding requires a conceptual reorganisation with regard to natural numbers; and using fractions involves the articulation of conceptual knowledge with complex manipulation of procedures. In order to encompass the major aspects of knowledge about fractions, we propose to distinguish between conceptual and procedural knowledge. We designed a test aimed at assessing the main components of fraction knowledge. The test was carried out by fourth-, fifth- and sixth-graders from the French Community of Belgium. The results showed large differences between categories. Pupils seemed to master the part-whole concept, whereas numbers and operations posed problems. Moreover, pupils seemed to apply procedures they do not fully understand. Our results offer further directions to explain why fractions are amongst the most difficult mathematical topics in primary education. This study offers a number of recommendations on how to teach fractions.

The Relationship of Mathematics Anxiety and Mathematical Knowledge to the Learning of Mathematical Pedagogy by Preservice Elementary Teachers.

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Battista, Michael T.

1986-01-01

Examined how preservice elementary teachers' (N=38) mathematical knowledge and mathematics anxiety affect their success in a mathematics methods course. Also examined the hypothesis that a mathematics methods course can reduce the mathematics anxiety of these teachers. One finding is that mathematics anxiety does not inhibit their learning of…

Matthew effect in children with mathematical learning disabilities - El efecto Mateo en niños con Dificultades Específicas de Aprendizaje de las Matemáticas

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Vicente Bermejo

2009-12-01

Full Text Available Previous research suggests that Learning Difficulties in Reading and Mathematics are highly related. This work tried to test in children if the presence of specific Learning Difficulties in Mathematics (LDM was related to poor results in Intellectual Quotient (IQ tests. Also, it is tested if differences in IQ are related to different mathematical performances. Therefore, the IQs of 12 LDM children enrolled in the first year of Primary School were compared with the IQs of 20 LDM children enrolled in the third year of Primary School. The IQs of LDM children were compared with the IQs of two non-LDM groups of the same cohorts. Among other results, it was observed that the IQs of the oldest LDM children were significantly lower than these of the youngest children, while no differences were found among non-LDM children. Furthermore, the presence of a high or low IQ did not always imply an equally high or low mathematical performance in the scholars.

Digital games and learning mathematics: Student, teacher and parent perspectives

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Su Ting Yong

2016-12-01

Full Text Available The purpose of this study was to explore the potential use of digital games in learning mathematics at secondary school level in Malaysia. Three secondary school students, three mathematics teachers and three parents were interviewed in this study. All the participants were asked for their views and experiences in mathematics, technology usage and the use of digital games in learning mathematics. The results suggested that students were supportive and positive towards the use of computer games in learning mathematics. Nevertheless, parents preferred conventional teaching approach, in which they recognized personal communication and socialization as a significant component in learning. Although the teachers did not go on to oppose the idea of using computer games for teaching mathematics, they still perceived the use of discursive approaches as the best teaching approach for learning mathematics with digital technologies at best a possible additional complementary feature. In view of that, the combination of classroom teaching and computer games might the best mathematics pedagogy. 

The Use of a Bar Model Drawing to Teach Word Problem Solving to Students with Mathematics Difficulties

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Morin, Lisa L.; Watson, Silvana M. R.; Hester, Peggy; Raver, Sharon

2017-01-01

For students with mathematics difficulties (MD), math word problem solving is especially challenging. The purpose of this study was to examine the effects of a problem-solving strategy, bar model drawing, on the mathematical problem-solving skills of students with MD. The study extended previous research that suggested that schematic-based…

Reflections on providing sport science support for athletes with learning difficulties.

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Hills, Laura; Utley, Andrea

2010-01-01

To highlight the benefits and the need for sport science support for athletes with learning difficulties, and to reflect on our experience of working with the GB squad for athletes with learning difficulties. A review of key and relevant literature is presented, followed by a discussion of the sport science support provision and the issues that emerged in working with athletes with learning difficulties. Pre- and post- physiological tests along with evaluations of athletes' potential to benefit from sport psychology support were conducted. The aim of these tests was to provide information for the athletes and the coaches on fitness levels, to use this information to plan future training, and to identify how well the performance could be enhanced. A case study is presented for one athlete, who had competed in distance events. The focus is the psychological support that was provided. It is clear that athletes with learning difficulties require the same type of sports science support as their mainstream peers. However, sport scientists will need to consider ways to extend their practice in order to provide the appropriate level of support.

Metacognition Difficulty of Students with Visual-Spatial Intelligence during Solving Open-Ended Problem

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Rimbatmojo, S.; Kusmayadi, T. A.; Riyadi, R.

2017-09-01

This study aims to find out students metacognition difficulty during solving open-ended problem in mathematics. It focuses on analysing the metacognition difficulty of students with visual-spatial intelligence in solving open-ended problem. A qualitative research with case study strategy is used in this study. Data in the form of visual-spatial intelligence test result and recorded interview during solving open-ended problems were analysed qualitatively. The results show that: (1) students with high visual-spatial intelligence have no difficulty on each metacognition aspects, (2) students with medium visual-spatial intelligence have difficulty on knowledge aspect on strategy and cognitive tasks, (3) students with low visual-spatial intelligence have difficulty on three metacognition aspects, namely knowledge on strategy, cognitive tasks and self-knowledge. Even though, several researches about metacognition process and metacognition literature recommended the steps to know the characteristics. It is still important to discuss that the difficulties of metacognitive is happened because of several factors, one of which on the characteristics of student’ visual-spatial intelligence. Therefore, it is really important for mathematics educators to consider and pay more attention toward students’ visual-spatial intelligence and metacognition difficulty in designing better mathematics learning.

Learner's Learning Experiences & Difficulties towards (ESL) among UKM Undergraduates

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Maarof, Nooreiny; Munusamy, Indira Malani A/P

2015-01-01

This paper aims to investigate the learners learning experiences and difficulties of ESL among the UKM undergraduates. This study will be focusing on identifying the factors behind Malaysian undergraduate's experiences and also their difficulties in the English as Second Language (ESL) classroom. This paper discusses some of the issues of English…

Mathematics Self-Related Beliefs and Online Learning

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Ichinose, Cherie; Bonsangue, Martin

2016-01-01

This study examined students' mathematical self-related beliefs in an online mathematics course. Mathematical self-related beliefs of a sample of high school students learning mathematics online were compared with student response data from the 2012 Programme for International Student Assessment (PISA). The treatment group reported higher levels…

Student teachers’ mathematical questioning and courage in metaphorical thinking learning

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Hendriana, H.; Hidayat, W.; Ristiana, M. G.

2018-01-01

This study was designed in the form of experiments with control group design and post-test only which aimed to examine the role of metaphorical thinking learning in the mathematical questioning ability of student teachers based on the level of mathematical courage. The population of this study was student teachers of mathematics education study program in West Java Province, while the sample of this study was 152 student teachers which were set purposively and then randomly to be included in the experimental class and control class. Based on the results and discussion, it was concluded that: (a) the mathematical questioning ability of student teachers who received Metaphorical Thinking learning was better than those who received conventional learning seen from mathematical courage level; (b) learning and mathematical courage level factors affected the achievement of student teachers’ mathematical questioning ability. In addition, there was no interaction effect between learning and mathematical courage level (high, medium, and low) simultaneously in developing student teachers’ mathematical questioning ability; (c) achievement of mastering mathematical questioning ability of student teacher was still not well achieved on indicator of problem posing in the form of non-routine question and open question.

Developing Mathematical Resilience of Prospective Math Teachers

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Ariyanto, L.; Herman, T.; Sumarmo, U.; Suryadi, D.

2017-09-01

Prospective math teachers need to develop positive adaptive attitudes toward mathematics that will enable them to continue learning despite having to deal with obstacles and difficulties. This research focuses on the resilience improvement of the prospective mathematic teachers after being treated using problem-based learning based on their basic knowledge on mathematic and their overall knowledge on math. This research used only one group for pre-test and post-test. The result of this research shows that there is improvement on prospective teachers’ resilience after they were given treatment using problem-based learning. One of the factors causing the resilience improvement of the prospective mathematic teachers is the instructions on students’ work sheet. In the instructions, stud ents were asked to write difficulties in solving math problems as well as write down the solution they take to overcome them. This research can be used as a reference for other researchers who want to do the same research related on students’ resiliency o n math and or math lecturers to improve the resilience of prospective teachers to be resilient teachers on math in the future.

The Language of Mathematics: The Importance of Teaching and Learning Mathematical Vocabulary

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Riccomini, Paul J.; Smith, Gregory W.; Hughes, Elizabeth M.; Fries, Karen M.

2015-01-01

Vocabulary understanding is a major contributor to overall comprehension in many content areas, including mathematics. Effective methods for teaching vocabulary in all content areas are diverse and long standing. Teaching and learning the language of mathematics is vital for the development of mathematical proficiency. Students' mathematical…

Helping Children Learn Mathematics through Multiple Intelligences and Standards for School Mathematics.

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Adams, Thomasenia Lott

2001-01-01

Focuses on the National Council of Teachers of Mathematics 2000 process-oriented standards of problem solving, reasoning and proof, communication, connections, and representation as providing a framework for using the multiple intelligences that children bring to mathematics learning. Presents ideas for mathematics lessons and activities to…

Motor performance and learning difficulties in schoolchildren aged 7 to 10 years old

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J. Silva

2011-01-01

Full Text Available The general objective of this study was to evaluate the motor performance of children with and without learning difficulty indicatives. Took part in the study 406 students aged 7 to 10 years old, being 231 girls (56.9% and 175 (43.1% boys enrolled in a municipal public school in São José, Santa Catarina, Brazil. The indicative of learning difficulties was verified through the TDE, while motor performance was evaluated with the MABC. Boys without learning difficulties had better performance in the majority of the abilities evaluated, beyond an association between the indicative of motor problems with learning difficulties towards writing, arithmetic, reading, and in general. On the other hand, female students of the sample with and without any indicative of learning difficulties did not differentiate themselves as to motor abilities evaluated, with an association merely between the indicative of motor problems and reading problems. Based on the differences identified between girls and boys, results call attention to the need for future research in this area, considering gender as a differential variable in this relationship.

Effectiveness of teaching and learning mathematics for Thai university engineering students through a combination of activity and lecture based classroom

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Parinya S. Ngiamsunthorn

2014-04-01

Full Text Available There are concerns of developing effective pedagogical practices for teaching mathematics for engineering students as many engineering students experience difficulties in learning compulsory mathematics subjects in their first and second years of the degree. This paper aims to investigate the effectiveness of using a variety of teaching and learning approaches including lecture based learning, activity based learning, e-learning via learning management system (LMS and practice or tutorial session in mathematics subjects for engineering students. This study was carried out on 160 students who need to enroll three basic mathematics subjects (MTH101, MTH102 and MTH201 for an engineering degree during academic year 2011 – 2012. The students were divided into three groups according to their majors of study. The first two groups of students were given a combination of various teaching approaches for only one semester (either MTH102 or MTH201, while the last group was given a combination of various teaching approaches for two semesters (both MTH102 and MTH201. To evaluate the effectiveness of teaching and learning, examination results, questionnaires on attitude towards teaching and learning, and a formal university teaching evaluation by students were collected and analyzed. It is found that different students perceive mathematics contents from different teaching methods according to their preferred learning styles. Moreover, most students in all groups performed at least the same or better in their final subject (MTH201. However, there is an interesting finding that low proficiency students in earlier mathematics subjects who received a combination of various teaching approaches for two semesters can improve their examination results better than other groups, on average. This is also reflected from an increasing average score on teaching evaluation from this group of students about teaching techniques.

Enhancing Students’ Interest through Mathematics Learning

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Azmidar, A.; Darhim, D.; Dahlan, J. A.

2017-09-01

A number of previous researchers indicated that students’ mathematics interest still low because most of them have perceived that mathematics is very difficult, boring, not very practical, and have many abstract theorems that were very hard to understand. Another cause is the teaching and learning process used, which is mechanistic without considering students’ needs. Learning is more known as the process of transferring the knowledge to the students. Let students construct their own knowledge with the physical and mental reflection that is done by activity in the new knowledge. This article is literature study. The purpose of this article is to examine the Concrete-Pictorial-Abstract approach in theoretically to improve students’ mathematics interest. The conclusion of this literature study is the Concrete-Pictorial-Abstract approach can be used as an alternative to improve students’ mathematics interest.

Mathematizing Process of Junior High School Students to Improve Mathematics Literacy Refers PISA on RCP Learning

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Wardono; Mariani, S; Hendikawati, P; Ikayani

2017-01-01

Mathematizing process (MP) is the process of modeling a phenomenon mathematically or establish the concept of a phenomenon. There are two mathematizing that is Mathematizing Horizontal (MH) and Mathematizing Vertical (MV). MH as events changes contextual problems into mathematical problems, while MV is the process of formulation of the problem into a variety of settlement mathematics by using some appropriate rules. Mathematics Literacy (ML) is the ability to formulate, implement and interpret mathematics in various contexts, including the capacity to perform reasoning mathematically and using the concepts, procedures, and facts to describe, explain or predict phenomena incident. If junior high school students are conditioned continuously to conduct mathematizing activities on RCP (RME-Card Problem) learning, it will be able to improve ML that refers PISA. The purpose of this research is to know the capability of the MP grade VIII on ML content shape and space with the matter of the cube and beams with RCP learning better than the scientific learning, upgrade MP grade VIII in the issue of the cube and beams with RCP learning better than the scientific learning in terms of cognitive styles reflective and impulsive the MP grade VIII with the approach of the RCP learning in terms of cognitive styles reflective and impulsive This research is the mixed methods model concurrent embedded. The population in this study, i.e., class VIII SMPN 1 Batang with sample two class. Data were taken with the observation, interviews, and tests and analyzed with a different test average of one party the right qualitative and descriptive. The results of this study demonstrate the capability of the MP student with RCP learning better than the scientific learning, upgrade MP with RCP learning better compare with scientific learning in term cognitive style of reflective and impulsive. The subject of the reflective group top, middle, and bottom can meet all the process of MH indicators are

Improving ability mathematic literacy, self-efficacy and reducing mathematical anxiety with learning Treffinger model at senior high school students

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Hafizh Nizham

2017-12-01

Full Text Available This study is a Quasi Experimental study with the design of The Pretest-Post-Test Non-Equivalent Group Design. Population in this research is all student of class X SHS in South Jakarta. Sampling is done by purposive sampling, to obtain an experimental class and control class. In the experimental class, students learn with Treffinger learning model and control, class learning with conventional learning. This study is also to examine the differences of self-efficacy improvement and students literacy skills, and decreased students' mathematical anxiety. Also, this study also examines the relevance of early mathematical abilities (high, medium, low with improving students' math literacy skills. The instrument used in this research is literacy skill test, self-efficacy scale, mathematical anxiety scale, observation sheet, and student interview. Data were analyzed by t-test, one-way ANOVA, and two lines. From the results of the data, it is found that: (1 The improvement of literacy ability of students who are learned with Treffinger model learning is not significantly higher than students who learn with conventional. (2 The self-efficacy of students who learning with the Treffinger model learning  is better than the student that is learning by conventional. (3 The mathematical anxiety of students learning with Treffinger model learning reduces better than students learning with conventional. (4 There is a difference in the improvement of students' mathematical literacy skills learning by learning the Treffinger model and students learning with conventional learning based on early mathematical abilities. (5 Student response to Treffinger model learning is better than students learning with conventional learning. Therefore, learning model Treffinger can be an alternative model of learning to improve students' mathematical literacy skills, and self-efficacy students, and able to reduce mathematical anxiety.

Creating opportunities to learn in mathematics education: a sociocultural perspective

Science.gov (United States)

Goos, Merrilyn

2014-09-01

The notion of `opportunities to learn in mathematics education' is open to interpretation from multiple theoretical perspectives, where the focus may be on cognitive, social or affective dimensions of learning, curriculum and assessment design, issues of equity and access, or the broad policy and political contexts of learning and teaching. In this paper, I conceptualise opportunities to learn from a sociocultural perspective. Beginning with my own research on the learning of students and teachers of mathematics, I sketch out two theoretical frameworks for understanding this learning. One framework extends Valsiner's zone theory of child development, and the other draws on Wenger's ideas about communities of practice. My aim is then to suggest how these two frameworks might help us understand the learning of others who have an interest in mathematics education, such as mathematics teacher educator-researchers and mathematicians. In doing so, I attempt to move towards a synthesis of ideas to inform mathematics education research and development.

Concept mapping learning strategy to enhance students' mathematical connection ability

Science.gov (United States)

Hafiz, M.; Kadir, Fatra, Maifalinda

2017-05-01

The concept mapping learning strategy in teaching and learning mathematics has been investigated by numerous researchers. However, there are still less researchers who have scrutinized about the roles of map concept which is connected to the mathematical connection ability. Being well understood on map concept, it may help students to have ability to correlate one concept to other concept in order that the student can solve mathematical problems faced. The objective of this research was to describe the student's mathematical connection ability and to analyze the effect of using concept mapping learning strategy to the students' mathematical connection ability. This research was conducted at senior high school in Jakarta. The method used a quasi-experimental with randomized control group design with the total number was 72 students as the sample. Data obtained through using test in the post-test after giving the treatment. The results of the research are: 1) Students' mathematical connection ability has reached the good enough level category; 2) Students' mathematical connection ability who had taught with concept mapping learning strategy is higher than who had taught with conventional learning strategy. Based on the results above, it can be concluded that concept mapping learning strategycould enhance the students' mathematical connection ability, especially in trigonometry.

Multisensory perceptual learning is dependent upon task difficulty.

Science.gov (United States)

De Niear, Matthew A; Koo, Bonhwang; Wallace, Mark T

2016-11-01

There has been a growing interest in developing behavioral tasks to enhance temporal acuity as recent findings have demonstrated changes in temporal processing in a number of clinical conditions. Prior research has demonstrated that perceptual training can enhance temporal acuity both within and across different sensory modalities. Although certain forms of unisensory perceptual learning have been shown to be dependent upon task difficulty, this relationship has not been explored for multisensory learning. The present study sought to determine the effects of task difficulty on multisensory perceptual learning. Prior to and following a single training session, participants completed a simultaneity judgment (SJ) task, which required them to judge whether a visual stimulus (flash) and auditory stimulus (beep) presented in synchrony or at various stimulus onset asynchronies (SOAs) occurred synchronously or asynchronously. During the training session, participants completed the same SJ task but received feedback regarding the accuracy of their responses. Participants were randomly assigned to one of three levels of difficulty during training: easy, moderate, and hard, which were distinguished based on the SOAs used during training. We report that only the most difficult (i.e., hard) training protocol enhanced temporal acuity. We conclude that perceptual training protocols for enhancing multisensory temporal acuity may be optimized by employing audiovisual stimuli for which it is difficult to discriminate temporal synchrony from asynchrony.

Commognitive Analysis of Undergraduate Mathematics Students' First Encounter with the Subgroup Test

Science.gov (United States)

Ioannou, Marios

2018-01-01

This study analyses learning aspects of undergraduate mathematics students' first encounter with the subgroup test, using the commognitive theoretical framework. It focuses on students' difficulties as these are related to the object-level and metalevel mathematical learning in group theory, and, when possible, highlights any commognitive…

Symbolic and Nonsymbolic Equivalence Tasks: The Influence of Symbols on Students with Mathematics Difficulty

Science.gov (United States)

Driver, Melissa K.; Powell, Sarah R.

2015-01-01

Students often experience difficulty with attaching meaning to mathematics symbols. Many students react to symbols, such as the equal sign, as a command to "do something" or "write an answer" without reflecting upon the proper relational meaning of the equal sign. One method for assessing equal-sign understanding is through…

Affordances of Spreadsheets In Mathematical Investigation: Potentialities For Learning

Directory of Open Access Journals (Sweden)

Nigel Calder

2009-10-01

Full Text Available This article, is concerned with the ways learning is shaped when mathematics problems are investigated in spreadsheet environments. It considers how the opportunities and constraints the digital media affords influenced the decisions the students made, and the direction of their enquiry pathway. How might the learning trajectory unfold, and the learning process and mathematical understanding emerge? Will the spreadsheet, as the pedagogical medium, evoke learning in a distinctive manner? The article reports on an aspect of an ongoing study involving students as they engage mathematical investigative tasks through digital media, the spreadsheet in particular. It considers the affordances of this learning environment for primary-aged students.

Science, technology, engineering, mathematics (STEM) as mathematics learning approach in 21st century

Science.gov (United States)

Milaturrahmah, Naila; Mardiyana, Pramudya, Ikrar

2017-08-01

This 21st century demands competent human resources in science, technology, engineering design and mathematics so that education is expected to integrate the four disciplines. This paper aims to describe the importance of STEM as mathematics learning approach in Indonesia in the 21st century. This paper uses a descriptive analysis research method, and the method reveals that STEM education growing in developed countries today can be a framework for innovation mathematics in Indonesia in the 21st century. STEM education integrate understanding of science, math skills, and the available technology with the ability to perform engineering design process. Implementation of mathematics learning with STEM approach makes graduates trained in using of mathematics knowledge that they have to create innovative products that are able to solve the problems that exist in society.

