International Journal of Advance Research in Mathematics Education

The Mathematical Problem-Solving Processes Of Primary Students

2023-08-02T00:47:48+00:00

The purpose of this study is to assess the mathematical problem-solving skills of students. Up to three fifth-grade students were selected to represent high, medium, and low mathematical problem-solving skills. This study uses a qualitative approach based on a case study methodology. Data collection methods included examinations, interviews, questionnaires, and records. Triangulation tests were carried out using triangulation procedures, analyzing informants, and designing member checks. The data analysis technique included data collection, reduction, presentation, inference, and verification. The results showed that students with above-average abilities can deal effectively with challenges. Pupils of average ability can only reach the planning stage, and when it comes to carrying out the plan, they often make mistakes in entering numbers and performing calculations.

Statistical Literacy of Pre-Service Primary Teachers: A Pre-experimental Research

2023-08-03T15:15:37+00:00

This study aims to investigate the effect of a problem-based learning (PBL) approach on statistical literacy in mathematics education, taking into account students' initial mathematical ability. The study used a pre-experimental research design with students categorized according to their initial mathematical ability (high, medium and low). The statistical literacy test scores of 60 students were analyzed using one-way ANOVA to assess differences between the groups. The results showed that students' initial mathematical ability significantly influenced their level of statistical literacy. The constructivism-based PBL approach shows potential for improving mathematical literacy, especially for students with low and medium initial mathematical ability. However, too much focus on constructivism theory and a lack of proper lesson planning may hinder the effectiveness of PBL implementation.

Improving Mathematical Problem-Solving Junior High School Through Contextual Teaching and Learning

2023-08-04T01:34:23+00:00

This study aims to compare the improvement in mathematical problem-solving skills between students using a contextual approach and those using conventional learning. The research focuses on the Initial Mathematical Ability (KAM) category of high-ability students. A quasi-experimental design was employed, with a non-equivalent pre- and post-test control group. The Two-Way Anova test was utilized for data analysis, with a significance value of 0.003. The results showed a significant difference in improving mathematical problem-solving ability between the two groups. The contextual approach proved particularly beneficial for high-ability students. However, it is essential to consider other factors influencing improvement. This study provides insights into effective mathematics instruction, emphasizing the importance of relevant and applicable learning experiences to enhance problem-solving abilities. Further research should explore long-term effects and adaptation for students with varying initial abilities. These findings contribute to developing more effective mathematics curricula and learning strategies, ultimately improving students' problem-solving skills.

Problem-Based Learning To Enhance Pupils' Conceptual Understanding In Geometry

2023-08-05T04:29:57+00:00

This study investigated students' understanding of the concept through a pre-test and a post-test. Analysis of the pre-test showed that the initial abilities of students in the experimental and control groups were comparable, allowing for a fair comparison. Variations in students' ability to solve mathematical problems were investigated through post-test and N-gain data using different learning approaches. Two main hypotheses were proposed in this study: firstly, the experimental group would show a higher level of conceptual understanding than the control group; secondly, there would be a significant difference in improving students' conceptual understanding at different levels of ability. The analysis showed that the experimental group had a significantly higher level of conceptual understanding than the control group, which supported the first hypothesis. This finding indicates that the intervention positively affects students' conceptual understanding. In addition, the analysis results also showed a significant difference in the improvement of students' conceptual understanding with different proficiency levels, which supports the second hypothesis. These findings highlight the importance of learning approaches tailored to student's needs and abilities. This study provides strong evidence that specific mathematics learning models and initial mathematics ability contribute to improving students' conceptual understanding. These findings highlight the importance of tailored learning approaches to maximize students' mathematical concept understanding. The findings have valuable implications for educators and curriculum developers to develop more effective teaching strategies according to students' needs.

Enhancing Pre-service Mathematics Teachers' Mathematical Literacy Through Project-Based Learning

2023-08-06T01:55:19+00:00

This quasi-experimental study investigates the effect of Project-Based Learning (PjBL) integration within an online platform on the mathematical literacy of 32 pre-service mathematics teachers at Majalengka University, Indonesia. Utilizing purposive sampling and categorizing participants based on their mathematical ability, the study assessed the impact of PjBL on enhancing mathematical literacy in real-world contexts. The one-group pretest-posttest design was adopted, and statistical analyses were performed using paired sample t-tests and one-way ANOVA. The results demonstrated a significant increase in post-test mathematical literacy scores, with initial mathematical ability positively correlating with these scores. A post hoc Least Significant Difference (LSD) test further highlighted significant differences across various initial mathematical ability levels. The study concludes that PjBL is an effective strategy for improving mathematical literacy, reflecting a meaningful distinction in pre-service primary school teachers' pretest and post-test scores. The research offers valuable insights into enhancing mathematical literacy in Indonesia, emphasizing the relevance of PjBL, particularly in the context of the pandemic, and preparing future educators to meet global challenges.