The Relationship between Hyperactivity and Mathematics Learning among a Child with Deep Deafness

This study (n = 1,044) used data from the Teacher Education and Development Study in Mathematics (TEDS-M) to examine the relationship between field experience focus (instruction- or exploration-focused), duration, and timing (early or not) and prospective elementary teachers' intertwined knowledge and beliefs about mathematics and mathematics learning. Early instruction-focused field experience (i.e., leading directly to classroom instruction) was positively related to the study outcomes in programs with such field experience of median or shorter duration. Moreover, the duration of instruction-focused field experience was positively related to study outcomes in programs without early instruction-focused field experience. By contrast, the duration of exploration-focused field experience (e.g., observation) was not related to the study outcomes. These findings suggest that field experience has important but largely overlooked relationships with prospective teachers' mathematical knowledge and beliefs. Implications for future research are discussed.

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The Mediating Effect of Creativity on the Relationship Between Mathematic Achievement and Programming Self-Efficacy

Frontiers in Psychology ◽

10.3389/fpsyg.2021.772093 ◽

2022 ◽

Vol 12 ◽

Author(s):

Jun Liu ◽

Meng Sun ◽

Yue Dong ◽

Fei Xu ◽

Xue Sun ◽

...

Keyword(s):

Self Efficacy ◽

Mathematics Learning ◽

Positive Influence ◽

Mediating Effect ◽

School Students ◽

Programming Education ◽

And Mathematics ◽

Math Test ◽

Math Test Scores ◽

The Relationship

Purpose: This study aimed to explore the relationship between mathematic achievement and programming self-efficacy, and adopt a mediation model to verify the mediating role of creativity on the relationship between mathematic achievement and programming self-efficacy.Methods: A total of 950 upper-secondary school students were surveyed using their math test scores, the Kirton Adaption-Innovation and the Programmed Self-Efficacy Scale. SPSS-26 was used for descriptive statistical analysis and correlation analysis of related variables. The PROCESS plugin was used to test the mediating effect of creativity.Results: (1) Mathematic achievement has a positive effect on programming self-efficacy, mathematic achievement is positively related to creativity, and creativity also has a positive influence on programming self-efficacy. (2) Creativity has a mediating effect on the relationship between mathematic achievement and programming self-efficacy.Conclusion: The results revealed that mathematic achievement affected programming self-efficacy directly and also indirectly through creativity. This provided certain ideas for the development of programming education for teenagers. Since students’ mathematics learning and creativity are related to programming learning, it is necessary to pay attention to the integration of the disciplines of programming education and mathematics. Further, the cultivation of innovative thinking is also critical to facilitate programming learning.

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HUBUNGAN ANTARA KECERDASAN EMOSIONAL DENGAN PRESTASI BELAJAR MATEMATIKA SISWA KELAS VIII SMP NEGERI 8 PALU

Aksioma ◽

10.22487/aksioma.v8i1.199 ◽

2019 ◽

Vol 8 (1) ◽

pp. 13-18

Author(s):

Fitrianti Fitrianti ◽

Bakri Mallo ◽

Linawati Linawati

Keyword(s):

Emotional Intelligence ◽

Random Sampling ◽

Alternative Hypothesis ◽

Mathematics Learning ◽

Sampling Technique ◽

Learning Achievement ◽

Significance Level ◽

Initial Hypothesis ◽

And Mathematics ◽

The Relationship

Abstrak: Tujuan dari penelitian ini adalah untuk mengetahui hubungan antara kecerdasan emosional dengan prestasi belajar matematika siswa kelas VIII SMP Negeri 8 Palu. Populasi dari penelitian ini adalah seluruh siswa kelas VIII SMP Negeri 8 Palu yang terdiri dari 5 kelas. Sampel penelitian diperoleh dengan menggunakan teknik random sampling, jumlah siswa yang menjadi sampel sebanyak 44 orang. Pengumpulan data menggunakan dua instrumen yaitu, kuisioner kecerdasan emosional dan dokumentasi prestasi belajar dari nilai rapor. Hasil analisis data dengan menggunakan uji korelasi product moment diperoleh nilai korelasi r = 0,417. Nilai rtabel = 0,297 untuk N = 44 dengan taraf signifikansi 5%. Nilai rhitung (0,417) > rtabel (0,297) maka diputuskan menerima hipotesis alternatif (H1) dan menolak hipotesis awal (H0). Artinya terdapat hubungan yang positif dan signifikan antara kecerdasan emosional dengan prestasi belajar matematika siswa kelas VIII SMP Negeri 8 Palu. Kata kunci: Kecerdasan Emosional dan Prestasi Belajar Matematika The purpose of this study was to determine the relationship between emotional intelligence with mathematics learning achievement of VIII grade students at SMP Negeri 8 Palu. The population of this study is all students of VIII grade at SMP Negeri 8 Palu consisting of 5 classes. The sample was obtained by using random sampling technique. The total number of the sample was 44 students. The data collection used two instruments, namely, emotional intelligence questionnaire and documentation of learning achievement from the report card. The results of data analysis using product moment correlation test obtained correlation value r = 0.417. Value of rtable = 0,297 for N = 44 with significance level 5%. The value of rcount (0.417)> rtable (0.297) then decided to accept the alternative hypothesis (H1) and reject the initial hypothesis (H0). This means there is a positive and significant relationship between emotional intelligence and mathematics learning achievement of VIII grade students at SMP Negeri 8 Palu. Keywords: Emotional Intelligence and Mathematics Learning Achievement