Learner’s Learning Experiences & Difficulties towards (ESL among UKM Undergraduates

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Nooreiny Maarof

2015-06-01

Full Text Available This paper aims to investigate the learners learning experiences and difficulties of ESL among the UKM undergraduates. This study will be focusing on identifying the factors behind Malaysian undergraduate’s experiences and also their difficulties in the English as Second Language (ESL classroom. This paper discusses some of the issues of English language learning experiences at the tertiary level in this country. It reflects on how the teaching of English is variously conceptualized in our classrooms, raising important questions about the positions of English literacy to Malaysian undergraduates. A qualitative research method was employed, whereby a semi-structured interview session was conducted compromising thirty Bachelor of Arts undergraduates (BA ELS. The findings of this study suggests learners at tertiary  level do face challenges in their ESL classroom learning,  in areas such as the learning environment itself needs to be improved, the quality of education, the academics, the role of educators and the teaching approach were among others pointed out by the learners themselves.  Keywords: English language teaching, English as Second language (ESL, learner’s experiences, learner’s difficulties, language learners

Student talk and opportunities for mathematical learning in small group interactions

OpenAIRE

Wood, M.; Kalinec, C.

2012-01-01

Small group interactions are an important tool for mathematical learning and yet researchers have neither examined small group talk across entire lessons nor have they focused on moments of mathematical learning in small groups. We examined such talk and identified kinds of interactions and connections between interactions and mathematical learning. We differentiated talk based upon its focus: mathematical objects (mathematizing), people (subjectifying), or more specifically, people’s attribu...

Focus on the use of language in the multicultural mathematics classroom

DEFF Research Database (Denmark)

Johansen, Lene Østergaard

. understanding the meaning of the words "in front of") when they enter first grade in primary school (Nyborg and Nyborg, 1990). Students who lack these abilities either with regard to mathematics or language are from the beginning of schooling limited in their mathematical performance and in a "risk zone......" of developing learning difficulties in mathematics. Teaching the teachers a consciousness for the use of language in mathematics teaching as well as educating them to have a special focus on developing the vocabulary of the students can render the mathematics teaching more inclusive. Furthermore, it may help......Learning mathematics can be seen as learning a foreign language or learning a particular mathematical discourse.  Nolte (2004) calls mathematics the students' first second language. The use of language in mathematics teaching, hence the way we talk and the way we write, differ from the way the same...

Inquiry-based Learning in Mathematics Education

DEFF Research Database (Denmark)

Dreyøe, Jonas; Larsen, Dorte Moeskær; Hjelmborg, Mette Dreier

From a grading list of 28 of the highest ranked mathematics education journals, the six highest ranked journals were chosen, and a systematic search for inquiry-based mathematics education and related keywords was conducted. This led to five important theme/issues for inquiry-based learning...

Success and failure in school mathematics: effects of instruction and school environment.

Science.gov (United States)

Reusser, K

2000-01-01

Given the stubborn phenomenon of many children's serious difficulties and failure in mathematical learning, the hypothesis of developmental delay, or neurocognitively based deficiency should be complemented by further explanantions of children's weaknesses and substandard performance in mathematics. One obvious explanantion is that schooling and instruction for low ability children and for children with special needs is often inadequate. The present contribution examines selected research on mathematics learning under a cognitive instructional (didactical) perspective. Constructivist learning theory, the rooting of meaningful learning in concrete modeling activities, the balancing of understanding and practice in mathematics instruction, diagnostic and adaptive teaching, computer-assisted instruction, and the role of nonmathematical stumbling-blocks are discussed as principles and factors of effective mathematics learning and teaching.

UTILIZATION OF INFORMATION AND COMMUNICATION TECHNOLOGIES IN MATHEMATICS LEARNING

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Farzaneh Saadati

2014-07-01

Full Text Available Attention to integrate technology in teaching and learning has provided a major transformation in the landscape of education. Therefore, many innovations in teaching and learning have been technology-driven. The study attempted to examine what is engineering students’ perception regarding the use of Information and Communication Technologies (ICT in mathematics learning as well as investigate their opinion about how ICT can be integrated to improve teaching and learning processes. The subjects were Iranian engineering students from two universities. The finding showed they are fully aware of importance of ICT in teaching and learning mathematics. Whilst, they were feeling comfortable and confident with technology, they do not have more experience of using technology in mathematics classes before. The findings supported the other studies, which indicated the potentials of ICT to facilitate students’ learning, improve teaching, and enhance institutional administration as established in the literature.Keywords: Technology, Mathematics Learning, Facebook, Attitude Toward ICT DOI: http://dx.doi.org/10.22342/jme.5.2.1498.138-147

The Effects of a Tier 3 Intervention on the Mathematics Performance of Second Grade Students With Severe Mathematics Difficulties.

Science.gov (United States)

Bryant, Brian R; Bryant, Diane Pedrotty; Porterfield, Jennifer; Dennis, Minyi Shih; Falcomata, Terry; Valentine, Courtney; Brewer, Chelsea; Bell, Kathy

2016-01-01

The purpose of this study was to determine the effectiveness of a systematic, explicit, intensive Tier 3 (tertiary) intervention on the mathematics performance of students in second grade with severe mathematics difficulties. A multiple-baseline design across groups of participants showed improved mathematics performance on number and operations concepts and procedures, which are the foundation for later mathematics success. In the previous year, 12 participants had experienced two doses (first and second semesters) of a Tier 2 intervention. In second grade, the participants continued to demonstrate low performance, falling below the 10th percentile on a researcher-designed universal screener and below the 16th percentile on a distal measure, thus qualifying for the intensive intervention. A project interventionist, who met with the students 5 days a week for 10 weeks (9 weeks for one group), conducted the intensive intervention. The intervention employed more intensive instructional design features than the previous Tier 2 secondary instruction, and also included weekly games to reinforce concepts and skills from the lessons. Spring results showed significantly improved mathematics performance (scoring at or above the 25th percentile) for most of the students, thus making them eligible to exit the Tier 3 intervention. © Hammill Institute on Disabilities 2014.

Connecting Mathematics Learning through Spatial Reasoning

Science.gov (United States)

Mulligan, Joanne; Woolcott, Geoffrey; Mitchelmore, Michael; Davis, Brent

2018-01-01

Spatial reasoning, an emerging transdisciplinary area of interest to mathematics education research, is proving integral to all human learning. It is particularly critical to science, technology, engineering and mathematics (STEM) fields. This project will create an innovative knowledge framework based on spatial reasoning that identifies new…

Examining Primary Pre-Service Teachers' Difficulties of Mathematics Teaching with the Micro-Teaching Method

Science.gov (United States)

Savas Basturk; Tastepe, Mehtap

2015-01-01

The purpose of the study was to examine primary pre-service teachers' difficulties of the teaching of mathematics with micro-teaching method. The participants of the study were 15 third grade pre-service teachers from the department of primary education in the faculty of education. In this grade which includes four sections, there were…

Learning via problem solving in mathematics education

Directory of Open Access Journals (Sweden)

Piet Human

2009-09-01

Full Text Available Three forms of mathematics education at school level are distinguished: direct expository teaching with an emphasis on procedures, with the expectation that learners will at some later stage make logical and functional sense of what they have learnt and practised (the prevalent form, mathematically rigorous teaching in terms of fundamental mathematical concepts, as in the so-called “modern mathematics” programmes of the sixties, teaching and learning in the context of engaging with meaningful problems and focused both on learning to become good problem solvers (teaching for problem solving andutilising problems as vehicles for the development of mathematical knowledge andproficiency by learners (problem-centred learning, in conjunction with substantialteacher-led social interaction and mathematical discourse in classrooms.Direct expository teaching of mathematical procedures dominated in school systems after World War II, and was augmented by the “modern mathematics” movement in the period 1960-1970. The latter was experienced as a major failure, and was soon abandoned. Persistent poor outcomes of direct expository procedural teaching of mathematics for the majority of learners, as are still being experienced in South Africa, triggered a world-wide movement promoting teaching mathematics for and via problem solving in the seventies and eighties of the previous century. This movement took the form of a variety of curriculum experiments in which problem solving was the dominant classroom activity, mainly in the USA, Netherlands, France and South Africa. While initially focusing on basic arithmetic (computation with whole numbers and elementary calculus, the problem-solving movement started to address other mathematical topics (for example, elementary statistics, algebra, differential equations around the turn of the century. The movement also spread rapidly to other countries, including Japan, Singapore and Australia. Parallel with the

GRADE AS THE MOTIVATIONAL FACTOR IN LEARNING MATHEMATICS

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Sead Rešić

2017-09-01

Full Text Available In this research the motivation for learning mathematics was tested,as well as the effect of grades on the motivation of primary school level students. On a sample of N=100 participants, primary school students, we conducted a survey, the results of which show that the participants are more motivated with extrinsic factors, then intrinsic factors for learning mathematics. Grades are the main factor that has the most influence on the motivation level of students for learning mathematics, because students need good grades for their further education. The results also show that punishment and rewards from parents for bad and good grades has no effect on the motivation level of students

Mathematics and Science Learning Opportunities in Preschool Classrooms

Science.gov (United States)

Piasta, Shayne B.; Pelatti, Christina Yeager; Miller, Heather Lynnine

2014-01-01

Research findings The present study observed and coded instruction in 65 preschool classrooms to examine (a) overall amounts and (b) types of mathematics and science learning opportunities experienced by preschool children as well as (c) the extent to which these opportunities were associated with classroom and program characteristics. Results indicated that children were afforded an average of 24 and 26 minutes of mathematics and science learning opportunities, respectively, corresponding to spending approximately 25% of total instructional time in each domain. Considerable variability existed, however, in the amounts and types of mathematics and science opportunities provided to children in their classrooms; to some extent, this variability was associated with teachers’ years of experience, teachers’ levels of education, and the socioeconomic status of children served in the program. Practice/policy Although results suggest greater integration of mathematics and science in preschool classrooms than previously established, there was considerable diversity in the amounts and types of learning opportunities provided in preschool classrooms. Affording mathematics and science experiences to all preschool children, as outlined in professional and state standards, may require additional professional development aimed at increasing preschool teachers’ understanding and implementation of learning opportunities in these two domains in their classrooms. PMID:25489205

Under-Threes' Mathematical Learning--Teachers' Perspectives

Science.gov (United States)

Franzén, Karin

2014-01-01

This project highlights preschool teachers' views of toddlers' learning in mathematics. The Swedish national curriculum covers even the youngest children who are 1-3?years old. Interesting questions are thus: what should mathematics be for this age group and how should preschool teachers work with maths to achieve the curriculum objectives? Data…

Mathematics anxiety: what have we learned in 60 years?

Directory of Open Access Journals (Sweden)

Ann eDowker

2016-04-01

Full Text Available The construct of mathematics anxiety has been an important topic of study at least since the concept of 'number anxiety' was introduced by Dreger & Aiken (1957, and has received increasing attention in recent years. This paper focuses on what research has revealed about mathematics anxiety in the last 60 years, and what still remains to be learned. We discuss what mathematics anxiety is; how distinct it is from other forms of anxiety; and how it relates to attitudes to mathematics. We discuss the relationships between mathematics anxiety and mathematics performance. We describe ways in which mathematics anxiety is measured, both by questionnaires, and by physiological measures. We discuss some possible factors in mathematics anxiety, including genetics, gender, age and culture. Finally, we describe some research on treatment. We conclude with a brief discussion of what still needs to be learned.

Mathematics learning on geometry for children with autism

Science.gov (United States)

Widayati, F. E.; Usodo, B.; Pamudya, I.

2017-12-01

The purpose of this research is to describe: (1) the mathematics learning process in an inclusion class and (2) the obstacle during the process of mathematics learning in the inclusion class. This research is a descriptive qualitative research. The subjects were a mathematics teacher, children with autism, and a teacher assistant. Method of collecting data was observation and interview. Data validation technique is triangulation technique. The results of this research are : (1) There is a modification of lesson plan for children with autism. This modification such as the indicator of success, material, time, and assessment. Lesson plan for children with autism is arranged by mathematics teacher and teacher assistant. There is no special media for children with autism used by mathematics teacher. (2) The obstacle of children with autism is that they are difficult to understand mathematics concept. Besides, children with autism are easy to lose their focus.

Which Instructional Practices Most Help First Grade Students with and without Mathematics Difficulties?

Science.gov (United States)

Morgan, Paul L.; Farkas, George; Maczuga, Steve

2015-01-01

We used population-based, longitudinal data to investigate the relation between mathematics instructional practices used by 1st grade teachers in the U.S. and the mathematics achievement of their students. Factor analysis identified four types of instructional activities (i.e., teacher-directed, student-centered, manipulatives/calculators, movement/music) and eight types of specific skills taught (e.g., adding two-digit numbers). First-grade students were then classified into five groups on the basis of their fall and/or spring of kindergarten mathematics achievement—three groups with mathematics difficulties (MD) and two without MD. Regression analysis indicated that a higher percentage of MD students in 1st grade classrooms was associated with greater use by teachers of manipulatives/calculators and movement/music to teach mathematics. Yet follow-up analysis for each of the MD and non-MD groups indicated that only teacher-directed instruction was significantly associated with the achievement of students with MD (covariate-adjusted ESs = .05–.07). The largest predicted effect for a specific instructional practice was for routine practice and drill. In contrast, for both groups of non-MD students, teacher-directed and student-centered instruction had approximately equal, statistically significant positive predicted effects (covariate-adjusted ESs = .03–.04). First-grade teachers in the U.S. may need to increase their use of teacher-directed instruction if they are to raise the mathematics achievement of students with MD. PMID:26180268

Didactital design of mathematics teaching in primary school

Science.gov (United States)

Nur’aeni, E.; Muharram, M. R. W.

2018-05-01

The fact that the low ability of geometrical understanding of primary school students is what triggers this study to be conducted. Thus, this research aimed to find out how to create a didactical design of students' mathematical understanding, particularly on one of geometry materials that is unit of length. A qualitative approach promoting Didactical Design Research (DDR) was administered in this study. Participants of the study were primary school students in Tasikmalaya, an city in West Java Province, Indonesia. The results show that there was a learning design based on learning obstacles found in the mathematics teaching and learning processes. The learning obstacles comprised students' difficulties in memorizing, relating, and operating the standards of unit of lengths. It has been proven that the most influential factor in the success of mathematics teaching and learning processes is the use of creative media.

Learning to Leverage Children's Multiple Mathematical Knowledge Bases in Mathematics Instruction

Science.gov (United States)

Turner, Erin E.; Foote, Mary Q.; Stoehr, Kathleen Jablon; McDuffie, Amy Roth; Aguirre, Julia Maria; Bartell, Tonya Gau; Drake, Corey

2016-01-01

In this article, the authors explore prospective elementary teachers' engagement with and reflection on activities they conducted to learn about a single child from their practicum classroom. Through these activities, prospective teachers learned about their child's mathematical thinking and the interests, competencies, and resources she or he…

Digital game based learning: A new method in teaching and learning mathematics

Science.gov (United States)

Hussain, Sayed Yusoff bin Syed; Hoe, Tan Wee; Idris, Muhammad Zaffwan bin

2017-05-01

Digital game-based learning (DGBL) had been regarded as a sound learning strategy in raising pupils' willingness and interest in many disciplines. Normally, video and digital games are used in the teaching and learning mathematics. based on literature, digital games have proven its capability in making pupils motivated and are more likely to contribute to effective learning mathematics. Hence this research aims to construct a DGBL in the teaching of Mathematics for Year 1 pupils. Then, a quasi-experimental study was carried out in a school located in Gua Musang, Kelantan, involving 39 pupils. Specifically, this article tests the effectiveness of the use of DGBL in the teaching of the topic Addition of Less than 100 on pupil's achievement. This research employed a quasi-experiment, Pre and Post Test of Non-equivalent Control Group design. The data were analysed using the Nonparametric test namely the Mann-Whitney U. The research finding shows the use of the DGBL could increase the pupils' achievement in the topic of Addition of Less than 100. In practice, this research indicates that the DBGL can utilized as an alternative reference strategy for Mathematics teacher.

Engineering Students' Self-Efficacy Judgment to Solve Mathematical Problems in the Classroom or Online

Science.gov (United States)

Villarreal-Treviño, Maria Guadalupe; Villarreal-Lozano, Ricardo Jesus; Morales-Martinez, Guadalupe Elizabeth; Lopez-Ramirez, Ernesto Octavio; Flores-Moreno, Norma Esthela

2017-01-01

This study explored in a sample of 560 high level education students their judgment formation to perceived self-efficacy to solve mathematical tasks. Students had to read 36 experimental vignettes describing educative scenarios to learn mathematics. Each scenario presented four manipulated pieces of information (learning modality, task difficulty,…

Utilization of Information and Communication Technologies in Mathematics Learning

Directory of Open Access Journals (Sweden)

Farzaneh Saadati

2014-07-01

Full Text Available Attention to integrate technology in teaching and learning has provided a major transformation in the landscape of education. Therefore, many innovations in teaching and learning have been technology-driven. The study attempted to examine what is engineering students’ perception regarding the use of Information and Communication Technologies (ICT in mathematics learning as well as investigate their opinion about how ICT can be integrated to improve teaching and learning processes. The subjects were Iranian engineering students from two universities. The finding showed they are fully aware of importance of ICT in teaching and learning mathematics. Whilst, they were feeling comfortable and confident with technology, they do not have more experience of using technology in mathematics classes before. The findings supported the other studies, which indicated the potentials of ICT to facilitate students’ learning, improve teaching, and enhance institutional administration as established in the literature.

Conversations about Curriculum Change: Mathematical Thinking and Team-Based Learning in a Discrete Mathematics Course

Science.gov (United States)

Paterson, Judy; Sneddon, Jamie

2011-01-01

This article reports on the learning conversations between a mathematician and a mathematics educator as they worked together to change the delivery model of a third year discrete mathematics course from a traditional lecture mode to team-based learning (TBL). This change prompted the mathematician to create team tasks which increasingly focused…

Mathematical tapas

CERN Document Server

Hiriart-Urruty, Jean-Baptiste

This book contains a collection of exercises (called “tapas”) at undergraduate level, mainly from the fields of real analysis, calculus, matrices, convexity, and optimization. Most of the problems presented here are non-standard and some require broad knowledge of different mathematical subjects in order to be solved. The author provides some hints and (partial) answers and also puts these carefully chosen exercises into context, presents information on their origins, and comments on possible extensions. With stars marking the levels of difficulty, these tapas show or prove something interesting, challenge the reader to solve and learn, and may have surprising results. This first volume of Mathematical Tapas will appeal to mathematicians, motivated undergraduate students from science-based areas, and those generally interested in mathematics.

Machine Learning via Mathematical Programming

National Research Council Canada - National Science Library

Mamgasarian, Olivi

1999-01-01

Mathematical programming approaches were applied to a variety of problems in machine learning in order to gain deeper understanding of the problems and to come up with new and more efficient computational algorithms...

Number line estimation strategies in children with mathematical learning difficulties measured by eye tracking

NARCIS (Netherlands)

van 't Noordende, Jaccoline E|info:eu-repo/dai/nl/369862422; van Hoogmoed, Anne H|info:eu-repo/dai/nl/314839496; Schot, Willemijn D; Kroesbergen, Evelyn H|info:eu-repo/dai/nl/241607949

INTRODUCTION: Number line estimation is one of the skills related to mathematical performance. Previous research has shown that eye tracking can be used to identify differences in the estimation strategies children with dyscalculia and children with typical mathematical development use on number

Number line estimation strategies in children with mathematical learning difficulties measured by eye tracking

NARCIS (Netherlands)

van’t Noordende, Jaccoline E.; van Hoogmoed, Anne H.; Schot, Willemijn D.; Kroesbergen, Evelyn H.

2016-01-01

Introduction: Number line estimation is one of the skills related to mathematical performance. Previous research has shown that eye tracking can be used to identify differences in the estimation strategies children with dyscalculia and children with typical mathematical development use on number

Specific Learning Difficulties--What Teachers Need to Know

Science.gov (United States)

Hudson, Diana

2015-01-01

This book clearly explains what Specific Learning Difficulties (SpLD) are, and describes the symptoms of conditions most commonly encountered in the mainstream classroom: dyslexia, dyspraxia, dyscalculia, dysgraphia, Autism Spectrum Disorder, ADHD, and OCD. The author provides an overview of the strengths and weaknesses commonly associated with…

Mathematics Anxiety: What Have We Learned in 60 Years?

Science.gov (United States)

Dowker, Ann; Sarkar, Amar; Looi, Chung Yen

2016-01-01

The construct of mathematics anxiety has been an important topic of study at least since the concept of “number anxiety” was introduced by Dreger and Aiken (1957), and has received increasing attention in recent years. This paper focuses on what research has revealed about mathematics anxiety in the last 60 years, and what still remains to be learned. We discuss what mathematics anxiety is; how distinct it is from other forms of anxiety; and how it relates to attitudes to mathematics. We discuss the relationships between mathematics anxiety and mathematics performance. We describe ways in which mathematics anxiety is measured, both by questionnaires, and by physiological measures. We discuss some possible factors in mathematics anxiety, including genetics, gender, age, and culture. Finally, we describe some research on treatment. We conclude with a brief discussion of what still needs to be learned. PMID:27199789

Interactive Apps Promote Learning of Basic Mathematics in Children With Special Educational Needs and Disabilities.

