Numeracy and Pedagogical Studies In Primary Education

Early numeracy trajectories and mathematics outcomes in indonesia: evidence from a one-year longitudinal study

Putery Nurani Uang Ramadhani — 2025-11-06

This study investigates the development of early numeracy (EN) skills among Indonesian primary school students and examines how maternal education influences children’s numeracy trajectories and subsequent mathematics achievement. Using a longitudinal design with three measurement points (T1–T3) across one academic year, data were collected from 25 students in early primary grades. Results revealed a linear increase in early numeracy, with substantial variability in both initial levels and growth rates. A partial catch-up effect was observed, where students with lower initial EN demonstrated faster growth, although early disparities remained. Maternal education significantly predicted initial EN levels but not growth rate, indicating that home educational background affects numeracy readiness rather than learning pace. Furthermore, initial EN strongly predicted end-of-year mathematics performance, confirming the long-term influence of early numeracy foundations. These findings underscore the need for structured early numeracy curricula, standardized screening systems, and early interventions to support equitable mathematical development in Indonesia.

Bridging play and pedagogy: a case study on the effectiveness of guided play in developing early numeracy skills

Anggridha Zahra Dianti — 2025-11-08

This study aimed to examine the effectiveness of guided play compared to the demonstration method in enhancing early numeracy skills among pre-primary children. The research aimed to investigate the impact of various teaching approaches on children's engagement, conceptual understanding, and motivation in learning fundamental mathematical concepts, including counting, classification, and comparison. The study employed a qualitative case study design, focusing on five children aged 5–6 years in an early childhood classroom. The sampling technique used was purposive sampling, selecting participants who represented varying levels of numeracy readiness. Data collection techniques included structured classroom observations, semi-structured teacher interviews, and documentation of student work. Each session was video-recorded to capture interactional details during learning activities. Data were analyzed through a thematic analysis, following open, axial, and selective coding, to identify patterns related to engagement, reasoning, and teacher-student interaction. The coding process ensured the credibility of findings through triangulation across data sources and reflective validation with the classroom teacher. The results indicated that guided play generated significantly higher engagement, curiosity, and collaborative behavior compared to the demonstration method. Children actively explored, verbalized reasoning, and corrected errors independently, supported by the teacher's guiding questions and scaffolding prompts. In contrast, the demonstration method produced more passive responses and shorter attention spans. Overall, the findings highlight that guided play offers a more effective and developmentally appropriate framework for teaching early numeracy. It promotes meaningful understanding, intrinsic motivation, and positive attitudes toward mathematics learning in early childhood education.

Analysis of the relationship between learning styles and mathematics learning outcomes of elementary school students

Auliya Putri Maulana — 2025-12-06

This study aims to analyze the relationship between learning styles and mathematics learning outcomes among elementary school students through a library research approach. The background of this study is based on the fact that students’ mathematics achievement often varies, which is suspected to be influenced by differences in learning style characteristics—namely visual, auditory, and kinesthetic. To gain a comprehensive understanding of this phenomenon, the study reviews ten scientific articles published between 2015 and 2024 that are relevant to the research topic. Data were collected using a data extraction sheet and analyzed through descriptive-analytical methods, descriptive statistical analysis, secondary inferential analysis, and qualitative thematic analysis. The synthesis results show that the visual learning style dominates at 42.5%, followed by auditory at 35%, and kinesthetic at 22.5%. Secondary correlation analysis indicates a positive and significant relationship between learning styles and mathematics learning outcomes, with r = 0.642 (p < 0.05), which falls into the strong category. These findings emphasize that alignment between learning styles and instructional strategies contributes to improved conceptual understanding, problem-solving skills, and students’ academic achievement. The study recommends the implementation of multimodal and differentiated instruction to accommodate diverse learning styles in elementary schools.