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KONTRIBUSI SELF CONCEPT MATEMATIS DAN MATHEMATICS ANXIETY TERHADAP HASIL BELAJAR MAHASISWA

Jurnal Dinamika Pendidikan ◽

10.33541/jdp.v8i2.114 ◽

2015 ◽

Vol 8 (2) ◽

pp. 55

Author(s):

Aan Subhan Pamungkas

Keyword(s):

Learning Outcomes ◽

Mathematics Anxiety ◽

Mathematics Learning ◽

Correlation Method ◽

Sampling Technique ◽

Self Concept ◽

And Mathematics ◽

Education Academic ◽

The Relationship ◽

Academic Year

This study examines the relationship between self-concept and mathematics anxiety towards the freshmen learning results. The method used is the correlation method which was aimed to see how strong and how much influence of self-concept and mathematics anxiety with students’ learning results. The population in this study were all students of mathematics education academic year 2013/2014, the study sample was taken by purposive sampling technique as many as 88 students who took the Calculus I course. The instrument used in this research is scale mathematical self-concept and mathematics anxiety scale. The results showed that there is a positive relationship between self-concept and anxiety towards math-ematics learning outcomes of students. Research showed that there was a positive and sig-nificant relationship between self-concept and anxiety mathematical mathematics with stu-dent results.Keywords : Self Concept, Anxiety Mathematics Learning Outcomes

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Mathematics Makes you Feel Attractive. Empowering New Alternative Masculinities in the Context of Mathematics Classrooms

Masculinities & Social Change ◽

10.17583/mcs.2020.4698 ◽

2020 ◽

Vol 9 (1) ◽

pp. 53

Author(s):

Javier Diez-Palomar ◽

Liviu Catalin Mara

Keyword(s):

Mathematics Achievement ◽

Identity Construction ◽

Mathematics Learning ◽

Social Attraction ◽

Mathematics Classrooms ◽

The Social ◽

Alternative Masculinities ◽

And Mathematics ◽

The Relationship ◽

Specific Identity

This article studies the relationship between masculinity construction in school and mathematics learning in boys. In this article, we introduce the variables of social interaction and the differentiation between the language of ethics and the language of desire to analyze the aspects related to mathematics learning in schoolboys. The methodology used is a literature review, paying particular attention to the techniques used in the literature and using categorization that emerged during the review to select and analyze the texts. We found several issues that seem to condition mathematics learning in boys that have to do with gender and specific identity construction, namely the dominant traditional masculinities. Moreover, this process is enhanced by the social attraction towards violence processes. However, the literature also contains elements that respond to a different model of masculinity that can be successful in mathematics learning and attractive at the same time, which is related to the New Alternative Masculinities model. We conclude with some recommendations to support this new and attractive model and to rethink research in mathematics achievement in children in the future.

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PENINGKATAN MINAT DAN HASIL BELAJAR BILANGAN BERPANGKAT DAN BENTUK AKAR SISWA KELAS X TEKNIK SEPEDA MOTOR SMK ELEKTRO SIJUNJUNG DENGAN MENGGUNAKAN PETA KONSEP

Jurnal Saintika Unpam : Jurnal Sains dan Matematika Unpam ◽

10.32493/jsmu.v2i1.2918 ◽

2019 ◽

Vol 2 (1) ◽

pp. 51

Author(s):

Dewi Sefriyanti

Keyword(s):

Concept Maps ◽

Mathematics Learning ◽

Meaningful Learning ◽

New Concepts ◽

Inclusive Concept ◽

The Subject ◽

Basic Concepts ◽

And Mathematics ◽

The Relationship ◽

Hierarchical Manner

This study aims to increase students' interest and mathematics learning achievements on the subject of rank numbers, root shapes and logarithms. In this study I used a concept map. Concept maps are a tool in the form of a scheme that states the relationship between concepts starting from the general to the specific ones which are connected through arrows in the form of propositions. Proposition is two or more statements about a concept that are related to words or arrows. Concept maps play an important role in meaningful learning, with concept maps of students being trained to think, in students being asked to think about concepts or events they already know. Meaningful learning is easier to take place if new concepts are linked to concepts that are inclusive, inclusive concepts that are basic concepts that are more general in nature. Concept maps must be arranged in a hierarchical manner, which means that a more inclusive concept is at the top of the map, the concepts below are sorted into less inclusive ones.