Science.gov (United States)

Pitchford, Nicola J; Kamchedzera, Elizabeth; Hubber, Paula J; Chigeda, Antonie L

2018-01-01

Interactive apps delivered on touch-screen tablets can be effective at supporting the acquisition of basic skills in mainstream primary school children. This technology may also be beneficial for children with Special Educational Needs and Disabilities (SEND) as it can promote high levels of engagement with the learning task and an inclusive learning environment. However, few studies have measured extent of learning for SEND pupils when using interactive apps, so it has yet to be determined if this technology is effective at raising attainment for these pupils. We report the first observational study of a group of 33 pupils with SEND from two primary schools in Malawi that are implementing a new digital technology intervention which uses touch-screen tablets to deliver interactive apps designed to teach basic mathematical skills. The apps contain topics that align to the national curriculum. To assess learning gains, rate of progress (minutes per topic) for each pupil was determined by calculating the average time taken to complete a topic. Progress rate was then correlated with teacher ratings of extent of disability and independent ratings of pupil engagement with the apps. Results showed SEND pupils could interact with the apps and all pupils passed at least one topic. Average progress rate for SEND pupils was twice as long as mainstream peers. Stepwise regression revealed extent of disability significantly predicted progress rate. Further exploratory correlations revealed pupils with moderate to severe difficulties with hearing and/or language made slower progress through the apps than those with greater functionality in these two domains because the use of verbal instructions within the apps limited their capacity to learn. This original quantitative analysis demonstrates that interactive apps can raise learning standards in pupils with SEND but may have limited utility for pupils with severe difficulties. Software modifications are needed to address specific

Didactic trajectory of research in mathematics education using research-based learning

Science.gov (United States)

Charitas Indra Prahmana, Rully; Kusumah, Yaya S.; Darhim

2017-10-01

This study aims to describe the role of research-based learning in design a learning trajectory of research in mathematics education to enhance research and academic writing skills for pre-service mathematics teachers. The method used is a design research with three stages, namely the preliminary design, teaching experiment, and retrospective analysis. The research subjects are pre-service mathematics teacher class of 2012 from one higher education institution in Tangerang - Indonesia. The use of research-based learning in designing learning trajectory of research in mathematics education plays a crucial role as a trigger to enhancing math department preservice teachers research and academic writing skills. Also, this study also describes the design principles and characteristics of the learning trajectory namely didactic trajectory generated by the role of research-based learning syntax.

The Effects of Brain Based Learning Approach on Motivation and Students Achievement in Mathematics Learning

Science.gov (United States)

Mekarina, M.; Ningsih, Y. P.

2017-09-01

This classroom action research is based by the facts that the students motivation and achievement mathematics learning is less. One of the factors causing is learning that does not provide flexibility to students to empower the potential of the brain optimally. The aim of this research was to improve the student motivation and achievement in mathematics learning by implementing brain based learning approach. The subject of this research was student of grade XI in senior high school. The research consisted of two cycles. Data of student achievement from test, and the student motivation through questionnaire. Furthermore, the finding of this research showed the result of the analysis was the implementation of brain based learning approach can improve student’s achievement and motivation in mathematics learning.

Comparison of learning models based on mathematics logical intelligence in affective domain

Science.gov (United States)

Widayanto, Arif; Pratiwi, Hasih; Mardiyana

2018-04-01

The purpose of this study was to examine the presence or absence of different effects of multiple treatments (used learning models and logical-mathematical intelligence) on the dependent variable (affective domain of mathematics). This research was quasi experimental using 3x3 of factorial design. The population of this research was VIII grade students of junior high school in Karanganyar under the academic year 2017/2018. Data collected in this research was analyzed by two ways analysis of variance with unequal cells using 5% of significance level. The result of the research were as follows: (1) Teaching and learning with model TS lead to better achievement in affective domain than QSH, teaching and learning with model QSH lead to better achievement in affective domain than using DI; (2) Students with high mathematics logical intelligence have better achievement in affective domain than students with low mathematics logical intelligence have; (3) In teaching and learning mathematics using learning model TS, students with moderate mathematics logical intelligence have better achievement in affective domain than using DI; and (4) In teaching and learning mathematics using learning model TS, students with low mathematics logical intelligence have better achievement in affective domain than using QSH and DI.

MODERN OR TRADITIONAL TEACHING STRATEGY IN LEARNING ENGINEERING MATHEMATICS COURSE

Directory of Open Access Journals (Sweden)

N. RAZALI

2016-11-01

Full Text Available First-year engineering students of the Faculty of Engineering and Built Environment, UKM are in the process of transition in the way they learn mathematics from pre-university level to the undergraduate level. It is essential for good engineers to have the ability to unfold mathematical problems in an efficient way. Thus, this research is done to investigate students preference in learning KKKQ1123 Engineering Mathematics I (Vector Calculus (VC course; either individually or in a team; using modern (e-learning or traditional (cooperative-learning teaching strategy. Questionnaires are given to the first year Chemical and Process Engineering students from academic year 2015/2016 and the results were analysed. Based on the finding, the students believed that the physical educators or teachers play an important role and that they have slightest preference in the traditional teaching strategy to learn engineering mathematics course.

Development of Mathematics Learning Strategy Module, Based on Higher Order Thinking Skill (Hots) To Improve Mathematic Communication And Self Efficacy On Students Mathematics Department

Science.gov (United States)

Andriani, Ade; Dewi, Izwita; Halomoan, Budi

2018-03-01

In general, this research is conducted to improve the quality of lectures on mathematics learning strategy in Mathematics Department. The specific objective of this research is to develop learning instrument of mathematics learning strategy based on Higher Order Thinking Skill (HOTS) that can be used to improve mathematical communication and self efficacy of mathematics education students. The type of research is development research (Research & Development), where this research aims to develop a new product or improve the product that has been made. This development research refers to the four-D Model, which consists of four stages: defining, designing, developing, and disseminating. The instrument of this research is the validation sheet and the student response sheet of the instrument.

Using Digital Games to Learn Mathematics – What students think?

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Su Ting Yong

2016-06-01

Full Text Available The aim of this study was to explore how university foundation students perceive the use of digital games in learning mathematics. Data was collected using an online questionnaire and 209 foundation university students participated in this study.  The questionnaire was used to explore students’ gaming experience and students’ attitude towards mathematics learning with digital games.  It was found that most of the university foundation students liked to play different types of digital games.  Males preferred playing digital games in more traditional male genres namely sport, racing, shooter, action adventure, role play and strategy games.  As for females, they generally preferred playing puzzle and simulation games.  Astonishingly, the foundation students were not very positive towards the use of digital games in learning mathematics, and their attitude was essentially influenced by their mathematics interest.  Students with greater interest in mathematics were more likely to support the use of digital games in learning. 

Digital games and learning mathematics: Student, teacher and parent perspectives

OpenAIRE

Su Ting Yong; Peter Gates; Ian Harrison

2016-01-01

The purpose of this study was to explore the potential use of digital games in learning mathematics at secondary school level in Malaysia. Three secondary school students, three mathematics teachers and three parents were interviewed in this study. All the participants were asked for their views and experiences in mathematics, technology usage and the use of digital games in learning mathematics. The results suggested that students were supportive and positive towards the use of computer game...

Contextual Teaching and Learning Approach of Mathematics in Primary Schools

Science.gov (United States)

Selvianiresa, D.; Prabawanto, S.

2017-09-01

The Contextual Teaching and Learning (CTL) approach is an approach involving active students in the learning process to discover the concepts learned through to knowledge and experience of the students. Similar to Piaget’s opinion that learning gives students an actives trying to do new things by relating their experiences and building their own minds. When students to connecting mathematics with real life, then students can looking between a conceptual to be learned with a concept that has been studied. So that, students can developing of mathematical connection ability. This research is quasi experiment with a primary school in the city of Kuningan. The result showed that CTL learning can be successful, when learning used a collaborative interaction with students, a high level of activity in the lesson, a connection to real-world contexts, and an integration of science content with other content and skill areas. Therefore, CTL learning can be applied by techer to mathematics learning in primary schools.

Motivational Classroom Climate for Learning Mathematics: A Reversal Theory Perspective

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Lewis, Gareth

2015-01-01

In this article, a case is made that affect is central in determining students' experience of learning or not learning mathematics. I show how reversal theory (Apter, 2001), and particularly its taxonomy of motivations and emotions, provides a basis for a thick description of students' experiences of learning in a mathematics classroom. Using data…

A Study on the Role of Drama in Learning Mathematics

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Elahe Masoum

2013-08-01

Full Text Available Present educational systems needs modern strategies for teaching and learning. Mathematics education has to change for students in elementary schools. One of the modern strategies, it is drama activities. The drama is as empirical aspect of learning. The student may learn from what they are doing in drama. They are so active instead having a passive shape in drama, in fact, students are learning, finding experiences and new paths from drama as well. The students could find its capabilities, recommendations and strength-weakness points through the different drama. This study is looking to investigate the role of drama so that have a better understanding of mathematical concepts in Zahedan's girly elementary students (2011-12. This research is used on 36 three grade students through quasi-experiment method. The emerging results clearly showed that using drama in mathematics education has been better results against the traditional teaching. Then it seems that cited method is suitable for elementary students to learn mathematical concepts.

Effectiveness of discovery learning model on mathematical problem solving

Science.gov (United States)

Herdiana, Yunita; Wahyudin, Sispiyati, Ririn

2017-08-01

This research is aimed to describe the effectiveness of discovery learning model on mathematical problem solving. This research investigate the students' problem solving competency before and after learned by using discovery learning model. The population used in this research was student in grade VII in one of junior high school in West Bandung Regency. From nine classes, class VII B were randomly selected as the sample of experiment class, and class VII C as control class, which consist of 35 students every class. The method in this research was quasi experiment. The instrument in this research is pre-test, worksheet and post-test about problem solving of mathematics. Based on the research, it can be conclude that the qualification of problem solving competency of students who gets discovery learning model on level 80%, including in medium category and it show that discovery learning model effective to improve mathematical problem solving.

The use of mobile technologies for mathematical engagement in informal learning environments

OpenAIRE

2014-01-01

M.Ed. (Ict in Education) South African learners are underperforming in Mathematics. Annual National Assessments for grade 9 and grade 12 results in Mathematics are shocking according to the Ministry of Education. This study investigates informal learning as an alternative method of addressing underperformance in Mathematics in South African schools. Informal learning with the use of mobile technology enhances engagement in Mathematics learning. The participants of this study had access to ...

Toward Self-Regulated Learning in Vocational Education: Difficulties and Opportunities

NARCIS (Netherlands)

Jossberger, Helen

2011-01-01

Jossberger, H. (2011). Toward Self-Regulated Learning in Vocational Education: Difficulties and Opportunities. Doctoral Thesis. June, 24, 2011, Heerlen, The Netherlands: Open Universiteit in the Netherlands.

Learners' Listening Comprehension Difficulties in English Language Learning: A Literature Review

Science.gov (United States)

Gilakjani, Abbas Pourhosein; Sabouri, Narjes Banou

2016-01-01

Listening is one of the most important skills in English language learning. When students listen to English language, they face a lot of listening difficulties. Students have critical difficulties in listening comprehension because universities and schools pay more attention to writing, reading, and vocabulary. Listening is not an important part…

Spatial Visualization as Mediating between Mathematics Learning Strategy and Mathematics Achievement among 8th Grade Students

Science.gov (United States)

Rabab'h, Belal; Veloo, Arsaythamby

2015-01-01

Jordanian 8th grade students revealed low achievement in mathematics through four periods (1999, 2003, 2007 & 2011) of Trends in International Mathematics and Science Study (TIMSS). This study aimed to determine whether spatial visualization mediates the affect of Mathematics Learning Strategies (MLS) factors namely mathematics attitude,…

Mathematical Representation Ability by Using Project Based Learning on the Topic of Statistics

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Widakdo, W. A.

2017-09-01

Seeing the importance of the role of mathematics in everyday life, mastery of the subject areas of mathematics is a must. Representation ability is one of the fundamental ability that used in mathematics to make connection between abstract idea with logical thinking to understanding mathematics. Researcher see the lack of mathematical representation and try to find alternative solution to dolve it by using project based learning. This research use literature study from some books and articles in journals to see the importance of mathematical representation abiliy in mathemtics learning and how project based learning able to increase this mathematical representation ability on the topic of Statistics. The indicators for mathematical representation ability in this research classifies namely visual representation (picture, diagram, graph, or table); symbolize representation (mathematical statement. Mathematical notation, numerical/algebra symbol) and verbal representation (written text). This article explain about why project based learning able to influence student’s mathematical representation by using some theories in cognitive psychology, also showing the example of project based learning that able to use in teaching statistics, one of mathematics topic that very useful to analyze data.

Laptops Meet Schools, One-One Draw: M-Learning for Secondary Students with Literacy Difficulties

Science.gov (United States)

Conway, Paul F.; Amberson, Jessica

2011-01-01

Mobile technology-enhanced literacy initiatives have become a focus of efforts to support learning for students with literacy difficulties. The "Laptops Initiative for Post-Primary Students with Dyslexia or other Reading/Writing Difficulties" offers insights into and addresses questions about ICT policy making regarding m-learning technologies for…

Students’ Learning Obstacles and Alternative Solution in Counting Rules Learning Levels Senior High School

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M A Jatmiko

2017-12-01

Full Text Available The counting rules is a topic in mathematics senior high school. In the learning process, teachers often find students who have difficulties in learning this topic. Knowing the characteristics of students' learning difficulties and analyzing the causes is important for the teacher, as an effort in trying to reflect the learning process and as a reference in constructing alternative learning solutions which appropriate to anticipate students’ learning obstacles. This study uses qualitative methods and involves 70 students of class XII as research subjects. The data collection techniques used in this study is diagnostic test instrument about learning difficulties in counting rules, observation, and interview. The data used to know the learning difficulties experienced by students, the causes of learning difficulties, and to develop alternative learning solutions. From the results of data analysis, the results of diagnostic tests researcher found some obstacles faced by students, such as students get confused in describing the definition, students difficulties in understanding the procedure of solving multiplication rules. Based on those problems, researcher analyzed the causes of these difficulties and make hypothetical learning trajectory as an alternative solution in counting rules learning.

Identifying Students' Difficulties When Learning Technical Skills via a Wireless Sensor Network

Science.gov (United States)

Wang, Jingying; Wen, Ming-Lee; Jou, Min

2016-01-01

Practical training and actual application of acquired knowledge and techniques are crucial for the learning of technical skills. We established a wireless sensor network system (WSNS) based on the 5E learning cycle in a practical learning environment to improve students' reflective abilities and to reduce difficulties for the learning of technical…

Promoting the Understanding of Mathematics in Physics at Secondary Level

Science.gov (United States)

Thompson, Alaric

2016-01-01

This article explores some of the common mathematical difficulties that 11- to 16-year-old students experience with respect to their learning of physics. The definition of "understanding" expressed in the article is in the sense of transferability of mathematical skills from topic to topic within physics as well as between the separate…

Obtaining learning independence and academic success through self-assessment and referral to a Mathematics Learning Centre

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Nadine Adams

2012-08-01

Full Text Available Globally, universities are striving to increase enrolment rates, especially for low socioeconomic status and mature-aged students. In order to meet these targets, universities are accepting a broader range of students, often resulting in a widening mathematical knowledge gap between secondary school and university (Hoyles, Newman & Noss, 2001. Therefore, even amid the growing trend of scaling back services, there exists a need for extra learning support in mathematics. Mathematics support services are recognised as vital in assisting students to both bridge the knowledge gap and become independent learners. Through a survey of students using the Mathematics Learning Centre at Central Queensland University Australia, it was found that the implementation of scaffolding, adult learning principles and the embedding of mathematics support provides students with not only fundamental mathematical knowledge but also the skills required to become self-directed learners. 

Mathematics Undergraduates' Responses to Semantic Abbreviations, 'Geometric' Images and Multi-Level Abstractions in Group Theory.

Science.gov (United States)

Nardi, Elena

2000-01-01

Identifies and explores the difficulties in the novice mathematician's encounter with mathematical abstraction. Observes 20 first-year mathematics undergraduates and extracts sets of episodes from the transcripts of the tutorials and interviews within five topics in pure mathematics. Discusses issues related to the learning of one mathematical…

Difficulties in Learning and Teaching Statistics: Teacher Views

Science.gov (United States)

Koparan, Timur

2015-01-01

The purpose of this study is to define teacher views about the difficulties in learning and teaching middle school statistics subjects. To serve this aim, a number of interviews were conducted with 10 middle school maths teachers in 2011-2012 school year in the province of Trabzon. Of the qualitative descriptive research methods, the…

The Curriculum for Children with Severe and Profound Learning Difficulties at Stephen Hawking School

Science.gov (United States)

Rayner, Matthew

2011-01-01

The increasing number of children with profound and multiple learning difficulties means that many schools for children with severe learning difficulties are having to review the curriculum that they offer. In addition, these schools are continuing to question whether a subject-based approach, in line with the National Curriculum, is the most…

What teacher factors influence their attributions for children's difficulties in learning?

Science.gov (United States)

Brady, Katy; Woolfson, Lisa

2008-12-01

Identifying the factors that influence teacher beliefs about teaching children with learning difficulties is important for the success of inclusive education. This study explores the relationship between teachers' role, self-efficacy, attitudes towards disabled people, teaching experience and training, on teachers' attributions for children's difficulties in learning. One hundred and eighteen primary school teachers (44 general mainstream, 33 mainstream learning support, and 41 special education teachers) completed the short form of the Teachers' Sense of Efficacy Scale, the Interaction with Disabled Persons Scale (IDP), and a revised version of the Teacher Attribution Scale. Regression analysis found that teachers' role influenced stability and controllability attributions. However, for stability attributions the effect was not sustained when examined in the context of the other factors of teaching efficacy, experience, training, and attitudes towards disability. What emerged as important instead was strong feelings of sympathy towards disabled people which predicted stable attributions about learning difficulties. Experience of teaching children with additional support needs and teaching efficacy positively predicted external locus of causality attributions. Surprisingly, training was not found to have an impact on attributions. A mixed MANOVA found that mainstream teachers' controllability attributions were influenced by whether or not the child had identified learning support needs. Teacher efficacy, experience of teaching students with support needs, attitudes towards disabled people, and teachers' role all impact on teacher attributions, but no relationship with training was found. Implications for teacher training and development, and for student achievement and student self-perception are discussed.

COLLEGE STUDENTS’ PERCEPTIONS OF LEARNING MATHEMATICS AND USING COMPUTERS

OpenAIRE

Gok, Tolga

2016-01-01

Mathematics isthe key course to interpret the science and nature. A positive attitude shouldbe improved by learners to comprehend the logic of mathematics. However, mostof the research indicated that they were not interested in learning andstudying mathematics. Instead of understanding the basic principles, manystudents preferred to use sophisticated software packages or graphingcalculators for solving mathematics problems. Thus, these tools prevent theimprovement of their mathematical skills...

Keystone Method: A Learning Paradigm in Mathematics

Science.gov (United States)

Siadat, M. Vali; Musial, Paul M.; Sagher, Yoram

2008-01-01

This study reports the effects of an integrated instructional program (the Keystone Method) on the students' performance in mathematics and reading, and tracks students' persistence and retention. The subject of the study was a large group of students in remedial mathematics classes at the college, willing to learn but lacking basic educational…

The Effect of Blended Learning in Mathematics Course

Science.gov (United States)

Lin, Ya-Wen; Tseng, Chih-Lung; Chiang, Po-Jui

2017-01-01

With the advent of the digital age, traditional didactic teaching and online learning have been modified and gradually replaced by "Blended Learning." The purpose of this study was to explore the influences of blended learning pedagogy on junior high school student learning achievement and the students' attitudes toward mathematics. To…

There is More to the Teaching and Learning of Mathematics Than the Use of Local Languages: Mathematics Teacher Practices

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Nancy Chitera

2016-11-01

Full Text Available In this article, we present a discussion about the type of mathematical discourse that is being produced in classrooms where the language of learning and teaching is local languages.  We also further explore the tensions in the mathematical discourse being produced. The study sample was 4 mathematics teachers from a semi-urban primary school in Malawi. The methods of data collection included classroom observations, pre-observation focus group discussions and reflective interviews. The results show that even though both students and teachers were able to communicate freely in local languages in the mathematics classroom, the mathematical discourse that came was distorted. This is mainly caused by lack of a well-developed mathematical discourse in local languages, which in turn takes away the confidence of mathematics teachers in the classroom. As a result, the mathematics classrooms are still being characterized by teachers not being creative, use of word by word from books, focus more on procedural than conceptual and thus teacher centered is still dominant in these classrooms. Furthermore, it is found that there are tensions between the formal and informal mathematical language in local languages. These results in turn have promoted a more in-depth understanding to the teaching and learning of mathematics when local language is the language of learning and teaching. Therefore, this article argues for a well-balanced approach when it comes to teaching and learning of mathematics rather than just focusing on the use of local languages.

