Dyscalculia in Learning Mathematics: Underpinning Concerns for Delivering Contents

Dyscalculia is a term that affects the ability to acquire arithmetical skills. It is one of the important areas of a specific learning disorder in mathematics covering the areas particularly, number sense, memorization of arithmetic facts, accurate and fluent calculation, and accurate math reasoning. It is estimated that about 3-6 percent of the population is facing problems associated with dyscalculia. This paper explores the theoretical consideration of dyscalculia in learning mathematics and outlines the ways of employing effective pedagogy to address dyscalculic students. The study is based on theoretical and descriptive methods. It focuses on the theoretical concern about learning mathematics, dyscalculia, its meaning and concept, types, causes, common difficult areas and impacts on mathematics learning. It also draws out the way of effectively delivering content and provides support for the dyscalculic learner. This article concludes that dyscalculic learners are facing various difficulties due to their weak number sense, low basic mathematics fluency, reasoning and accurate arithmetic calculation. Thus it is essential to provide specialized instruction as well as extra support to uplifts and retain the skills and performance of the dyscalculic learner in mathematics. Otherwise, the arithmetic inability can lead the learner to more difficult circumstances that may be beyond the classroom learning context.

A comparison of dyadic and social network assessments of peer influence

The present study compares two methods for assessing peer influence: the longitudinal actor–partner interdependence model (L-APIM) and the longitudinal social network analysis (L-SNA) Model. The data were drawn from 1,995 (49% girls and 51% boys) third grade students ( M age = 9.68 years). From this sample, L-APIM ( n = 206 indistinguishable dyads and n = 187 distinguishable dyads) and L-SNA ( n = 1,024 total network members) subsamples were created. Students completed peer nominations and objective assessments of mathematical reasoning in the spring of the third and fourth grades. Patterns of statistical significance differed across analyses. Stable distinguishable and indistinguishable L-APIM dyadic analyses identified reciprocated friend influence such that friends with similar levels of mathematical reasoning influenced one another and friends with higher math reasoning influenced friends with lower math reasoning. L-SNA models with an influence parameter (i.e., average reciprocated alter) comparable to that assessed in L-APIM analyses failed to detect influence effects. Influence effects did emerge, however, with the addition of another, different social network influence parameter (i.e., average alter influence effect). The diverging results may be attributed to differences in the sensitivity of the analyses, their ability to account for structural confounds with selection and influence, the samples included in the analyses, and the relative strength of influence in reciprocated best as opposed to other friendships.

Thinking and Scientific Language in the Primary Classes

According to psychological and cognitive development theories, the preferences of pupils in elementary school toward inductive versus deductive and general types of reasoning when asked to prove or review mathematical claims, changes along the school years. This study examines this hypothesis through a survey in which 267 pupils from the Arabic sector in three different elementary schools in Israel, in grades 4 to 6 participated. The survey, based on the math reasoning tasks by Healy and Hoyles (1998), is comprised of Algebra and Geometry reasoning tasks. Additionally, 12 of these pupils’ teachers were interviewed in order to explore their attitudes toward mathematical reasoning and math proving tasks. Findings show that: 1) There is a difference in students’ preferences towards types of reasoning, between grades 4 and 6; 2) Sixth graders will be less likely to accept tautologic and inductive reasoning than fourth graders; 3) Elementary school pupils tend to prefer empirical arguments (such as inductive and example-based) as their approach in contrast to the arguments that they believe will receive the highest scores from their teachers. However, findings do not support the hypothesis that there will be a difference in teachers’ preferences towards different types of thinking. The research findings and their practical implications are discussed.

Peningkatan Pemahaman Konsep dan Kemampuan Penalaran Matematika Setelah Menggunakan Perangkat Pembelajaran Matematika Berbasis Discovery Learning Pada Kelas X SMA

Understanding the concepts and math reasoning ability of learners in schools has not developed optimally. This is because, teachers have not facilitate learners to be active in learning. In other words, learning done in schools has not been meaningful learning. One of the causes of mathematics learning tools used by educators has not supported the achievement of optimal learning objectives. The purpose of this research is to produce as learning device based on discovery learning mathematics on equation material and linear inequality that is valid, practical, and effective. This research is a development research using the Plomp development model consisting of initial investigation phase, prototype development or prototype phase, and assessment phase. The effectiveness data is obtained from the cognitive competence test sheet of the learner, observation sheet of students' affective competence and observation sheet of psychomotor competence of the learner. The results showed that the learning tools of mathematics developed were valid, practical and effective. In this journal only discussed increased understanding of the concept and the ability of mathematical reasoning of learners after use of learning devices based on discovery learning mathematics.Keywords: Discovery Learning, Conceptual Understanding and Reasoning Math Abilities.

PENERAPAN MODEL PEMBELAJARAN LEARNING CYCLE “5E” BERBANTUAN LKS TERSTRUKTUR UNTUK MENINGKATKAN KEMAMPUAN PENALARAN DAN KOMUNIKASI MATEMATIKA

This study aimed at (1) improving the math reasoning and communicating skill of VIIIA students at SMP Negeri 3 Karangasem and (2) investigating the students’ responses towards the implementation of 5E Learning Cycle model assisted by structured student worksheet. This study was a classroom action research whisch was conducted in 3 cycles. Each cycle consisted of planning phase, action phase, observation/evaluation phase, and reflection phase. The subject of the study was 30 VIIIA students at SMP Negeri 3 Karangasem in the academic year 2013/2014. Math reasoning and communicating skill data were gathered through an essay test and the students’ response data was collected through a questionnaire. Afterwards, the data was analyzed by means of descriptive analysis. The findings revealed that the implementation of 5E Learning Cycle model assisted by structured student worksheet was able to improve the math reasoning and communicating skill of VIIIA students at SMP Negeri 3 Karangasem. It was proven by the mean score 23.06 (quite good) in cycle I turned into 28.57 (good) in cycle II, and it turned into 34.2 (very good) in cycle III. The students gave positive responses towards the implementation of 5E Learning Cycle model assisted by structured student worksheet which was proven by the mean score 35.7.

Does Low Frequency Noise at Modarate Levels Influence Human Mental Performance?

The aim of this study was to assess the influence of low frequency noise (LFN) at levels normally occurring in the industrial control rooms on human mental performance (attention, visual perception and logical reasoning) and subjective well-being. Subjects were 191 male volunteers categorised in terms of subjective sensitivity to noise in general. They performed standardised tests: the Signal Detection Test (test I), the Stroop Colour-Word Test (test II), and two sub-tests of the General Aptitude Test Battery, i.e. the Math Reasoning Test (test III) and the Comparing of Names Test (test IV). Three different acoustic conditions were used in the between-subjects design: the background laboratory noise of about 30 dB(A), LFN, and a broadband noise without dominant low frequency components (reference noise) at 50 dB(A). Each subject was tested only once in random-assigned exposure conditions. Generally, no significant differences in performance related to exposure conditions were noted. Some of the results from test I and test II were influenced by sensitivity to noise. However, there were no significant differences between high- and low-sensitive subjects during exposure to LFN. The annoyance of LFN and reference noise was rated higher than that of the background noise. Subjects highly-sensitive to noise reported higher annoyance due to LFN in comparison with low-sensitives. No significant differences related to noise sensitivity in annoyance assessment of background and reference noises were noted. In conclusion, no effects due to LFN on mental performance compared to background and reference noises were found.