The Relationship between The Level of Intelligence, Achievement Motivation, Mathematics Learning Habits and Learning Achievement

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Farkhatu Sikhah

2017-03-01

Full Text Available Tujuan penelitian ini adalah (1 Untuk mengetahui hubungan antara tingkat kecerdasan dengan prestasi belajar matematika (2 Untuk mengetahui hubungan antara motivasi berprestasi dengan prestasi belajar matematika (3 Untuk mengetahui hubungan antara kebiasaan belajar dengan prestasi belajar matematika (4 Untuk mengetahui hubungan antara tingkat kecerdasan, motivasi berprestasi, dan kebiasaan belajar matematika dengan prestasi belajar matematika siswa semester 1 kelas XI IPA SMAN 1 Bojong. Jumlah sampel dalam penelitian ini sebanyak 40 orang siswa. Penelitian ini merupakan penelitian deskriptif korelatif sehingga data dianalisa untuk mendeskripsikan hubungan antara tingkat kecerdasan, motivasi berprestasi, dan kebiasaan belajar matematika dengan prestasi belajar matematika siswa. Instrumen pengambilan data menggunakan dokumentasi dan angket, dan dianalisa menggunakan regresi dan korelasi linier sederhana, serta regresi dan korelasi linier berganda. Hasil penelitian menunjukkan bahwa terdapat hubungan yang signifikan antara : (1 tingkat kecerdasan dengan prestasi belajar matematika siswa, (2 motivasi berprestasi dengan prestasi belajar matematika siswa, (3 kebiasaan belajar dengan prestasi belajar matematika siswa (4 tingkat kecerdasan, motivasi berprestasi dan kebiasaan belajar matematika dengan prestasi belajar matematika siswa.   The purpose of this study is (1 To determine the relationship between the level of intelligence and academic achievement of mathematics (2 To determine the relationship between achievement motivation and learning achievement in mathematics (3 To determine the relationship between study habits and academic achievement of mathematics (4 To determine the relationship between level of intelligence, achievement motivation and study habits mathematics learning achievement of student mathematics 1st semester of grade XI IPA SMAN 1 Bojong. The number of samples in this study were 40 students.This research was descriptive

Difficulties of learning probability concepts, the reasons why these concepts cannot be learned and suggestions for solution

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Dilek Sezgin MEMNUN

2008-06-01

Full Text Available Probability holds the first place among the subjects that both teachers and students have difficulty in handling. Although probability has an important role in many professions and a great many decisions we make for our daily lives, the understanding of the probability concepts is not an easy ability to gain for many students. Most of the students develop perception about lots of probability concepts and they have difficulty finding a reason for probability events. Thus, in the present study, the difficulties faced while learning probability concepts and the reasons why these concepts cannot be learned well are investigated, these reasons are tried to be put forward, and some suggestions for solutions regarding these concepts are presented. In this study, cross-hatching model was used. National and international studies on the subject of probability are investigated, the reasons why these concepts cannot be learned were categorized in the light of findings obtained, and the reasons why these concepts cannot be learned and taught are tried to be discovered. The categorization was displayed with Ishikawa diagram. In the diagram, the reasons why these concepts cannot be learned were noted as six categories. These categories were age, the insufficiency of advanced information, the deficiency of argumentation ability, teacher, error in concept, and students’ negative attitudes.

Dificuldade de aprendizagem em escolares de muito baixo peso ao nascer Learning difficulties in schoolchildren born with very low birth weight

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Maura C. C. de Rodrigues

2006-02-01

school by means of a systematic review of the literature, identifying patterns of learning difficulties among these schoolchildren, possible cognitive correlations, peculiarities of the lowest birth weight ranges and any interference with outcomes by socioeconomic and/or clinical factors. SOURCES OF DATA: Bibliographic search (MEDLINE, LILACS, Excerpta Medica, reference lists of original articles, periodicals related to the subject, information from experts in the area and thesis and dissertation databases on the keywords: prematurity/very low birth weight, learning difficulties/academic achievement/school performance, follow-up/results/cohort. SUMMARY OF THE FINDINGS: The search returned 114 articles and the 18 of these were selected as having investigated learning difficulties in schoolchildren born with very low birth weights using appropriate methodology. The academic performance of these children was observed to be inferior the whole study population was compared with those born full term. The subject most compromised was mathematics. The risk of suffering from learning difficulties increased in inverse proportion to birth weight. An association was identified between very low birth weight and cognitive compromise. CONCLUSIONS: The systematic approach corroborated the results obtained by published studies: schoolchildren born with very low birth weights exhibited increased risk of learning difficulties when compared with those born at full term. There was a predominance of children with multiple academic subjects compromised and mathematics was the most affected. Risk was observed to follow an ascending gradient as birth weight reduced. There was an association between very low birth weight and cognitive compromise.

A synthesis of mathematical and cognitive performances of students with mathematics learning disabilities.

Science.gov (United States)

Shin, Mikyung; Bryant, Diane Pedrotty

2015-01-01

The purpose of this study was to synthesize the findings from 23 articles that compared the mathematical and cognitive performances of students with mathematics learning disabilities (LD) to (a) students with LD in mathematics and reading, (b) age- or grade-matched students with no LD, and (c) mathematical-ability-matched younger students with no LD. Overall results revealed that students with mathematics LD exhibited higher word problem-solving abilities and no significant group differences on working memory, long-term memory, and metacognition measures compared to students with LD in mathematics and reading. Findings also revealed students with mathematics LD demonstrated significantly lower performance compared to age- or grade-matched students with no LD on both mathematical and cognitive measures. Comparison between students with mathematics LD and younger students with no LD revealed mixed outcomes on mathematical measures and generally no significant group differences on cognitive measures. © Hammill Institute on Disabilities 2013.

Learning mathematics outside the classroom

DEFF Research Database (Denmark)

Mogensen, Arne

visits by researchers. The aim is to examine teaching forms and contents in outdoor teaching integrating mathematics, and this setting’s influence on pupils experienced learning, motivation, well-being and physical activity. Teachers’ management of outdoor education is also part of the study. Data were...

Collaborative and Cooperative Learning in Malaysian Mathematics Education

Science.gov (United States)

Hossain, Md. Anowar; Tarmizi, Rohani Ahmad; Ayud, Ahmad Fauzi Mohd

2012-01-01

Collaborative and cooperative learning studies are well recognized in Malaysian mathematics education research. Cooperative learning is used to serve various ability students taking into consideration of their level of understanding, learning styles, sociological backgrounds that develop students' academic achievement and skills, and breeze the…

Creativity and Mathematics: Using Learning Journals

Science.gov (United States)

Coles, Alf; Banfield, Gemma

2012-01-01

Does the term "learning journal" readily conjure up an image of something that is part of the normal mathematics classroom? Personally, do you ever use a journal of some form to help you organise your thoughts? Or, put quite simply--what is a learning journal? It might be that you are unfamiliar with the label, but journals are one type of…

Developing Critical Thinking Skills of Students in Mathematics Learning

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Firdaus Firdaus

2015-08-01

Full Text Available Critical thinking skills should be owned by students. Therefore, schools should be responsible to develop and  evaluate critical thinking skills through teaching and learning process in schools. This study aims to identify the effects of mathematical learning modules based on problem-based learning to critical thinking skills at secondary school students in District of Bone. Assessment of critical thinking skills in mathematical problem solving non-routine includes three parts;  the identification and interpretation of information, information analysis, and evaluate of evidence and arguments. This study involved a total of 68 students grade 12 science state secondary school (SMAN in Bone District of South Sulawesi, Indonesia in academic year 2014-2015. The sample consists of 38 students in the city and 30 rural students. The design of the study was quasi experimental one group pretest-posttest. The data was analysed using the inferential t-test with SPSS 20.0 for windows. The study found that there are effects of the use of mathematical learning module based PBL to enhance the ability of critical thinking skills in mathematics students in all three components, namely, identifying and interpreting information, information analysis, and evaluate of evidence and argument.

Collaborative innovations with rural and regional secondary teachers: enhancing student learning in mathematics

Science.gov (United States)

Pegg, John; Panizzon, Debra

2011-06-01

When questioned, secondary mathematics teachers in rural and regional schools in Australia refer to their limited opportunities to engage and share experiences with peers in other schools as an under-utilised and cost-effective mechanism to support their professional learning and enhance their students' learning. The paper reports on the creation and evaluation of a network of learning communities of rural secondary mathematics teachers around a common purpose—enhancement and increased engagement of student learning in mathematics. To achieve this goal, teams of teachers from six rural schools identified an issue hindering improved student learning of mathematics in their school. Working collaboratively with support from university personnel with expertise in curriculum, assessment and quality pedagogy, teachers developed and implemented strategies to address an identified issue in ways that were relevant to their teaching contexts. The research study identifies issues in mathematics of major concern to rural teachers of mathematics, the successes and challenges the teachers faced in working in learning communities on the issue they identified, and the efficacy of the professional learning model.

Professional Learning in Mathematical Reasoning: Reflections of a Primary Teacher

Science.gov (United States)

Herbert, Sandra; Widjaja, Wanty; Bragg, Leicha A.; Loong, Esther; Vale, Colleen

2016-01-01

Reasoning is an important aspect in the understanding and learning of mathematics. This paper reports on a case study presenting one Australian primary teacher's reflections regarding the role played by a professional learning program in her developing understanding of mathematical reasoning. Examination of the transcripts of two interviews…

Review of Mathematics Interventions for Secondary Students with Learning Disabilities

Science.gov (United States)

Marita, Samantha; Hord, Casey

2017-01-01

Recent educational policy has raised the standards that all students, including students with disabilities, must meet in mathematics. To examine the strategies currently used to support students with learning disabilities, the authors reviewed literature from 2006 to 2014 on mathematics interventions for students with learning disabilities. The 12…

Productive Ambiguity in the Learning of Mathematics

Science.gov (United States)

Foster, Colin

2011-01-01

In this paper I take a positive view of ambiguity in the learning of mathematics. Following Grosholz (2007), I argue that it is not only the arts which exploit ambiguity for creative ends but science and mathematics too. By enabling the juxtaposition of multiple conflicting frames of reference, ambiguity allows novel connections to be made. I…

An analysis of mathematical connection ability based on student learning style on visualization auditory kinesthetic (VAK) learning model with self-assessment

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Apipah, S.; Kartono; Isnarto

2018-03-01

This research aims to analyze the quality of VAK learning with self-assessment toward the ability of mathematical connection performed by students and to analyze students’ mathematical connection ability based on learning styles in VAK learning model with self-assessment. This research applies mixed method type with concurrent embedded design. The subject of this research consists of VIII grade students from State Junior High School 9 Semarang who apply visual learning style, auditory learning style, and kinesthetic learning style. The data of learning style is collected by using questionnaires, the data of mathematical connection ability is collected by performing tests, and the data of self-assessment is collected by using assessment sheets. The quality of learning is qualitatively valued from planning stage, realization stage, and valuation stage. The result of mathematical connection ability test is analyzed quantitatively by mean test, conducting completeness test, mean differentiation test, and mean proportional differentiation test. The result of the research shows that VAK learning model results in well-qualified learning regarded from qualitative and quantitative sides. Students with visual learning style perform the highest mathematical connection ability, students with kinesthetic learning style perform average mathematical connection ability, and students with auditory learning style perform the lowest mathematical connection ability.

The Relationships between Indonesian Fourth Graders’ Difficulties in Fractions and the Opportunity to Learn Fractions: A Snapshot of TIMSS Results

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Ariyadi Wijaya

2017-11-01

Full Text Available This paper reports an exploration into Indonesian fourth graders’ difficulties in fractions and their relation to the opportunity to learn fractions students got at schools. The concept of ‘opportunity to learn’ is often considered as a framework to investigate possible reasons for students’ difficulties. The data for this study was drawn from TIMSS 2015 that comprised test results and teachers’ responses to TIMSS Teacher Questionnaire. The test and questionnaire data were analysed by using descriptive statistics. In addition to test and questionnaire, this study also included an analysis of Indonesian textbooks in order to get a broader scope of the opportunity to learn. Qualitative approach was used to analyse the textbooks. The analysis of the TIMSS results shows Indonesian students’ low conceptual understanding of fractions. Three possible reasons for students’ low conceptual understanding were revealed. First, the content of Indonesian curriculum that gave low emphasis on basic concepts of fractions and introduced operations of fractions too early. Second, the Indonesian mathematics textbooks only presented one definition of fractions, i.e. fractions as parts of wholes. Third, there is a limited use of models or representations of fractions in the classroom practices.

The Music of Mathematics: Toward a New Problem Typology

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Quarfoot, David

Halmos (1980) once described problems and their solutions as "the heart of mathematics". Following this line of thinking, one might naturally ask: "What, then, is the heart of problems?". In this work, I attempt to answer this question using techniques from statistics, information visualization, and machine learning. I begin the journey by cataloging the features of problems delineated by the mathematics and mathematics education communities. These dimensions are explored in a large data set of students working thousands of problems at the Art of Problem Solving, an online company that provides adaptive mathematical training for students around the world. This analysis is able to concretely show how the fabric of mathematical problems changes across different subjects, difficulty levels, and students. Furthermore, it locates problems that stand out in the crowd -- those that synergize cognitive engagement, learning, and difficulty. This quantitatively-heavy side of the dissertation is partnered with a qualitatively-inspired portion that involves human scoring of 105 problems and their solutions. In this setting, I am able to capture elusive features of mathematical problems and derive a fuller picture of the space of mathematical problems. Using correlation matrices, principal components analysis, and clustering techniques, I explore the relationships among those features frequently discussed in mathematics problems (e.g., difficulty, creativity, novelty, affective engagement, authenticity). Along the way, I define a new set of uncorrelated features in problems and use these as the basis for a New Mathematical Problem Typology (NMPT). Grounded in the terminology of classical music, the NMPT works to quickly convey the essence and value of a problem, just as terms like "etude" and "mazurka" do for musicians. Taken together, these quantitative and qualitative analyses seek to terraform the landscape of mathematical problems and, concomitantly, the current thinking

A journey towards mathematics. Effects of remedial education on early numeracy

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Toll, S.W.M.

2013-01-01

Mathematical proficiency is one of the most important core targets in primary education. Early numeracy in kindergarten is one of the key targets for early identification of children at-risk for math learning difficulties. For most children, learning early numeracy skills is a natural process that

Developing a learning environment on realistic mathematics education for Indonesian student teachers

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Zulkardi, Z.

2002-01-01

The CASCADE-IMEI study was started to explore the role of a learning environment (LE) in assisting mathematics student teachers learning Realistic Mathematics Education (RME) as a new instructional approach in mathematics education in Indonesia. The LE for this study has been developed and evaluated

Enabling Pupils with Learning Difficulties to Reflect on Their Own Thinking.

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Powell, Stuart D.; Makin, Michael

1994-01-01

Reports on a study of the impact of metacognition among 10 middle school-aged British students with learning difficulties. Finds that student awareness and subsequent control over thought processes were enhanced through self-reporting and self-appraisal. Examines this kind of reflection on enhanced learning capabilities and self-esteem. (CFR)

The Role of Mathematics Learning Centres in Engineering Education.

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Fuller, Milton

2002-01-01

Points out the diminishing demand for mathematics undergraduate programs and the strong trend in engineering education to make greater use of computer coursework such as Mathcad, Matlab, and other software systems for the mathematical and statistical components of engineering programs. Describes the changing role of mathematics learning centers…

Theorizing Collaborative Mathematics Teacher Learning in Communities of Practice

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Bannister, Nicole A.

2018-01-01

Persistent disconnects within and among education research, practice, and policy are limiting the reach of professional mathematics teacher communities, one of the most promising levers for humanizing mathematics teaching and learning in schools. An overarching goal of this commentary is to convince the field of mathematics education to broaden…

Psychological Characteristics of Personality in Students with Learning Difficulties

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T A Shilova

2014-12-01

Full Text Available The article presents the research of the psychological characteristics of the personality of a student with learning difficulties from the position of the mismatch of mental development in operational sphere. The article considers the system of methods of research with the personality-oriented approach. The influence of certain psychological characteristics of a personality on the outcome of the study is revealed. The ways of building correctional-developing programmes for psychological preparation of junior schoolchildren for successful learning are shown.

Mathematics and Metacognition in Adolescents and Adults with Learning Disabilities

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Desoete, Annemie

2009-01-01

A majority of studies on learning disabilities have focused on elementary grades. Although problems with learning disabilities are life-affecting only a few studies focus on deficits in adults. In this study adults with isolated mathematical disabilities (n = 101) and adults with combined mathematical and reading disabilities (n = 130) solved…

Influence of Problem-Based Learning Model of Learning to the Mathematical Communication Ability of Students of Grade XI IPA SMAN 14 Padang

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Nisa, I. M.

2018-04-01

The ability of mathematical communication is one of the goals of learning mathematics expected to be mastered by students. However, reality in the field found that the ability of mathematical communication the students of grade XI IPA SMA Negeri 14 Padang have not developed optimally. This is evident from the low test results of communication skills mathematically done. One of the factors that causes this happens is learning that has not been fully able to facilitate students to develop mathematical communication skills well. By therefore, to improve students' mathematical communication skills required a model in the learning activities. One of the models learning that can be used is Problem Based learning model Learning (PBL). The purpose of this study is to see whether the ability the students' mathematical communication using the PBL model better than the students' mathematical communication skills of the learning using conventional learning in Class XI IPA SMAN 14 Padang. This research type is quasi experiment with design Randomized Group Only Design. Population in this research that is student of class XI IPA SMAN 14 Padang with sample class XI IPA 3 and class XI IPA 4. Data retrieval is done by using communication skill test mathematically shaped essay. To test the hypothesis used U-Mann test Whitney. Based on the results of data analysis, it can be concluded that the ability mathematical communication of students whose learning apply more PBL model better than the students' mathematical communication skills of their learning apply conventional learning in class XI IPA SMA 14 Padang at α = 0.05. This indicates that the PBL learning model effect on students' mathematical communication ability.

Brain based learning with contextual approach to mathematics achievement

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V Kartikaningtyas

2017-12-01

Full Text Available The aim of this study was to know the effect of Brain Based Learning (BBL with a contextual approach to mathematics achievement. BBL-contextual is the learning model that designed to develop and optimize the brain ability for getting a new concept and solving the real life problem. This study method was a quasi-experiment. The population was the junior high school students. The sample chosen by using stratified cluster random sampling. The sample was 109 students. The data collected through a mathematics achievement test that was given after the treatment. The data analyzed by using one way ANOVA. The results of the study showed that BBL-contextual is better than direct learning on mathematics achievement. It means BBL-contextual could be an effective and innovative model.

Editorial: is Game-Based Math Learning Finally Coming of Age?

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Kristian Juha Mikael Kiili

2015-12-01

Full Text Available Acquisition of mathematical skills is crucial for today’s society.  Individuals who experience difficulties in learning basic mathematics can be at a great disadvantage in their professional lives. Nevertheless, fewer research efforts have been directed toward mathematical development and mathematical difficulties than toward some other areas of development, such as language and literacy. In fact, it has been argued that at an individual level, insufficient mathematical competencies may be even more harmful to career prospects than reading or spelling deficiencies. From a societal perspective, mathematical deficiencies can lead to significant costs. Thus, it is important to develop more engaging and effective methods that can be used to enhance children’s conceptual understanding of mathematics, develop mathematical thinking processes, and improve arithmetical skills. Digital games provide interesting possibilities to support and study mathematical development. Yes, whereas it is easy to find online mathematics training solutions, games, and apps, only a small fraction of existing mathematics learning games are  founded on theoretically sound principles, integrate mathematics directly into the gameplay, rely on good pedagogical practices, and  really utilize the possibilities that game technologies provide for learning.

Elementary school students’ mathematical intelligence based on mathematics learning using classical music of the baroque era as the backsound

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Karlimah

2018-01-01

Full Text Available Many studies suggest that classical music can inccrease the listeners’ intelligence, including mathematical intelligence [3, 12, 2, 11]. In this research, we used the classical music of Baroque era as the backsound during math learning. The research method used was quasi experiment with nonequivalent pretest-posttest control group design to grade V SD students in Tasikmalaya city. The results show that the use of classical music of Baroque era during the learning of mathematics gave a high contribution to the mathematical intelligence of fifth grade elementary school students. The student's mathematical intelligence can be seen in the cognitive abilities which were at the high level in the knowledge up to analysis, and at the low level in the synthesis and evaluation. Low mathematical intelligence was shown by students in calculating amount and difference of time, and projecting word problem into the form of mathematical problems. High mathematical intelligence arose in reading and writing integers in words and numbers. Thus, the mathematical intelligence of fifth grade Elementary School students will be better if classical music of Baroque era is used as the backsound in mathematics learning about solving math problems.

Self-Control of Task Difficulty During Early Practice Promotes Motor Skill Learning.

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Andrieux, Mathieu; Boutin, Arnaud; Thon, Bernard

2016-01-01

This study was designed to determine whether the effect of self-control of task difficulty on motor learning is a function of the period of self-control administration. In a complex anticipation-coincidence task that required participants to intercept 3 targets with a virtual racquet, the task difficulty was either self-controlled or imposed to the participants in the two phases of the acquisition session. First, the results confirmed the beneficial effects of self-control over fully prescribed conditions. Second, the authors also demonstrated that a partial self-control of task difficulty better promotes learning than does a complete self-controlled procedure. Overall, the results revealed that these benefits are increased when this choice is allowed during early practice. The findings are discussed in terms of theoretical and applied perspectives.

Manipulatives Implementation For Supporting Learning Of Mathematics For Prospective Teachers

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Sulistyaningsih, D.; Mawarsari, V. D.; Hidayah, I.; Dwijanto

2017-04-01

Manipulatives are needed by teachers to facilitate students understand of mathematics which is abstract. As a prospective mathematics teacher, the student must have good skills in making manipulatives. Aims of this study is to describe the implementation of learning courses of manipulative workshop in mathematics education courses by lecturer at Universitas Muhammadiyah Semarang which includes the preparation of learning, general professional ability, the professional capacity specifically, ability of self-development, development class managing, planning and implementation of learning, a way of delivering the material, and evaluation of learning outcomes. Data collection techniques used were questionnaires, interviews, and observation. The research instrument consisted of a questionnaire sheet, sheet observation and interview guides. Validity is determined using data triangulation and triangulation methods. Data were analyzed using an interactive model. The results showed that the average value of activities in preparation for learning, fosters capabilities of general professional, specialized professional, self-development, manage the classroom, implementing the learning, how to deliver the material, and how to evaluate learning outcomes are 79%, 73%, 67%, 75%, 83%, 72%, 64%, and 54%, respectively

Cognitive Play and Mathematical Learning in Computer Microworlds.

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Steffe, Leslie P.; Wiegel, Heide G.

1994-01-01

Uses the constructivist principle of active learning to explore the possibly essential elements in transforming a cognitive play activity into mathematical activity. Suggests that for such transformation to occur, cognitive play activity must involve operations of intelligence that, yield situations of mathematical schemes. Illustrates the…

Adaptation of abbreviated mathematics anxiety rating scale for engineering students

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Nordin, Sayed Kushairi Sayed; Samat, Khairul Fadzli; Sultan, Al Amin Mohamed; Halim, Bushra Abdul; Ismail, Siti Fatimah; Mafazi, Nurul Wirdah

2015-05-01

Mathematics is an essential and fundamental tool used by engineers to analyse and solve problems in their field. Due to this, most engineering education programs involve a concentration of study in mathematics courses whereby engineering students have to take mathematics courses such as numerical methods, differential equations and calculus in the first two years and continue to do so until the completion of the sequence. However, the students struggled and had difficulties in learning courses that require mathematical abilities. Hence, this study presents the factors that caused mathematics anxiety among engineering students using Abbreviated Mathematics Anxiety Rating Scale (AMARS) through 95 students of Universiti Teknikal Malaysia Melaka (UTeM). From 25 items in AMARS, principal component analysis (PCA) suggested that there are four mathematics anxiety factors, namely experiences of learning mathematics, cognitive skills, mathematics evaluation anxiety and students' perception on mathematics. Minitab 16 software was used to analyse the nonparametric statistics. Kruskal-Wallis Test indicated that there is a significant difference in the experience of learning mathematics and mathematics evaluation anxiety among races. The Chi-Square Test of Independence revealed that the experience of learning mathematics, cognitive skills and mathematics evaluation anxiety depend on the results of their SPM additional mathematics. Based on this study, it is recommended to address the anxiety problems among engineering students at the early stage of studying in the university. Thus, lecturers should play their part by ensuring a positive classroom environment which encourages students to study mathematics without fear.

Interactive Apps Promote Learning of Basic Mathematics in Children With Special Educational Needs and Disabilities

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Nicola J. Pitchford

2018-03-01

Full Text Available Interactive apps delivered on touch-screen tablets can be effective at supporting the acquisition of basic skills in mainstream primary school children. This technology may also be beneficial for children with Special Educational Needs and Disabilities (SEND as it can promote high levels of engagement with the learning task and an inclusive learning environment. However, few studies have measured extent of learning for SEND pupils when using interactive apps, so it has yet to be determined if this technology is effective at raising attainment for these pupils. We report the first observational study of a group of 33 pupils with SEND from two primary schools in Malawi that are implementing a new digital technology intervention which uses touch-screen tablets to deliver interactive apps designed to teach basic mathematical skills. The apps contain topics that align to the national curriculum. To assess learning gains, rate of progress (minutes per topic for each pupil was determined by calculating the average time taken to complete a topic. Progress rate was then correlated with teacher ratings of extent of disability and independent ratings of pupil engagement with the apps. Results showed SEND pupils could interact with the apps and all pupils passed at least one topic. Average progress rate for SEND pupils was twice as long as mainstream peers. Stepwise regression revealed extent of disability significantly predicted progress rate. Further exploratory correlations revealed pupils with moderate to severe difficulties with hearing and/or language made slower progress through the apps than those with greater functionality in these two domains because the use of verbal instructions within the apps limited their capacity to learn. This original quantitative analysis demonstrates that interactive apps can raise learning standards in pupils with SEND but may have limited utility for pupils with severe difficulties. Software modifications are needed to

Utilizing Microsoft Mathematics In Teaching And Learning Calculus

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Rina Oktaviyanthi

2015-10-01

Full Text Available The experimental design was conducted to investigate the use of Microsoft Mathematics, free software made by Microsoft Corporation, in teaching and learning Calculus. This paper reports results from experimental study details on implementation of Microsoft Mathematics in Calculus, students’ achievement and the effects of the use of Microsoft Mathematics on students’ attitudes in relation to such experience. Two classes of the students from the first year student in Universitas Serang Raya were participated in the study. This study found that students who taught by using Microsoft Mathematics had higher achievement and has a positive effect on students’ confidence of mathematics.

Mixed Methods Study Using Constructive Learning Team Model for Secondary Mathematics Teachers

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Ritter, Kristy L.

2010-01-01

The constructive learning team model for secondary mathematics teachers (CLTM) was created to provide students with learning opportunities and experiences that address deficiencies in oral and written communication, logical processes and analysis, mathematical operations, independent learning, teamwork, and technology utilization. This study…

Involving users with learning difficulties in health improvement: lessons from inclusive learning disability research.

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Walmsley, Jan

2004-03-01

In this paper the author considers the lessons to be drawn from what is termed "inclusive" learning disability research for user involvement around health improvement. Inclusive learning disability research refers to research where people with learning difficulties (intellectual disability) are involved as active participants, as opposed to passive subjects. There is by now a considerable body of such research, developed over the past 25 years. From the review, the author draws attention to areas which can inform practice in involvement of users in a way that adds value.

The Professional Learning Experiences of Non-Mathematics Subject Specialist Teachers: A Descriptive Study

OpenAIRE

Ho Younghusband, Alice Christine

2017-01-01

Certified teachers in British Columbia (BC) schools can be assigned to teach secondary mathematics without having a major, minor, or formal background in mathematics. This is known as out-of-field teaching. These non-mathematics subject specialist teachers (NMSSTs) must learn or relearn the subject matter of mathematics to teach secondary mathematics. This study investigates what professional learning activities NMSSTs participate in to gain subject matter content knowledge in mathematics, wh...

Common difficulties experienced by grade 12 students in learning ...

African Journals Online (AJOL)

The objective of this study was to examine the nature and causes of common difficulties experienced by grade twelve students in learning chemistry in Ebinat preparatory school. A qualitative method was employed to investigate the questions, which used interviews and questionnaires with students and teachers. The key ...

Developing mathematics learning set for special-needs junior high school student oriented to learning interest and achievement

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Ai Sadidah

2016-11-01

Full Text Available This study aims to produce a mathematics learning set for special-needs students (mathematical learning disability and mathematically gifted of Junior High School Grade VIII Second Semester oriented to learning interests and achievement which is valid, practical, and effective. This study was a research and development study using the Four-D development model consisting of four stages: (1 define, (2 design, (3 develop, and (4 disseminate. The quality of learning set consisting of the following three criterions: (1 validity, (2 practicality, and (3 effectiveness.  The data analysis technique used in this study is a descriptive quantitative analysis. The research produced learning set consisting of lesson plans and student worksheets. The result of the research shows that: (1 the learning set fulfill the valid criteria base on experts’ appraisal; (2 the learning set fulfill the practical criterion base on teacher’s and students’ questionnaire, and observation of learning implementation; (3 the learning set fulfill the effectiveness criterion base on learning interest and achievement.

Students’ Mathematical Creative Thinking through Problem Posing Learning

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Ulfah, U.; Prabawanto, S.; Jupri, A.

2017-09-01

The research aims to investigate the differences in enhancement of students’ mathematical creative thinking ability of those who received problem posing approach assisted by manipulative media and students who received problem posing approach without manipulative media. This study was a quasi experimental research with non-equivalent control group design. Population of this research was third-grade students of a primary school in Bandung city in 2016/2017 academic year. Sample of this research was two classes as experiment class and control class. The instrument used is a test of mathematical creative thinking ability. Based on the results of the research, it is known that the enhancement of the students’ mathematical creative thinking ability of those who received problem posing approach with manipulative media aid is higher than the ability of those who received problem posing approach without manipulative media aid. Students who get learning problem posing learning accustomed in arranging mathematical sentence become matter of story so it can facilitate students to comprehend about story

Learning Mathematics with Creative Drama

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Baki Şahin

2018-04-01

Full Text Available In this study, a mathematics activity that used creative drama method to teach the fifth grade standard “Expresses a position with respect to another point using direction and unit” under geometry and measurement was implemented. Twenty students attending the fifth grade of a public school participated in the study. The lesson plan involved four activities in warm-up, role-play, and evaluation stages. Activities include processes that will ensure active participation of students. The activity lasted two lesson hours. Two prospective mathematics teachers and a mathematics teacher were available in the class during the activity to observe student participation and reactions. Additionally, 10 students were interviewed to learn their views about the lesson. Comments of the observers and the responses of the students to the interview questions indicate that the lesson was successful.

Difficulties Of Self-Learning To The Open Arab University Students In The Sultanate Of Oman From The Perspective Of The Students

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Dr. Mahmoud Mohamed Ali

2015-08-01

Full Text Available This study aimed to reveal the most important difficulties that hinder the Arab Open University in Oman students for the practice of self-learning method in their studies has been rated difficulties to the three pillars namely difficulties related to students and the skills of self-learning and difficulties related to teachers and methods of teaching and difficulties related to the curriculum and learning resources and after the application of the study of the identification of the difficulties tool 200 of university students 697 study concluded that many of the results that were notably that the difficulties related to students and the skills of self-learning more difficulties impeding the exercise of self-learning compared to the difficulties related to the other two mentioned and the students ability to connect and communicate and to evaluate themselves and correct educational careers and their ability to control their behavior and direct their activities toward self-learning are more difficulties influential and disability for students on their ability to exercise self-learning in their study of the Arab open University and as for the axis of teachers and teaching methods has shown results weakness encourage teachers to students to apply and practice this kind of learning and focus on traditional methods and weak development of skills for self-learning is one of the more difficulties that limit the exercise of the students of this method of learning and for the focus of the curriculum and learning resources has shown results of the study that the lack of educational software miscellaneous non-availability of electronic research base and lack of stimulating courses on the exercise of self-learning method is one of the most difficulties that hinder students ability to exercise self-learning.

Teacher's Ability to Develop Learning Materials Potentially Mathematical Discourse

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Hamdani Hamdani

2017-10-01

Full Text Available In the process of learning in the field, the teacher still dominates the conversation while the students as a passive listener. As a result, not only the communication skills of students who are less developed, the understanding of student material is also lacking. Therefore it is necessary to research the ability of teachers in developing learning tools potentially mathematical discourse to improve students' mathematical communication skills. The research method used is descriptive. Research activities include: identification of problems through questionnaires, observation, and interviews; teacher training; teachers develop learning tools; validation; and enhancement of the device by the teacher. The subject of this research is the junior high school mathematics teacher from several districts in the border area of Sambas-Sarawak Regency. The results show that in every learning mathematics there is always a conversation between teachers and students, but rarely use the question "why" and "how". Most teacher-made lesson plans contain scenarios of conversations between teachers and students, but just plain questioning, have not led to a debate between each other so that understanding becomes deeper. Student worksheet made by the teacher in the form of a matter of the ordinary story, rarely load non-routine problem let alone open-ended.

Contextual approach using VBA learning media to improve students’ mathematical displacement and disposition ability

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Chotimah, Siti; Bernard, M.; Wulandari, S. M.

2018-01-01

The main problems of the research were the lack of reasoning ability and mathematical disposition of students to the learning of mathematics in high school students in Cimahi - West Java. The lack of mathematical reasoning ability in students was caused by the process of learning. The teachers did not train the students to do the problems of reasoning ability. The students still depended on each other. Sometimes, one of patience teacher was still guiding his students. In addition, the basic ability aspects of students also affected the ability the mathematics skill. Furthermore, the learning process with contextual approach aided by VBA Learning Media (Visual Basic Application for Excel) gave the positive influence to the students’ mathematical disposition. The students are directly involved in learning process. The population of the study was all of the high school students in Cimahi. The samples were the students of SMA Negeri 4 Cimahi class XIA and XIB. There were both of tested and non-tested instruments. The test instrument was a description test of mathematical reasoning ability. The non-test instruments were questionnaire-scale attitudes about students’ mathematical dispositions. This instrument was used to obtain data about students’ mathematical reasoning and disposition of mathematics learning with contextual approach supported by VBA (Visual Basic Application for Excel) and by conventional learning. The data processed in this study was from the post-test score. These scores appeared from both of the experimental class group and the control class group. Then, performing data was processed by using SPSS 22 and Microsoft Excel. The data was analyzed using t-test statistic. The final result of this study concluded the achievement and improvement of reasoning ability and mathematical disposition of students whose learning with contextual approach supported by learning media of VBA (Visual Basic Application for Excel) was better than students who got

Investigating Difficulties of Learning Computer Programming in Saudi Arabia

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Alakeel, Ali M.

2015-01-01

Learning computer programming is one of the main requirements of many educational study plans in higher education. Research has shown that many students face difficulties acquiring reasonable programming skills during their first year of college. In Saudi Arabia, there are twenty-three state-owned universities scattered around the country that…

Using e-Learning Platforms for Mastery Learning in Developmental Mathematics Courses

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Boggs, Stacey; Shore, Mark; Shore, JoAnna

2004-01-01

Many colleges and universities have adopted e-learning platforms to utilize computers as an instructional tool in developmental (i.e., beginning and intermediate algebra) mathematics courses. An e-learning platform is a computer program used to enhance course instruction via computers and the Internet. Allegany College of Maryland is currently…

Utilizing Microsoft Mathematics in Teaching and Learning Calculus

Science.gov (United States)

Oktaviyanthi, Rina; Supriani, Yani

2015-01-01

The experimental design was conducted to investigate the use of Microsoft Mathematics, free software made by Microsoft Corporation, in teaching and learning Calculus. This paper reports results from experimental study details on implementation of Microsoft Mathematics in Calculus, students' achievement and the effects of the use of Microsoft…

Perception of mathematics teachers on cooperative learning method in the 21st century

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Taufik, Nurshahira Alwani Mohd; Maat, Siti Mistima

2017-05-01

Mathematics education is one of the branches to be mastered by students to help them compete with the upcoming challenges that are very challenging. As such, all parties should work together to help increase student achievement in Mathematics education in line with the Malaysian Education Blueprint (MEB) 2010-2025. Teaching methods play a very important role in attracting and fostering student understanding and interested in learning Mathematics. Therefore, this study was conducted to identify the perceptions of teachers in carrying out cooperative methods in the teaching and learning of mathematics. Participants of this study involving 4 teachers who teach Mathematics in primary schools around the state of Negeri Sembilan. Interviews are used as a method for gathering data. The findings indicate that cooperative methods help increasing interest and understanding in the teaching and learning of mathematics. In conclusion, the teaching methods affect the interest and understanding of students in the learning of Mathematics in the classroom.

Importance and difficulties of cooperative learning application in class teaching from teachers' perspective

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Ilić Marina Ž.

2016-01-01

Full Text Available Based on previous knowledge of cooperative learning two approaches stand out in researching the importance of cooperative learning: a the first approach tries to examine the effects, conditions and mechanisms by which educational outcomes are realized in the application of cooperative learning; and b the second approach moves the focus towards attitudes and perceptions of teachers and students on the relevance of cooperative learning. By applying descriptive-analytical technique we conducted a research aimed at examining the opinions of teachers (N=305 about the importance and difficulties in application of cooperative learning in the context of class teaching. The results show that the teachers had positive attitudes towards the importance of cooperative learning for reaching various educational goals and socio-affective and cognitive development of students. It turned out that the opinions of the teachers were not determined by the level of their education or work experience. Additionally, it turned out that the teachers' opinions about the difficulties of application in class are due more to work organization and were not assessed from the aspect of knowledge, attitudes and convictions of the participants in the teaching process. The obtained results, although generally encouraging for teaching practice indicate a need for further advancement of this segment of the teacher's work in order to understand better the value of cooperative learning and consider more critically the difficulties for its application in classroom.

Meta-analysis of fluid intelligence tests of children from the Chinese mainland with learning difficulties.

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Tong, Fang; Fu, Tong

2013-01-01

To evaluate the differences in fluid intelligence tests between normal children and children with learning difficulties in China. PubMed, MD Consult, and other Chinese Journal Database were searched from their establishment to November 2012. After finding comparative studies of Raven measurements of normal children and children with learning difficulties, full Intelligent Quotation (FIQ) values and the original values of the sub-measurement were extracted. The corresponding effect model was selected based on the results of heterogeneity and parallel sub-group analysis was performed. Twelve documents were included in the meta-analysis, and the studies were all performed in mainland of China. Among these, two studies were performed at child health clinics, the other ten sites were schools and control children were schoolmates or classmates. FIQ was evaluated using a random effects model. WMD was -13.18 (95% CI: -16.50- -9.85). Children with learning difficulties showed significantly lower FIQ scores than controls (Pintelligence of children with learning difficulties was lower than that of normal children. Delayed development in sub-items of C, D, and E was more obvious.

Examining Teaching Based on Errors in Mathematics Amongst Pupils with Learning Disabilities

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Magen-Nagar, Noga

2016-01-01

Teaching mathematics while learning from students' mistakes, errors and misconceptions, is most important for meaningful learning. This study was based on intervention programs prepared by preservice teachers. It aimed to examine their knowledge of assessment of errors in mathematics amongst pupils with learning disabilities, and their use as a…

Engaging Students in Mathematical Modeling through Service-Learning

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Carducci, Olivia M.

2014-01-01

I have included a service-learning project in my mathematical modeling course for the last 6 years. This article describes my experience with service-learning in this course. The article includes a description of the course and the service-learning projects. There is a discussion of how to connect with community partners and identify…

Mathematics teachers' beliefs about scientific approach (SA) and implementation in mathematics learning

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Mutholib, Ahmad Abdul; Sujadi, Imam; Subanti, Sri

2017-08-01

SA is the approach used for the exploration of research and answer questions. Teachers' beliefs have a greater influence than the teacher's knowledge of designing lesson plans in the classroom. The objectives of this study are to explore the teachers' beliefs in SA, to reveal how the beliefs are reflected in classroom practices; and to figure out the factors affecting their beliefs and practices of SA to the teaching of mathematics. This qualitative research applied case study. The data was gained from classroom observation, face-to-face interview, and documentation. Interactive models from Miles and Huberman were used to examine the data. Results of the study: 1) The teachers believe about the conception of SA. They also believe that the SA is important and gives impact to students' progress. They believe that by applying SA, the target of mathematics learning is acquired. As to learning procedure, they believe that SA steps are conducted in sequence by combining some steps for each. 2) Teachers formulate their beliefs of applying the five scientific step of integrating all steps by keeping the sequence. Teachers argue that target of mathematics learning can be attained by some ways, namely presence of theoretical and practical support, teachers' guidance, providing variety of media and motivation to students. 3) There are five factors which influence teachers' beliefs and practices of SA, namely learning and teaching experience, teachers' motivation, sharing with colleagues and facility. This study concludes that teachers believe in the importance of SA, therefore they implement it in the classroom.

Influence of the Constructivist Learning Approach on Students' Levels of Learning Trigonometry and on Their Attitudes towards Mathematics

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İNAN, CEMİL

2014-01-01

In this experimental study, the influence of the constructivist learning approach on students’ levels of learning trigonometry and on their attitudes towards mathematics was examined in comparison with the traditional methods of instruction. The constructivist learning approach was the independent variable, while mathematics achievement, the lessons of trigonometry and the attitudes towards mathematics constituted the dependent variables. The study was designed as the pretest-posttest control...

Spreadsheets as a Transparent Resource for Learning the Mathematics of Annuities

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Pournara, Craig

2009-01-01

The ability of mathematics teachers to decompress mathematics and to move between representations are two key features of mathematical knowledge that is usable for teaching. This article reports on four pre-service secondary mathematics teachers learning the mathematics of annuities. In working with spreadsheets students began to make sense of…

A Reflective Journey through Theory and Research in Mathematical Learning and Development

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Belbase, Shashidhar

2010-01-01

This paper is an attempt to reflect on class sessions during the fall 2010 in a course "Theory and Research in Mathematical Learning and Development". This reflection as a learning journey portrays discussions based on foundational perspectives (FP), historical highlights (HH), and guiding questions (GQ) related to mathematics learning and…

The Role of Mother Tongue Literacy in Language Learning and Mathematical Learning: Is There a Multilingual Benefit for Both?

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Dahm, Rebecca; De Angelis, Gessica

2018-01-01

The present study examines the multilingual benefit in relation to language learning and mathematical learning. The objective is to assess whether speakers of three or more languages, depending on language profile and personal histories, show significant advantages in language learning and/or mathematical learning, and whether mother tongue…

Teachers, Equity, and Computers for Secondary Mathematics Learning

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Forgasz, Helen

2006-01-01

The findings presented in this article were derived from a 3-year study aimed at examining issues associated with the use of computers for secondary mathematics learning in Victorian (Australia) schools. Gender and other equity factors were of particular interest. In this article, the focus is on the participating mathematics teachers. Data on…

Reconsidering Learning Difficulties and Misconceptions in Chemistry: Emergence in Chemistry and Its Implications for Chemical Education

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Tümay, Halil

2016-01-01

Identifying students' misconceptions and learning difficulties and finding effective ways of addressing them has been one of the major concerns in chemistry education. However, the chemistry education community has paid little attention to determining discipline-specific aspects of chemistry that can lead to learning difficulties and…

Mobile phone application for mathematics learning

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Supandi; Ariyanto, L.; Kusumaningsih, W.; Aini, A. N.

2018-03-01

This research was aimed to determine the role of the use of Mobile Phone Application (MPA) in Mathematics learning. The Pre and Post-test Quasy Experiment method was applied. The Pre-test was performed to understand the initial capability. In contrast, the Post-test was selected to identify changes in student ability after they were introduced to the application of Mobile Technology. Student responses to the use of this application were evaluated by a questionnaire. Based on the questionnaire, high scores were achieved, indicating the student's interest in this application. Also, learning results showed significant improvement in the learning achievement and the student learning behaviour. It was concluded that education supported by the MPA application gave a positive impact on learning outcomes as well as learning atmosphere both in class and outside the classroom.

Analysis of junior high school students' difficulty in resolving rectangular conceptual problems

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Utami, Aliksia Kristiana Dwi; Mardiyana, Pramudya, Ikrar

2017-08-01

Geometry is one part of the mathematics that must be learned in school and it has important effects on the development of creative thinking skills of learners, but in fact, there are some difficulties experienced by the students. This research focuses on analysis difficulty in resolving rectangular conceptual problems among junior high school students in every creative thinking skills level. This research used a descriptive method aimed to identify the difficulties and cause of the difficulties experienced by five students. The difficulties are associated with rectangular shapes and related problems. Data collection was done based on students' work through test, interview, and observations. The result revealed that student' difficulties in understanding the rectangular concept can be found at every creative thinking skills level. The difficulties are identifying the objects rectangular in the daily life except for a rectangle and square, analyzing the properties of rectangular shapes, and seeing the interrelationships between figures.

Student Talk and Opportunities for Mathematical Learning in Small Group Interactions

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Wood, Marcy B.; Kalinec, Crystal A.

2012-01-01

Small group interactions are an important tool for mathematical learning and yet researchers have neither examined small group talk across entire lessons nor have they focused on moments of mathematical learning in small groups. We examined such talk and identified kinds of interactions and connections between interactions and mathematical…

The Effects of Constructivist Learning Environment on Prospective Mathematics Teachers' Opinions

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Narli, Serkan; Baser, Nes'e

2010-01-01

To explore the effects of constructivist learning environment on prospective teachers' opinions about "mathematics, department of mathematics, discrete mathematics, countable and uncountable infinity" taught under the subject of Cantorian Set Theory in discrete mathematics class, 60 first-year students in the Division of Mathematics…

Amidst Multiple Theories of Learning in Mathematics Education

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Simon, Martin A.

2009-01-01

Currently, there are more theories of learning in use in mathematics education research than ever before (Lerman & Tsatsaroni, 2004). Although this is a positive sign for the field, it also has brought with it a set of challenges. In this article, I identify some of these challenges and consider how mathematics education researchers might think…

An instrument measuring prospective mathematics teacher self-regulated learning: validity and reliability

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Nugroho, A. A.; Juniati, D.; Siswono, T. Y. E.

2018-03-01

Self Regulated Learning (SRL) is an individual's ability to achieve academic goals by controlling behavior, motivate yourself and use cognitive in learning, so it is important for a teacher especially teachers of mathematics related to the ability of management, design, implementation of learning and evaluation of learning outcomes. The purpose of the research is to develop an instrument to describe the SRL of a prospective mathematics teacher. Data were collected by (1) the study of the theory of SRL produced the indicator SRL used to design the questionnaire SRL; (2) analysis of the questionnaire SRL obtained from several References; and (3) development stage of the SRL questionnaire through validity test of content and empirical validation. The study involved 2 content experts in mathematics, 1 linguist, and 92 prospective mathematics teachers. The results of the research on content validity test based on Indonesian expert and 2 content experts indicate that the content can assess the indicator of the SRL and feasible to be used, in the test of legibility of two prospective mathematics teacher concluded that the instrument has a language that can be understood by the prospective teacher of mathematics and on empirical validation involving 92 prospective mathematics teacher generate data that of 65 statements there are 3 invalid statements. Reliability calculation shows high category that values 0,93. The conclusion is the SRL instrument developed for the prospective mathematics teacher.

Perceived Difficulties in e-Learning During the First Term at University

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Galina Kavaliauskienė

2013-08-01

Full Text Available Purpose—the focus of this article is to explore difficulties that are encountered by students during the first term at university. It is well known that students can have various problems in learning English and make mistakes in grammar, vocabulary, and pronunciation. The native language of a learner affects learning and using English. Speaking and e-listening are the skills that are more common on an everyday basis than reading and writing. Moreover, these skills are more difficult to master. English vocabulary presents another problem for language learners. Albeit, at the university level students study English for Specific Purposes (ESP, in other words, the foreign language for their future profession, and they might face particular difficulties in their studies of ESP. Design/methodology/approach—the research paper adopts the qualitative research approach. The questionnaire on learner perceptions of difficulties in e-learning was administered to students of three different specializations. Students’ self-assessments of achievements or failures were analysed. Findings. The results indicated that perceptions of difficulties to adapting to university studies depended on their chosen specialization. The findings show that undergraduates of all three investigated specializations encounter the same difficulties, but to a different degree. In other words, there are no significantly specific difficulties due to the complexity of the professional vocabulary that students must learn. The ratings of Psychology, Social Work and Public Policy and Management students reveal higher mean values and wider range of Standard Deviations than reported by other researchers (Berman, Cheng, 2001. The results obtained imply that Lithuanian learners are more positive than their foreign counterparts. Computations of Pearson’s correlations coefficients demonstrate that there are some good correlational relationships within each specialization. Research

Learning fraction comparison by using a dynamic mathematics software - GeoGebra

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Poon, Kin Keung

2018-04-01

GeoGebra is a mathematics software system that can serve as a tool for inquiry-based learning. This paper deals with the application of a fraction comparison software, which is constructed by GeoGebra, for use in a dynamic mathematics environment. The corresponding teaching and learning issues have also been discussed.

Learning Fraction Comparison by Using a Dynamic Mathematics Software--GeoGebra

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Poon, Kin Keung

2018-01-01

GeoGebra is a mathematics software system that can serve as a tool for inquiry-based learning. This paper deals with the application of a fraction comparison software, which is constructed by GeoGebra, for use in a dynamic mathematics environment. The corresponding teaching and learning issues have also been discussed.

Rhetorical ways of thinking Vygotskian theory and mathematical learning

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Albert, Lillie R; Macadino, Vittoria

2012-01-01

Combining Vygotskian theory with current teaching and learning practices, this volume focuses on how the co-construction of learning models the interpretation of a mathematical situation, providing educationalists with a valuable practical methodology.

A study of students' learning styles and mathematics anxiety amongst form four students in Kerian Perak

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Esa, Suraya; Mohamed, Nurul Akmal

2017-05-01

This study aims to identify the relationship between students' learning styles and mathematics anxiety amongst Form Four students in Kerian, Perak. The study involves 175 Form Four students as respondents. The instrument which is used to assess the students' learning styles and mathematic anxiety is adapted from the Grasha's Learning Styles Inventory and the Mathematics Anxiety Scale (MAS) respectively. The types of learning styles used are independent, avoidant, collaborative, dependent, competitive and participant. The collected data is processed by SPSS (Statistical Packages for Social Sciences 16.0). The data is analysed by using descriptive statistics and inferential statistics that include t-test and Pearson correlation. The results show that majority of the students adopt collaborative learning style and the students have moderate level of mathematics anxiety. Moreover, it is found that there is significant difference between learning style avoidant, collaborative, dependent and participant based on gender. Amongst all students' learning style, there exists a weak but significant correlation between avoidant, independent and participant learning style and mathematics anxiety. It is very important for the teachers need to be concerned about the effects of learning styles on mathematics anxiety. Therefore, the teachers should understand mathematics anxiety and implement suitable learning strategies in order for the students to overcome their mathematics anxiety.

Learned Helplessness in Mathematics: What Educators Should Know.

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Gentile, J. Ronald; Monaco, Nanci M.

1986-01-01

The range of problems associated with learned helplessness in mathematics is introduced through three hypothetical case studies. Then the basic theory of, the evidence for, and variables affecting learned helplessness are described. Issues of cure and prevention are discussed, and some suggestions are offered for teachers. (MNS)

Teachers' Awareness of the Semio-Cognitive Dimension of Learning Mathematics

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Iori, Maura

2018-01-01

While many semiotic and cognitive studies on learning mathematics have focused primarily on students, this study focuses mainly on teachers, by seeking to bring to light their awareness of the semiotic and cognitive aspects of learning mathematics. The aim is to highlight the degree of awareness that teachers show about: (1) the distinction…

What Is the Long-Run Impact of Learning Mathematics during Preschool?

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Watts, Tyler W.; Duncan, Greg J.; Clements, Douglas H.; Sarama, Julie

2018-01-01

The current study estimated the causal links between preschool mathematics learning and late elementary school mathematics achievement using variation in treatment assignment to an early mathematics intervention as an instrument for preschool mathematics change. Estimates indicate (n = 410) that a standard deviation of intervention-produced change…

Application of Learning Engineering Techniques Thinking Aloud Pair Problem Solving in Learning Mathematics Students Class VII SMPN 15 Padang

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Widuri, S. Y. S.; Almash, L.; Zuzano, F.

2018-04-01

The students activity and responsible in studying mathematic is still lack. It gives an effect for the bad result in studying mathematic. There is one of learning technic to increase students activity in the classroom and the result of studying mathematic with applying a learning technic. It is “Thinking Aloud Pair Problem Solving (TAPPS)”. The purpose of this research is to recognize the developing of students activity in mathematic subject during applying that technic “TAPPS” in seven grade at SMPN 15 Padang and compare the students proportion in learning mathematic with TAPPS between learning process without it in seven grade at SMPN 15 Padang. Students activity for indicators 1, 2, 3, 4, 5, 6 at each meeting is likely to increase and students activity for indicator 7 at each meeting is likely to decrease. The finding of this research is χ 2 = 9,42 and the value of p is 0,0005 < p < 0,005. Therefore p < 0,05 has means H 0 was rejected and H 1 was accepted. Thus, it was concluded that the activities and result in studying mathematic increased after applying learning technic the TAPPS.

Hypotetical learning trajectory to anticipate mathematics anxiety in algebra learning based on the perspective of didactical situation theory

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Yuliani, R. E.; Suryadi, D.; Dahlan, J. A.

2018-05-01

The objective of this research is to design an alleged teacher learning path or Hypotetical Learning Trajectory (HLT) to anticipate mathematics anxiety of students in learning algebra. HLT loads expected mathematics learning objectives, estimates the level of knowledge and understanding of the students, as well as the selection of mathematical activity in accordance with the learning competencies. This research uses educational design research method. The research steps consist of a preliminary design, experimental and retrospective analysis. Data were gathered from various sources, such as data is written during the research process of test results, documentation, sheet results of students' work, results of interviews, questionnaires, and video recordings. The subjects of the study were 10 junior high school students. Based on the research identified 2 students at the level of high anxiety, 7 people at medium anxiety level and 1 student at low anxiety level. High anxiety levels about 20%, was approximately 70% and approximately 10% lower. These results can be used as an evaluation and reflection for designing materials that can anticipate mathematics anxiety of students learning algebra concepts.

Storytelling Supported by Technology: An Alternative for EFL Children with Learning Difficulties

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Lee, Sy-ying

2012-01-01

This action research aims to investigate how technology improves the conditions of storytelling to help enhance the learning attitude and motivation of EFL children with learning difficulty using power point designs and an online recording system--VoiceThread (http://voicethread.com/). The use of power point designs is to assure children of clear…

Mathematics in Student-­Centred Inquiry Learning: Student Engagement

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Calder, Nigel

2013-01-01

This paper examines how mathematical understandings might be facilitated through student-centred inquiry. Data is drawn from a research project on student-centred inquiry learning that situated mathematics within authentic problem-solving contexts and involved students in a collaboratively constructed curriculum. A contemporary interpretive frame…

"May We Please Have Sex Tonight?"--People with Learning Difficulties Pursuing Privacy in Residential Group Settings

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Hollomotz, Andrea

2009-01-01

Many residential group settings for people with learning difficulties do not provide individuals with the private space in which they can explore their sexual relationships in a safe and dignified manner. Lack of agreed private spaces seriously infringes the individual's human rights. Many people with learning difficulties who lack privacy have no…

Improving of prospective elementary teachers' reasoning: Learning geometry through mathematical investigation

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Sumarna, Nana; Sentryo, Izlan

2017-08-01

This research applies mathematical investigation approach in teaching geometry to improve mathematical reasoning abilities of prospective elementary teachers. Mathematical investigation in this study involved non-routine tasks through a mathematical investigation process, namely through a series of activities as an attribute of mathematical investigation. Developing the ability of mathematical reasoning of research subjects obtained through capability of research subjects in the analysis, generalization, synthesis, justify, and resolve non-routine, which is operationally constructed as an indicator of research and is used as a criterion for measuring the ability of mathematical reasoning. Research design using Quasi-Experimental design. Based on this type, the researchers apply a pre-and posttest design, which is divided into two study groups: control group and the treatment group. The number of research subjects were 111 students consisting of 56 students in the experimental group and 55 students in the control group. The conclusion of this study stated that (1) Investigation of mathematics as an approach to learning is able to give a positive response to the increasing ability of mathematical reasoning, and (2) There is no interaction effect of the factors of learning and prior knowledge of mathematics to the increased ability of mathematical reasoning.

Meta-analysis of fluid intelligence tests of children from the Chinese mainland with learning difficulties.

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Fang Tong

Full Text Available OBJECTIVE: To evaluate the differences in fluid intelligence tests between normal children and children with learning difficulties in China. METHOD: PubMed, MD Consult, and other Chinese Journal Database were searched from their establishment to November 2012. After finding comparative studies of Raven measurements of normal children and children with learning difficulties, full Intelligent Quotation (FIQ values and the original values of the sub-measurement were extracted. The corresponding effect model was selected based on the results of heterogeneity and parallel sub-group analysis was performed. RESULTS: Twelve documents were included in the meta-analysis, and the studies were all performed in mainland of China. Among these, two studies were performed at child health clinics, the other ten sites were schools and control children were schoolmates or classmates. FIQ was evaluated using a random effects model. WMD was -13.18 (95% CI: -16.50- -9.85. Children with learning difficulties showed significantly lower FIQ scores than controls (P<0.00001; Type of learning difficulty and gender differences were evaluated using a fixed-effects model (I² = 0%. The sites and purposes of the studies evaluated here were taken into account, but the reasons of heterogeneity could not be eliminated; The sum IQ of all the subgroups showed considerable heterogeneity (I² = 76.5%. The sub-measurement score of document A showed moderate heterogeneity among all documents, and AB, B, and E showed considerable heterogeneity, which was used in a random effect model. Individuals with learning difficulties showed heterogeneity as well. There was a moderate delay in the first three items (-0.5 to -0.9, and a much more pronounced delay in the latter three items (-1.4 to -1.6. CONCLUSION: In the Chinese mainland, the level of fluid intelligence of children with learning difficulties was lower than that of normal children. Delayed development in sub-items of C, D

The impact of Game-based learning on the achievement of learning goals and motivation for learning mathematics - literature review

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Blaženka Divjak

2011-06-01

Full Text Available Normal 0 21 false false false SH X-NONE X-NONE Information technologies are an integral part of a contemporary society which bases its progress on knowledge being one goal of education. Beside acquiring knowledge, skills and routines, the goal of education is to create a complete individual who can rationally and timely make decisions, purposefully react in new situations and be trained for life-long learning. In order to accomplish all this, it is necessary to make educational process more creative, contemporary and adjusted to new generations of computer literate pupils who demand quicker and more frequent interactions, a lot of information at the same time, generations who quickly acquire rules of computer games. Computer games meeting pedagogical criteria should become an integral part of learning. Teaching with mathematical computer games, which fulfil pedagogical criteria, influences pupils’ motivation, learning, retention and forgetting. This paper provides a review of literature in this field and determines whether the use of mathematical computer games contributes to more efficient realisation of educational goals at all level of education. Furthermore, considering prior research we have attempted to establish whether the use of mathematical games for teaching has an impact on the formation of a positive attitude of pupils of different ages toward the subject of mathematics, their motivation and knowledge acquisition when compared to learning without computer games. Finally, we have analysed different research methods concerning this issue and assessed the impact of pedagogically designed mathematical computer games on the realisation of educational goals and quality improvement of teaching and learning.

PENGEMBANGAN MODEL COMPUTER-BASED E-LEARNING UNTUK MENINGKATKAN KEMAMPUAN HIGH ORDER MATHEMATICAL THINKING SISWA SMA

OpenAIRE

Jarnawi Afgani Dahlan; Yaya Sukjaya Kusumah; Mr Heri Sutarno

2011-01-01

The focus of this research is on the development of mathematics teaching and learning activity which is based on the application of computer software. The aim of research is as follows : 1) to identify some mathematics topics which feasible to be presented by computer-based e-learning, 2) design, develop, and implement computer-based e-learning on mathematics, and 3) analyze the impact of computer-based e-learning in the enhancement of SMA students’ high order mathematical thinking. All activ...

Transcoding abilities in typical and atypical mathematics achievers: the role of working memory and procedural and lexical competencies.

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Moura, Ricardo; Wood, Guilherme; Pinheiro-Chagas, Pedro; Lonnemann, Jan; Krinzinger, Helga; Willmes, Klaus; Haase, Vitor Geraldi

2013-11-01

Transcoding between numerical systems is one of the most basic abilities acquired by children during their early school years. One important topic that requires further exploration is how mathematics proficiency can affect number transcoding. The aim of the current study was to investigate transcoding abilities (i.e., reading Arabic numerals and writing dictation) in Brazilian children with and without mathematics difficulties, focusing on different school grades. We observed that children with learning difficulties in mathematics demonstrated lower achievement in number transcoding in both early and middle elementary school. In early elementary school, difficulties were observed in both the basic numerical lexicon and the management of numerical syntax. In middle elementary school, difficulties appeared mainly in the transcoding of more complex numbers. An error analysis revealed that the children with mathematics difficulties struggled mainly with the acquisition of transcoding rules. Although we confirmed the previous evidence on the impact of working memory capacity on number transcoding, we found that it did not fully account for the observed group differences. The results are discussed in the context of a maturational lag in number transcoding ability in children with mathematics difficulties. Copyright © 2013 Elsevier Inc. All rights reserved.

Metacognition, Motivation, and Emotions: Contribution of Self-Regulated Learning to Solving Mathematical Problems

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Tzohar-Rozen, Meirav; Kramarski, Bracha

2014-01-01

Mathematical problem solving is one of the most valuable aspects of mathematics education. It is also the most difficult for elementary-school students (Verschaffel, Greer, & De Corte, 2000). Students experience cognitive and metacognitive difficulties in this area and develop negative emotions and poor motivation, which hamper their efforts…

How Mathematics Teachers Develop Their Pupils' Self-Regulated Learning Skills

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Marchis, Iuliana

2011-01-01

Self-regulated learning skills are important in mathematical problem solving. The aim of the paper is to present a research on how mathematics teachers guide their pupils' mathematical problem-solving activities in order to increase self-regulation. 62 teachers have filled in a questionnaire developed for this research. The results are show that…

DEVELOPING GUIDED DISCOVERY LEARNING MATERIALS USING MATHEMATICS MOBILE LEARNING APPLICATION AS AN ALTERNATIVE MEDIA FOR THE STUDENTS CALCULUS II

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Sunismi .

2015-12-01

Full Text Available Abstract: The development research aims to develop guided-discovery learning materials of Calculus II by implementing Mathematics Mobile Learning (MML. The products to develop are MML media of Calculus II using guided discovery model for students and a guide book for lecturers. The study employed used 4-D development model consisting of define, design, develop, and disseminate. The draft of the learning materials was validated by experts and tried-out to a group of students. The data were analyzed qualitatively and quantitatively by using a descriptive technique and t-test. The findings of the research were appropriate to be used ad teaching media for the students. The students responded positively that the MML media of Calculus II using the guided-discovery model was interestingly structured, easily operated through handphones (all JAVA, android, and blackberry-based handphones to be used as their learning guide anytime. The result of the field testing showed that the guided-discovery learning materials of Calculus II using the Mathematics Mobile Learning (MML application was effective to adopt in learning Calculus II. Keywords: learning materials, guided-discovery, mathematics mobile learning (MML, calculus II PENGEMBANGAN BAHAN AJAR MODEL GUIDED DISCOVERY DENGAN APLIKASI MATHEMATICS MOBILE LEARNING SEBAGAI ALTERNATIF MEDIA PEMBELAJARAN MAHASISWA MATAKULIAH KALKULUS II Abstrak: Penelitian pengembangan ini bertujuan untuk mengembangkan bahan ajar matakuliah Kalkulus II model guided discovery dengan aplikasi Mathematics Mobile Learning (MML. Produk yang dikembangkan berupa media MML Kalkulus II dengan model guided discovery untuk mahasiswa dan buku panduan dosen. Model pengembangan menggunakan 4-D yang meliputi tahap define, design, develop, dan dissemination. Draf bahan ajar divalidasi oleh pakar dan diujicobakan kepada sejumlah mahasiswa. Data dianalisis secara kualitatif dan kuantitatif dengan teknik deskriptif dan uji t. Temuan penelitian

Self-Regulated Learning: The Role of Motivation, Emotion, and Use of Learning Strategies in Students' Learning Experiences in a Self-Paced Online Mathematics Course

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Cho, Moon-Heum; Heron, Michele L.

2015-01-01

Enrollment in online remedial mathematics courses has increased in popularity in institutions of higher learning; however, students unskilled in self-regulated learning (SRL) find online remedial mathematics courses particularly challenging. We investigated the role of SRL, specifically motivation, emotion, and learning strategies, in students'…

The State of Proof in Finnish and Swedish Mathematics Textbooks--Capturing Differences in Approaches to Upper-Secondary Integral Calculus

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Bergwall, Andreas; Hemmi, Kirsti

2017-01-01

Students' difficulties with proof, scholars' calls for proof to be a consistent part of K-12 mathematics, and the extensive use of textbooks in mathematics classrooms motivate investigations on how proof-related items are addressed in mathematics textbooks. We contribute to textbook research by focusing on opportunities to learn proof-related…

Do mathematics learning facilitators implement metacognitive ...

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It is widely accepted that mathematical skills are critically important in our technologically sophisticated world. Educators' metacognition directs, plans, monitors, evaluates and reflects their instructional behaviour and this can promote learners ' learning with und ers tanding. The p urpos e of this study was to investigate the ...

The Multicultural Mathematics Classroom: Culturally Aware Teaching through Cooperative Learning & Multiple Representations

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Jao, Limin

2012-01-01

The National Council of Teachers of Mathematics (NCTM, 2000) has created a set of standards to reform mathematics teaching procedures to ensure that all students understand mathematics and learn to think mathematically. The standards also require teachers to use strategies that allow all students to reason and communicate mathematically and…

Improving Mathematical Communication Ability and Self Regulation Learning Of Yunior High Students by Using Reciprocal Teaching

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Abdul Qohar

2013-01-01

Full Text Available This paper presents the findings from a posttest experiment control group design  by  using reciprocal teaching, conducted  in Indonesia University of Education to investigate students’ ability in mathematical communication and self regulated learning.  Subject of the study were 254 of 9th grade students from three junior high schools of high, medium, and low level in Bojonegoro, East Java.  The instruments of the study were an essay mathematical communication test, and a self regulated learning scale. The study found that reciprocal teaching took the best role among school  cluster  and students’ prior mathematics ability on students’ mathematical communication ability and self regulated learning as well.  The other finding were there was interaction between school cluster and teaching approaches, but was no interaction between students’ prior mathematics ability and teaching approaches on mathematical communication ability and  self regulated learning. Moreover, there was association between mathematical communication and self regulated learningKeywords: Reciprocal Teaching, Mathematical Communication, Self Regulated Learning DOI: http://dx.doi.org/10.22342/jme.4.1.562.59-74

Mathematics Student Teachers' Epistemological Beliefs about the Nature of Mathematics and the Goals of Mathematics Teaching and Learning in the Beginning of Their Studies

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Viholainen, Antti; Asikainen, Mervi; Hirvonen, Pekka E.

2014-01-01

This article examines Finnish mathematics student teachers' epistemological beliefs concerning the nature of mathematics and the goals of mathematics teaching and learning solely in the beginning of their studies at university. A total of 18 students participated in a study consisting of a short questionnaire and interviews. The data was analyzed…

In Pursuit of a Connected Way of Knowing: The Case of One Mathematics Teacher

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Agudelo-Valderrama, Cecilia; Martínez, Diana

2016-01-01

In this paper, we offer illustrations of a mathematics teacher's difficulties with content knowledge when trying to find connections between school mathematics and science; we do so by describing the development of this teacher's thinking and learning in her pursuit of connections between the concepts of slope of a line and density of matter. The…

The Effects of Self-Paced Blended Learning of Mathematics

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Balentyne, Phoebe; Varga, Mary Alice

2016-01-01

As online and blended learning gain more popularity in education, it becomes more important to understand their effects on student learning. The purpose of this study was to explore the effects of self-paced blended learning of mathematics on the attitudes and achievement of 26 high ability middle school students, and investigate the relationship…

"Lettuce" Learn Math: Teaching Mathematics with Seeds and Centimeters

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Rickard, Laura N.; Wilson, Colette

2006-01-01

"Lettuce Learn Math" is an interdisciplinary program that has effectively linked a small-scale agricultural production system to a sixth-grade mathematics and science curriculum. The mathematical concepts and skills, including measurement and geometry, taught in this project met and often exceeded the standards set by New York state for…

Investigating students' perceptions of graduate learning outcomes in mathematics

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King, Deborah; Varsavsky, Cristina; Belward, Shaun; Matthews, Kelly

2017-11-01

The purpose of this study is to explore the perceptions mathematics students have of the knowledge and skills they develop throughout their programme of study. It addresses current concerns about the employability of mathematics graduates by contributing much needed insight into how degree programmes are developing broader learning outcomes for students majoring in mathematics. Specifically, the study asked students who were close to completing a mathematics major (n = 144) to indicate the extent to which opportunities to develop mathematical knowledge along with more transferable skills (communication to experts and non-experts, writing, working in teams and thinking ethically) were included and assessed in their major. Their perceptions were compared to the importance they assign to each of these outcomes, their own assessment of improvement during the programme and their confidence in applying these outcomes. Overall, the findings reveal a pattern of high levels of students' agreement that these outcomes are important, but evidence a startling gap when compared to students' perceptions of the extent to which many of these - communication, writing, teamwork and ethical thinking - are actually included and assessed in the curriculum, and their confidence in using such learning.

The body and playfulness: promising tools for teaching and learning mathematics

Directory of Open Access Journals (Sweden)

Yolanda Rodríguez Manosalva

2017-06-01

Full Text Available This paper will analyze the importance of playfulness as an instrument for learning mathematics, taking into account that the body allows to develop not only motor skills but also intellectual faculties involving high levels of abstraction, such as mathematical operations like addition, subtraction, multiplication and division. The methodology used was action research, through interviews to students, parents and teachers, as well as the systematization of experiences in the classroom by means of a field diary. It was found that traditional –tedious- teaching does not allow students to realize the importance of learning mathematics. It is concluded that it is necessary for the teachers to implement strategies that link playfulness and the body, in order to improve teaching-learning processes, which allows that mathematics do not be considered as something far from reality, but that be granted the status of a knowledge that improves the processes of understanding and reflection, facilitating the solution of practical problems.

iPad Apps That Promote Mathematical Knowledge? "Yes, They Exist!"

Science.gov (United States)

Larkin, Kevin

2014-01-01

Having trouble finding the right app? In this article, Kevin Larkin discusses the difficulties teachers encounter when searching the App Store for high quality, appropriate apps that support students' mathematical learning. Kevin provides a useful link to a collection of over 100 app reviews.

Using Digital Games to Learn Mathematics – What students think?

OpenAIRE

Su Ting Yong; Ian Harrison; Peter Gates

2016-01-01

The aim of this study was to explore how university foundation students perceive the use of digital games in learning mathematics. Data was collected using an online questionnaire and 209 foundation university students participated in this study.  The questionnaire was used to explore students’ gaming experience and students’ attitude towards mathematics learning with digital games.  It was found that most of the university foundation students liked to play different types of digital games.  ...

Adaptation of mathematical educational content in e-learning resources

Directory of Open Access Journals (Sweden)

Yuliya V. Vainshtein

2017-01-01

Full Text Available Modern trends in the world electronic educational system development determine the necessity of adaptive learning intellectual environments and resources’ development and implementation. An upcoming trend in improvement the quality of studying mathematical disciplines is the development and application of adaptive electronic educational resources. However, the development and application experience of adaptive technologies in higher education is currently extremely limited and does not imply the usage flexibility. Adaptive educational resources in the electronic environment are electronic educational resources that provide the student with a personal educational space, filled with educational content that “adapts” to the individual characteristics of the students and provides them with the necessary information.This article focuses on the mathematical educational content adaptation algorithms development and their implementation in the e-learning system. The peculiarity of the proposed algorithms is the possibility of their application and distribution for adaptive e-learning resources construction. The novelty of the proposed approach is the three-step content organization of the adaptive algorithms for the educational content: “introductory adaptation of content”, “the current adaptation of content”, “estimative and a corrective adaptation”. For each stage of the proposed system, mathematical algorithms for educational content adaptation in adaptive e-learning resources are presented.Due to the high level of abstraction and complexity perception of mathematical disciplines, educational content is represented in the various editions of presentation that correspond to the levels of assimilation of the course material. Adaptation consists in the selection of the optimal edition of the material that best matches the individual characteristics of the student. The introduction of a three-step content organization of the adaptive

Using Student-Made Games to Learn Mathematics

Science.gov (United States)

Gallegos, Irene; Flores, Alfinio

2010-01-01

First-year university students design and play their own games, including board, computer, and other kinds of games, to learn mathematical concepts and practice procedures for their pre-calculus and calculus courses. (Contains 2 tables and 8 figures.)

Limited near and far transfer effects of jungle memory working memory training on learning mathematics in children with attentional and mathematical difficulties

NARCIS (Netherlands)

Nelwan, Michel; Kroesbergen, Evelyn H.

2016-01-01

The goal of this randomized controlled trial was to investigate whether Jungle Memory working memory training (JM) affects performance on working memory tasks, performance in mathematics and gains made on a mathematics training (MT) in school aged children between 9-12 years old (N = 64) with both

Exploring student teachers' perceptions of the influence of technology in learning and teaching mathematics

Directory of Open Access Journals (Sweden)

Sarah Bansilal

2015-11-01

Full Text Available Rapid global technological developments have affected all facets of life, including the teaching and learning of mathematics. This qualitative study was designed to identify the ways in which technology was used and to explore the nature of this use by a group of 52 mathematics student teachers. The participants were pre-service Mathematics students who were enrolled for a Mathematics module at a South African university. The research instruments were an open question and a semi-structured interview schedule. Saxe's framework was used to analyse the data. Some benefits of mathematics software were found to be the provision of different representations, dynamic visualisation of concepts and variation in mathematical situations. It was also found that students used technology more often in their own learning than in their teaching, because the schools did not have many resources. It is recommended that the education department prioritise the provision of specialist mathematics software that can be used to improve learning outcomes in mathematics.

DIFFICULTIES IN TEACHING AND LEARNING GRAMMAR IN AN EFL CONTEXT

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Abdu Mohammed Al-Mekhlafi

2011-07-01

Full Text Available The role of grammar instruction in an ESL/EFL context has been for decades a major issue for students and teachers alike. Researchers have debated whether grammar should be taught in the classroom and students, for their part, have generally looked upon grammar instruction as a necessary evil at best, and an avoidable burden at worst. The paper reports a study undertaken to investigate the difficulties teachers face in teaching grammar to EFL students as well as those faced by students in learning it, in the teachers' perception. The study aimed to find out whether there are significant differences in teachers' perceptions of difficulties in relation to their gender, qualification, teaching experience, and the level they teach in school, thus providing insights into their own and their students' difficulties. Mean scores and t-test were used to interpret the data. The main findings are reported with implications.

Teaching Mathematical Word Problem Solving: The Quality of Evidence for Strategy Instruction Priming the Problem Structure

Science.gov (United States)

Jitendra, Asha K.; Petersen-Brown, Shawna; Lein, Amy E.; Zaslofsky, Anne F.; Kunkel, Amy K.; Jung, Pyung-Gang; Egan, Andrea M.

2015-01-01

This study examined the quality of the research base related to strategy instruction priming the underlying mathematical problem structure for students with learning disabilities and those at risk for mathematics difficulties. We evaluated the quality of methodological rigor of 18 group research studies using the criteria proposed by Gersten et…

The roles of lesson study in the development of mathematics learning instrument based on learning trajectory

Science.gov (United States)

Misnasanti; Dien, C. A.; Azizah, F.

2018-03-01

This study is aimed to describe Lesson Study (LS) activity and its roles in the development of mathematics learning instruments based on Learning Trajectory (LT). This study is a narrative study of teacher’s experiences in joining LS activity. Data collecting in this study will use three methods such as observation, documentations, and deep interview. The collected data will be analyzed with Milles and Huberman’s model that consists of reduction, display, and verification. The study result shows that through LS activity, teachers know more about how students think. Teachers also can revise their mathematics learning instrument in the form of lesson plan. It means that LS activity is important to make a better learning instruments and focus on how student learn not on how teacher teach.

Dyslexia and English: Degree of Difficulties Faced by the Students with Dyslexia while Learning English

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Paraskevi Kaperoni

2016-12-01

Full Text Available This research aims to investigate the hypothesis that students diagnosed with dyslexia face a greater amount of difficulty when they attempt to learn a foreign language and especially English. On a survey carried out in the form of a questionnaire, two groups of students completed the same questionnaire regarding their difficulty to learn the basic skills such as reading, writing, listening, and speaking. The questions mostly focused on the difficulty they may face in spelling, reading, and listening which are the main aspects of the language dyslexic students’ score lower than students without dyslexia. The answers were evaluated with the use of the statistical method of t-test. The findings of the survey displayed a great difference on the score chosen by the two teams, which indicates the greater degree of difficulty the dyslexic students face confirming the original hypothesis.

The analysis of mathematics literacy on PMRI learning with media schoology of junior high school students

Science.gov (United States)

Wardono; Mariani, S.

2018-03-01

Indonesia as a developing country in the future will have high competitiveness if its students have high mathematics literacy ability. The current reality from year to year rankings of PISA mathematics literacy Indonesian students are still not good. This research is motivated by the importance and low ability of the mathematics literacy. The purpose of this study is to: (1) analyze the effectiveness of PMRI learning with media Schoology, (2) describe the ability of students' mathematics literacy on PMRI learning with media Schoology which is reviewed based on seven components of mathematics literacy, namely communication, mathematizing, representation, reasoning, devising strategies, using symbols, and using mathematics tool. The method used in this research is the method of sequential design method mix. Techniques of data collection using observation, interviews, tests, and documentation. Data analysis techniques use proportion test, appellate test, and use descriptive analysis. Based on the data analysis, it can be concluded; (1) PMRI learning with media Schoology effectively improve the ability of mathematics literacy because of the achievement of classical completeness, students' mathematics literacy ability in PMRI learning with media Schoology is higher than expository learning, and there is increasing ability of mathematics literacy in PMRI learning with media Schoology of 30%. (2) Highly capable students attain excellent mathematics literacy skills, can work using broad thinking with appropriate resolution strategies. Students who are capable of achieving good mathematics literacy skills can summarize information, present problem-solving processes, and interpret solutions. low-ability students have reached the level of ability of mathematics literacy good enough that can solve the problem in a simple way.

Mathematics Intervention Utilizing Carnegie Learning's Cognitive Tutor® and Compass Learning's Odyssey Math®

Science.gov (United States)

Barton, James M.

2016-01-01

Carnegie Learning's Cognitive Tutor®The purpose of this study is to determine whether there is a statistically significant difference between pre-test and post-test achievement scores when Compass Learning's Odyssey Math® is used together with Carnegie Learning's Math Cognitive Tutor® in a mathematics intervention program at ABC Middle School. The…

Greek Parents' Perceptions and Experiences regarding Their Children's Learning and Social-Emotional Difficulties

Science.gov (United States)

Adamopoulou, Eirini

2010-01-01

A survey instrument, the Test of Psychosocial Adaptation, originally developed for use with teachers in Greece, was given to 298 Greek parents in Athens and several rural areas. One hundred and five respondents indicated that their children exhibit learning and/or social-emotional learning difficulties. Parents rated higher externalizing behaviors…

EasyLexia 2.0: Redesigning Our Mobile Application for Children with Learning Difficulties

Science.gov (United States)

Skiada, Roxani; Soroniati, Eva; Gardeli, Anna; Zissis, Dimitrios

2014-01-01

Dyslexia is one of the most common learning difficulties affecting approximately 15 to 20 per cent of the world's population. A large amount of research is currently being conducted in exploring the potential benefits of using Information & Communication Technologies as a learning platform for individuals and especially children with such…

Student-Made Games to Learn the History of Mathematics

Science.gov (United States)

Huntley, Mary Ann; Flores, Alfinio

2011-01-01

In this article, the authors describe how prospective secondary mathematics teachers designed their own adaptations of popular board and computer games to learn the history of mathematics. They begin the article by describing some of the games students designed and used, and follow this with a discussion of factors for successful use of games in…

Researching multicultural mathematics classroom through the lens of landscapes of learning

DEFF Research Database (Denmark)

Alrø, Helle; Skovsmose, Ole; Valero, Paola

Students' motives for learning mathematics cannot be understood by looking solely at mathematical classroom activities. We discuss this claim in a multicultural context using the notion of 'landscapes of learning'. This notion serves as a theoretical and methodological tool that both defines...... a research perspective and sketches a field of empirical research. In this paper we want to focus on the notion and illustrate its usefulness when researching mathematical learning in multicultural contexts. We draw on data and results of an empirical study on student’s foregrounds with 45 teenage students...... in two 8th grade multicultural classes in Denmark. We show the dialectical relationship between each dimension of the landscape and the whole of it; and how, as a whole, it can help us coming closer to better theorisations....

The effect of problem posing and problem solving with realistic mathematics education approach to the conceptual understanding and adaptive reasoning

Science.gov (United States)

Mahendra, Rengga; Slamet, Isnandar; Budiyono

2017-12-01

One of the difficulties of students in learning mathematics is on the subject of geometry that requires students to understand abstract things. The aim of this research is to determine the effect of learning model Problem Posing and Problem Solving with Realistic Mathematics Education Approach to conceptual understanding and students' adaptive reasoning in learning mathematics. This research uses a kind of quasi experimental research. The population of this research is all seventh grade students of Junior High School 1 Jaten, Indonesia. The sample was taken using stratified cluster random sampling technique. The test of the research hypothesis was analyzed by using t-test. The results of this study indicate that the model of Problem Posing learning with Realistic Mathematics Education Approach can improve students' conceptual understanding significantly in mathematics learning. In addition tu, the results also showed that the model of Problem Solving learning with Realistic Mathematics Education Approach can improve students' adaptive reasoning significantly in learning mathematics. Therefore, the model of Problem Posing and Problem Solving learning with Realistic Mathematics Education Approach is appropriately applied in mathematics learning especially on the subject of geometry so as to improve conceptual understanding and students' adaptive reasoning. Furthermore, the impact can improve student achievement.

Students’ Perceptions of Learning Mathematics With Cellular Phones and Applets

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Wajeeh M. Daher

2009-03-01

Full Text Available This paper describes the perceptions of middle school students regarding learning mathematics with cellular phones and web applets, their perceptions regarding the differences between these two electronic devices and their preferences regarding using the devices in learning mathematics. To analyze these perceptions I used the grounded theory approach which involves: open coding, axial coding, and selective coding, where the unit of analysis was the sentence in each of the interviews. The research findings imply that the participants perceived different aspects of both of the electronic devices: the availability of the device, the collaboration aspect, the communication aspect, the size of the device, and the swiftness of working with the device. These aspects influenced the participants’ decisions when, where and how to use each of the devices for the learning of mathematics. More participants preferred the cellular phone over the applet primarily for its small size which makes easy its portability as well as for its communication facilities.

The Present Affairs and Issues of Research on Collaborative Learning in Mathematics Education

OpenAIRE

松島, 充

2014-01-01

In this research, at first, the previous work of collaborative learning and cooperative learning was investigated on learning sciences and cognitive psychology. It is clarified the difference of interde-pendent, of the epistemology and of the subject who construct knowledge. The secondly, investigation since 1990 of the collaborative learning research in mathematics educa-tion was conducted based on eight sorts of mathematics education academic journals, and the present affairs and the issues...

POOR PROGRESS STUDENTS IN LEARNING MATHEMATICS AS SOCIAL AND PSYCHOLOGICAL-PEDAGOGICAL PROBLEM

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Vladimir Tatochenko

2016-09-01

Full Text Available The article is devoted to theoretical substantiation of modern methodical system of Mathematics teaching of poor progressing secondary school pupils. A systematic approach to the study of psycho-pedagogical determinants of poor progress of pupils in math was implemented. The dynamic of interfunctional relationship of structure of educational and informative sphere of poor progressing pupils in mathematics was disclosed and scientific understanding of this process was expanded. The introduction in the educational process of didactic methodical and psychologically balanced methodical control system and correction of poor progressing students’ in Maths improves quality indicators of their permanent knowledge and skills. It allows you to discover the fullness, depth and durability of learning at different stages and levels of education, it contributes to correction, management and partly self-management learning process of poor progressing students in Mathematics, excites them to an active mental activity promotes the development of a conscious attitude to their systematic academic work. The essence of “poor progress” phenomena is observed as well as “educational retardation” of school students during teaching mathematics. Target orientation, the resource potential of the real educational process of poor progressing pupils in Mathematics are determined. Contradictions are singled out and pedagogical conditions of results control of learning outcomes of comprehensive school pupils are proved. An attempt to consider the academic failure of schoolchildren in Mathematics in connection with the main categories of didactics – the content and the learning process was made. Certain shortcomings of teaching and learning activities of students in the study of Mathematics are highlighted as poor progressing elements and gaps. The process and content, enriched with the use of NIT, ensuring the formation of key competencies of lagging behind and

Equity and Computers for Mathematics Learning: Access and Attitudes

Science.gov (United States)

Forgasz, Helen J.

2004-01-01

Equity and computer use for secondary mathematics learning was the focus of a three year study. In 2003, a survey was administered to a large sample of grade 7-10 students. Some of the survey items were aimed at determining home access to and ownership of computers, and students' attitudes to mathematics, computers, and computer use for…

The role of problem solving method on the improvement of mathematical learning

Directory of Open Access Journals (Sweden)

Saeed Mokhtari-Hassanabad

2012-10-01

Full Text Available In history of education, problem solving is one of the important educational goals and teachers or parents have intended that their students have capacity of problem solving. In present research, it is tried that study the problem solving method for mathematical learning. This research is implemented via quasi-experimental method on 49 boy students at high school. The results of Leven test and T-test indicated that problem solving method has more effective on the improvement of mathematical learning than traditional instruction method. Therefore it seems that teachers of mathematics must apply the problem solving method in educational systems till students became self-efficiency in mathematical problem solving.

Pre-service mathematics teachers' attitudes towards learning English: A case study in Yogyakarta

Science.gov (United States)

Setyaningrum, Wahyu

2017-08-01

This study investigated attitudes of pre-service mathematics teachers towards English as one of the subject at the university. It is a qualitative study in which questionnaire and face-to-face interview were employed to collect the data. The participants of this study were sixty students of mathematics education department at one of the university in Yogyakarta. The main research question was concern with how pre-service mathematics teachers perceive the importance of learning English. This study found that most of the participants perceive English as an important language that should be acquired by mathematics teachers. Their beliefs about the importance of English were mostly due to instrumental orientation rather than integrative orientation, such as getting a good job, getting a scholarship and understanding learning sources that are written in English. The data also revealed some obstacles faced by pre-service mathematics teachers in learning English as an additional language for them. The main obstacles were related to the differences between English for mathematics and English in daily life including its vocabulary and structure. Most of the participants argued that several mathematics vocabularies had precise meaning and different from daily English. In addition, they found difficult to understand some sentences used in the paper journal due to its structure. This study therefore, provided an insight into the pre-service mathematics teachers' perception and obstacles when learning English that could be use in improving pre-service teachers' education.

A longitudinal study on predictors of early calculation development among young children at risk for learning difficulties.

Science.gov (United States)

Peng, Peng; Namkung, Jessica M; Fuchs, Douglas; Fuchs, Lynn S; Patton, Samuel; Yen, Loulee; Compton, Donald L; Zhang, Wenjuan; Miller, Amanda; Hamlett, Carol

2016-12-01

The purpose of this study was to explore domain-general cognitive skills, domain-specific academic skills, and demographic characteristics that are associated with calculation development from first grade to third grade among young children with learning difficulties. Participants were 176 children identified with reading and mathematics difficulties at the beginning of first grade. Data were collected on working memory, language, nonverbal reasoning, processing speed, decoding, numerical competence, incoming calculations, socioeconomic status, and gender at the beginning of first grade and on calculation performance at four time points: the beginning of first grade, the end of first grade, the end of second grade, and the end of third grade. Latent growth modeling analysis showed that numerical competence, incoming calculation, processing speed, and decoding skills significantly explained the variance in calculation performance at the beginning of first grade. Numerical competence and processing speed significantly explained the variance in calculation performance at the end of third grade. However, numerical competence was the only significant predictor of calculation development from the beginning of first grade to the end of third grade. Implications of these findings for early calculation instructions among young at-risk children are discussed. Copyright © 2016 Elsevier Inc. All rights reserved.

Conservation Abilities, Visuospatial Skills, and Numerosity Processing Speed: Association With Math Achievement and Math Difficulties in Elementary School Children.

Science.gov (United States)

Lambert, Katharina; Spinath, Birgit

The aim of the present study was to investigate the associations between elementary school children's mathematical achievement and their conservation abilities, visuospatial skills, and numerosity processing speed. We also assessed differences in these abilities between children with different types of learning problems. In Study 1 ( N = 229), we investigated second to fourth graders and in Study 2 ( N = 120), third and fourth graders. Analyses revealed significant contributions of numerosity processing speed and visuospatial skills to math achievement beyond IQ. Conservation abilities were predictive in Study 1 only. Children with math difficulties showed lower visuospatial skills and conservation abilities than children with typical achievement levels and children with reading and/or spelling difficulties, whereas children with combined difficulties explicitly showed low conservation abilities. These findings provide further evidence for the relations between children's math skills and their visuospatial skills, conservation abilities, and processing speed and contribute to the understanding of deficits that are specific to mathematical difficulties.

Learning to Learn: An Analysis of Early Learning Behaviours Demonstrated by Young Deaf/Hard-of-Hearing Children with High/Low Mathematics Ability

Science.gov (United States)

Pagliaro, Claudia M.; Kritzer, Karen L.

2010-01-01

Using a multiple case-study design, this study compares the early learning behaviours of young deaf/hard-of-hearing (d/hh) children with high/low mathematics ability (as defined by test score on the Test of Early Mathematics Ability-3). Children's simultaneous use of multiple learning behaviours was also examined as were contributing adult…

The SAMPLE experience: The development of a rich media online mathematics learning environment

OpenAIRE

Chang, Jen

2006-01-01

This report documents the development of Sample Architecture for Mathematically Productive Learning Experiences (SAMPLE), a rich media, online, mathematics learning environment created to meet the needs of middle school educators. It explores some of the current pedagogical challenges in mathematics education, and their amplified impacts when coupled with under-prepared teachers, a decidedly wide-spread phenomenon. The SAMPLE publishing experience is discussed in terms of its instructional de...

Discovery learning model with geogebra assisted for improvement mathematical visual thinking ability

Science.gov (United States)

Juandi, D.; Priatna, N.

2018-05-01

The main goal of this study is to improve the mathematical visual thinking ability of high school student through implementation the Discovery Learning Model with Geogebra Assisted. This objective can be achieved through study used quasi-experimental method, with non-random pretest-posttest control design. The sample subject of this research consist of 62 senior school student grade XI in one of school in Bandung district. The required data will be collected through documentation, observation, written tests, interviews, daily journals, and student worksheets. The results of this study are: 1) Improvement students Mathematical Visual Thinking Ability who obtain learning with applied the Discovery Learning Model with Geogebra assisted is significantly higher than students who obtain conventional learning; 2) There is a difference in the improvement of students’ Mathematical Visual Thinking ability between groups based on prior knowledge mathematical abilities (high, medium, and low) who obtained the treatment. 3) The Mathematical Visual Thinking Ability improvement of the high group is significantly higher than in the medium and low groups. 4) The quality of improvement ability of high and low prior knowledge is moderate category, in while the quality of improvement ability in the high category achieved by student with medium prior knowledge.

Teachers’ learning and assessing of mathematical processes with emphasis on representations, reasoning and proof

Directory of Open Access Journals (Sweden)

Satsope Maoto

2018-03-01

Full Text Available This article focuses mainly on two key mathematical processes (representation, and reasoning and proof. Firstly, we observed how teachers learn these processes and subsequently identify what and how to assess learners on the same processes. Secondly, we reviewed one teacher’s attempt to facilitate the learning of the processes in his classroom. Two interrelated questions were pursued: ‘what are the teachers’ challenges in learning mathematical processes?’ and ‘in what ways are teachers’ approaches to learning mathematical processes influencing how they assess their learners on the same processes?’ A case study was undertaken involving 10 high school mathematics teachers who enrolled for an assessment module towards a Bachelor in Education Honours degree in mathematics education. We present an interpretive analysis of two sets of data. The first set consisted of the teachers’ written responses to a pattern searching activity. The second set consisted of a mathematical discourse on matchstick patterns in a Grade 9 class. The overall finding was that teachers rush through forms of representation and focus more on manipulation of numerical representations with a view to deriving symbolic representation. Subsequently, this unidirectional approach limits the scope of assessment of mathematical processes. Interventions with regard to the enhancement of these complex processes should involve teachers’ actual engagements in and reflections on similar learning.

Mathematic anxiety, help seeking behavior and cooperative learning

OpenAIRE

Masoud Gholamali Lavasani; Farah Khandan

2011-01-01

Present project assess the effectiveness of cooperative learning over the mathematic anxiety and review the behavior of help seeking in first grade high school girl students. The experimental research procedure was in the form of pre-post tests after a period of 8 sessions of teaching. To measure the variables, the questionnaire of mathematic anxiety (Shokrani, 2002) and the questionnaire of help seeking technique (Ghadampour, 1998) were practiced (accepting or avoiding help seeking).To perfo...

CASCADE-IMEI: A learning environment of realistic mathematics for student teachers in Indonesia

NARCIS (Netherlands)

Zulkardi, Z.; Nieveen, N.M.

2001-01-01

This paper reports on the second phase of a four-year study which aims to develop a learning environment that supports prospective mathematics teachers learning realistic mathematics education (RME) in teacher education in Indonesia. The results suggest that by giving student teachers experiences in

An Educational Application of Online Games for Learning Difficulties

OpenAIRE

M. Margoudi; Z. Smyrnaiou

2015-01-01

The current paper presents the results of a conducted case study. During the past few years the number of children diagnosed with Learning Difficulties has drastically augmented and especially the cases of ADHD (Attention Deficit Hyperactivity Disorder). One of the core characteristics of ADHD is a deficit in working memory functions. The review of the literature indicates a plethora of educational software that aim at training and enhancing the working memory. Neverthele...

The Academic Procrastination in Junior High School Students' Mathematics Learning: A Qualitative Study

Science.gov (United States)

Asri, Dahlia Novarianing; Setyosari, Punaji; Hitipeuw, Imanuel; Chusniyah, Tutut

2017-01-01

Among the main causes of low learning achievement in mathematics learning is a delayed behavior to do tasks, commonly called academic procrastination. The objectives of this research are to describe and to explain the causal factors and consequences of academic procrastination in learning mathematics for junior high school students. This research…

A Meta-Analysis of Working Memory Deficits in Children with Learning Difficulties: Is There a Difference between Verbal Domain and Numerical Domain?

Science.gov (United States)

Peng, Peng; Fuchs, Douglas

2016-01-01

Children with learning difficulties suffer from working memory (WM) deficits. Yet the specificity of deficits associated with different types of learning difficulties remains unclear. Further research can contribute to our understanding of the nature of WM and the relationship between it and learning difficulties. The current meta-analysis…

Graphic Organizer in Action: Solving Secondary Mathematics Word Problems

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Khoo Jia Sian

2016-09-01

Full Text Available Mathematics word problems are one of the most challenging topics to learn and teach in secondary schools. This is especially the case in countries where English is not the first language for the majority of the people, such as in Brunei Darussalam. Researchers proclaimed that limited language proficiency and limited Mathematics strategies are the possible causes to this problem. However, whatever the reason is behind difficulties students face in solving Mathematical word problems, it is perhaps the teaching and learning of the Mathematics that need to be modified. For example, the use of four-square-and-a-diamond graphic organizer that infuses model drawing skill; and Polya’s problem solving principles, to solve Mathematical word problems may be some of the strategies that can help in improving students’ word problem solving skills. This study, through quantitative analysis found that the use of graphic organizer improved students’ performance in terms of Mathematical knowledge, Mathematical strategy and Mathematical explanation in solving word problems. Further qualitative analysis revealed that the use of graphic organizer boosted students’ confidence level and positive attitudes towards solving word problems.Keywords: Word Problems, Graphic Organizer, Algebra, Action Research, Secondary School Mathematics DOI: http://dx.doi.org/10.22342/jme.7.2.3546.83-90

An Interdisciplinary Approach to Designing Online Learning: Fostering Pre-Service Mathematics Teachers' Capabilities in Mathematical Modelling

Science.gov (United States)

Geiger, Vince; Mulligan, Joanne; Date-Huxtable, Liz; Ahlip, Rehez; Jones, D. Heath; May, E. Julian; Rylands, Leanne; Wright, Ian

2018-01-01

In this article we describe and evaluate processes utilized to develop an online learning module on mathematical modelling for pre-service teachers. The module development process involved a range of professionals working within the STEM disciplines including mathematics and science educators, mathematicians, scientists, in-service and pre-service…

Language delays, reading delays, and learning difficulties: interactive elements requiring multidimensional programming.

Science.gov (United States)

Hay, Ian; Elias, Gordon; Fielding-Barnsley, Ruth; Homel, Ross; Freiberg, Kate

2007-01-01

Researchers have hypothesized four levels of instructional dialogue and claimed that teachers can improve children's language development by incorporating these dialogue levels in their classrooms. It has also been hypothesized that enhancing children's early language development enhances children's later reading development. This quasi-experimental research study investigated both of these hypotheses using a collaborative service delivery model for Grade 1 children with language difficulties from a socially and economically disadvantaged urban community in Australia. Comparing the end-of-year reading achievement scores for the 57 children who received the language intervention with those of the 59 children in the comparison group, the findings from this research are supportive of both hypotheses. The interrelationships between learning difficulties, reading difficulties, and language difficulties are discussed along with children's development in vocabulary, use of memory strategies and verbal reasoning, and the need for multidimensional programming.

The Effect of Formative Testing and Self-Directed Learning on Mathematics Learning Outcomes

Science.gov (United States)

Sumantri, Mohamad Syarif; Satriani, Retni

2016-01-01

The purpose of this research was to determine the effect of formative testing and self-directed learning on mathematics learning outcomes. The research was conducted at an elementary school in central Jakarta during the 2014/2015 school year. Seventy-two fourth-grade students who were selected using random sampling participated in this study. Data…

Avoiding Misinterpretations of Piaget and Vygotsky: Mathematical Teaching without Learning, Learning without Teaching, or Helpful Learning-Path Teaching?

Science.gov (United States)

Fuson, Karen C.

2009-01-01

This article provides an overview of some perspectives about special issues in classroom mathematical teaching and learning that have stemmed from the huge explosion of research in children's mathematical thinking stimulated by Piaget. It concentrates on issues that are particularly important for less-advanced learners and for those who might be…

Differential Constraints on the Working Memory and Reading Abilities of Individuals with Learning Difficulties and Typically Developing Children

Science.gov (United States)

Bayliss, Donna M.; Jarrold, Christopher; Baddeley, Alan D.; Leigh, Eleanor

2005-01-01

This study examined the factors that constrain the working memory span performance and reading ability of individuals with generalized learning difficulties. In the study, 50 individuals with learning difficulties (LD) and 50 typically developing children (TD) matched for reading age completed two working memory span tasks. Participants also…

Gender Differences in the Use and Benefit of Advanced Learning Technologies for Mathematics

Science.gov (United States)

Arroyo, Ivon; Burleson, Winslow; Tai, Minghui; Muldner, Kasia; Woolf, Beverly Park

2013-01-01

We provide evidence of persistent gender effects for students using advanced adaptive technology while learning mathematics. This technology improves each gender's learning and affective predispositions toward mathematics, but specific features in the software help either female or male students. Gender differences were seen in the students' style…

Integrating the Use of Interdisciplinary Learning Activity Task in Creating Students' Mathematical Knowledge

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Mahanin, Hajah Umisuzimah Haji; Shahrill, Masitah; Tan, Abby; Mahadi, Mar Aswandi

2017-01-01

This study investigated the use of interdisciplinary learning activity task to construct students' knowledge in Mathematics, specifically on the topic of scale drawing application. The learning activity task involved more than one academic discipline, which is Mathematics, English Language, Art, Geography and integrating the Brunei Darussalam…

(Non-)symbolic magnitude processing in children with mathematical difficulties: A meta-analysis.

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Schwenk, Christin; Sasanguie, Delphine; Kuhn, Jörg-Tobias; Kempe, Sophia; Doebler, Philipp; Holling, Heinz

2017-05-01

Symbolic and non-symbolic magnitude representations, measured by digit or dot comparison tasks, are assumed to underlie the development of arithmetic skills. The comparison distance effect (CDE) has been suggested as a hallmark of the preciseness of mental magnitude representations. It implies that two magnitudes are harder to discriminate when the numerical distance between them is small, and may therefore differ in children with mathematical difficulties (MD), i.e. low mathematical achievement or dyscalculia. However, empirical findings on the CDE in children with MD are heterogeneous, and only few studies assess both symbolic and non-symbolic skills. This meta-analysis therefore integrates 44 symbolic and 48 non-symbolic response time (RT) outcomes reported in nineteen studies (N=1630 subjects, aged 6-14 years). Independent of age, children with MD show significantly longer mean RTs than typically achieving controls, particularly on symbolic (Hedges' g=0.75; 95% CI [0.51; 0.99]), but to a significantly lower extent also on non-symbolic (g=0.24; 95% CI [0.13; 0.36]) tasks. However, no group differences were found for the CDE. Extending recent work, these meta-analytical findings on children with MD corroborate the diagnostic importance of magnitude comparison speed in symbolic tasks. By contrast, the validity of CDE measures in assessing MD is questioned. Copyright © 2017 Elsevier Ltd. All rights reserved.

THE INTEGRATION MODEL OF SYSTEMS OF DISTANCE AND OF TRADITIONAL MATHEMATICS LEARNING OF SENIOR PUPILS

OpenAIRE

Игорь Николаевич Макарьев

2013-01-01

In this article the author dwells on the content and structure of the model of integration of system of distance learning to mathematics of senior pupils and traditional paradigm of education. This kind of integration is based on such principles as independence, individualization, flexibility, nonlinearity, openness. Specifics of the methodological support of distance mathematics learning are also analyzed. Particularly the author asserts that the system of distance mathematics learning can t...

Algebraic Reasoning in Solving Mathematical Problem Based on Learning Style

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Indraswari, N. F.; Budayasa, I. K.; Ekawati, R.

2018-01-01

This study aimed to describe algebraic reasoning of secondary school’s pupils with different learning styles in solving mathematical problem. This study begins by giving the questionnaire to find out the learning styles and followed by mathematical ability test to get three subjects of 8th-grade whereas the learning styles of each pupil is visual, auditory, kinesthetic and had similar mathematical abilities. Then it continued with given algebraic problems and interviews. The data is validated using triangulation of time. The result showed that in the pattern of seeking indicator, subjects identified the things that were known and asked based on them observations. The visual and kinesthetic learners represented the known information in a chart, whereas the auditory learner in a table. In addition, they found the elements which makes the pattern and made a relationship between two quantities. In the pattern recognition indicator, they created conjectures on the relationship between two quantities and proved it. In the generalization indicator, they were determining the general rule of pattern found on each element of pattern using algebraic symbols and created a mathematical model. Visual and kinesthetic learners determined the general rule of equations which was used to solve problems using algebraic symbols, but auditory learner in a sentence.

The Impact of Problem-Based Learning Approach to Senior High School Students’ Mathematics Critical Thinking Ability

Directory of Open Access Journals (Sweden)

Reviandari Widyatiningtyas

2015-07-01

Full Text Available The study was report the findings of an only post-test control group research design and aims to analyze the influence of problem-based learning approach, school level, and students’ prior mathematical ability to student’s mathematics critical thinking ability. The research subjects were 140 grade ten senior high school students coming from excellent and moderate school level. The research instruments a set of mathematical critical thinking ability test, and the data were analyzed by using two ways ANOVA and t-test. The research found that the problem based learning approach has significant impact to the ability of students’ mathematics critical thinking in terms of school level and students’ prior mathematical abilities. Furthermore. This research also found that there is no interaction between learning approach and school level, and learning approach and students’ prior mathematics ability to students’ mathematics critical thinking ability.

The Effects of Digital Learning Material on Students' Mathematics Learning in Vocational Education

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Zwart, Diana P.; Van Luit, Johannes E. H.; Noroozi, Omid; Goei, Sui Lin

2017-01-01

This study investigates the effects of Digital Learning Material (DLM) including instructional clips, online guidance, structuring of content, and a collaboration tool on students' mathematics learning in Dutch vocational education. A pretest-posttest design was used. Apprenticeship students were asked to complete assignments and to discuss them…

Experimental Design: Utilizing Microsoft Mathematics in Teaching and Learning Calculus

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Oktaviyanthi, Rina; Supriani, Yani

2015-01-01

The experimental design was conducted to investigate the use of Microsoft Mathematics, free software made by Microsoft Corporation, in teaching and learning Calculus. This paper reports results from experimental study details on implementation of Microsoft Mathematics in Calculus, students' achievement and the effects of the use of Microsoft…

The effect of negative performance stereotypes on learning.

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Rydell, Robert J; Rydell, Michael T; Boucher, Kathryn L

2010-12-01

Stereotype threat (ST) research has focused exclusively on how negative group stereotypes reduce performance. The present work examines if pejorative stereotypes about women in math inhibit their ability to learn the mathematical rules and operations necessary to solve math problems. In Experiment 1, women experiencing ST had difficulty encoding math-related information into memory and, therefore, learned fewer mathematical rules and showed poorer math performance than did controls. In Experiment 2, women experiencing ST while learning modular arithmetic (MA) performed more poorly than did controls on easy MA problems; this effect was due to reduced learning of the mathematical operations underlying MA. In Experiment 3, ST reduced women's, but not men's, ability to learn abstract mathematical rules and to transfer these rules to a second, isomorphic task. This work provides the first evidence that negative stereotypes about women in math reduce their level of mathematical learning and demonstrates that reduced learning due to stereotype threat can lead to poorer performance in negatively stereotyped domains. PsycINFO Database Record (c) 2010 APA, all rights reserved.

Learning biology through connecting mathematics to scientific mechanisms: Student outcomes and teacher supports