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Hubungan Motivasi Ekstrinsik Dengan Hasil Belajar Matematika Siswa Kelas V SD Muhammadiyah 6 Pekanbaru

JURNAL PAJAR (Pendidikan dan Pengajaran) ◽

10.33578/pjr.v3i4.7568 ◽

2019 ◽

Vol 3 (4) ◽

Author(s):

Hernilam Sharly Hotmaida

Keyword(s):

Data Analysis ◽

Learning Outcomes ◽

Quantitative Research ◽

Extrinsic Motivation ◽

Mathematics Learning ◽

Normality Test ◽

And Mathematics ◽

Motivation And Learning ◽

Linearity Test ◽

The Relationship

This research is background by the existence of students who have low motivation, this situation is characterized by a lack of enthusiasm in the learning process activities, lack of student attention to the teacher which results in not achieving an expected goal. This study aims to determine the relationship between extrinsic motivation and mathematics learning outcomes. The type of research used is quantitative research with correlational methods. The sample was 2 classes at SD Muhammadiyah 6 Pekanbaru using Saturated Sampling techniques. Extrinsic motivation data taken from questionnaires that have been filled by students, mathematics learning outcomes data taken from odd semester exam scores. Data analysis techniques go through four stages, namely data presentation, normality test, linearity test, and hypothesis testing using the Pearson Product Moment (PPM) correlation test. From the results of data analysis, the relationship between extrinsic motivation and mathematics learning outcomes of 0.662 is relatively strong. With a contribution of 43.82%, the remaining 56.18% is determined by other variables and the significance value is t count> t table or 5.790> 1.681, then Ho is rejected, meaning there is a significant relationship between extrinsic motivation and learning outcomes in mathematics..

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Hubungan Adversity Quotient dan Hasil Belajar Matematika Peserta Didik dalam Pembelajaran Jarak Jauh di SMP

Journal of Humanities and Social Sciences ◽

10.36079/lamintang.jhass-0301.210 ◽

2021 ◽

Vol 3 (1) ◽

pp. 33-39

Author(s):

Nurul Laili

Keyword(s):

Distance Learning ◽

Learning Outcomes ◽

Mathematics Learning ◽

Student Learning Outcomes ◽

Female Students ◽

Learning Activities ◽

Male Students ◽

Descriptive Data ◽

And Mathematics ◽

The Relationship

Masa pandemi ini sangat mempengaruhi perkembangan siswa dalam melaksanakan kegiatan pembelajaran sehingga harus melakukan pembelajaran jarak jauh. Siswa dikatakan berhasil mengikuti pembelajaran dengan baik dengan melihat hasil belajarnya. Adversity Quotient merupakan salah satu kecerdasan yang dimiliki untuk mengenali kesulitan diri sendiri dan mampu mengubahnya sebagai potensi untuk mengatasi kesulitan. Hal ini penting dilakukan mahasiswa dalam kegiatan pembelajaran jarak jauh kali ini. Penelitian ini bertujuan untuk mengetahui hubungan antara Adversity Quotient dengan hasil belajar matematika. Subjek dalam penelitian ini adalah siswa kelas VII di Depok. Metode penelitian yang digunakan adalah survei dengan analisis data deskriptif. Pengumpulan data menggunakan media Google Form dengan menyebarkan kuesioner yang berjumlah 16 item pernyataan. Responden dalam penelitian ini berjumlah 130 siswa, dengan 61 siswa laki-laki dan 69 siswa perempuan. Hasil yang diperoleh dalam uji korelasi penelitian ini memiliki nilai sig. 0,000 <0,05. Dapat disimpulkan bahwa terdapat hubungan yang signifikan dan positif antara Adversity Quotient dengan hasil belajar siswa. Relationship between Adversity Quotient and Students' Mathematics Learning Outcomes for Distance Learning in Junior High Schools This pandemic period greatly affects the development of students in carrying out learning activities so they have to do distance learning. Students are said to be successful in following the learning well by seeing the learning outcomes. Adversity Quotient is one of the intelligences possessed to recognize one's own difficulties and be able to change them as potential to overcome difficulties. This is important for students in distance learning activities at this time. This study aims to determine the relationship between Adversity Quotient and mathematics learning outcomes. The subjects in this study were 7th grade students in Depok. The research method used was a survey with descriptive data analysis. Collecting data using Google Form media by distributing questionnaires with a total of 16 statement items. Respondents in this study were 130 students, with 61 male students and 69 female students. The results obtained in the correlation test of this study have a sig value. 0.000 <0.05. It can be concluded that there is a significant and positive relationship between Adversity Quotient and student learning outcomes.

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Mathematics, anxiety, and the brain

Reviews in the Neurosciences ◽

10.1515/revneuro-2016-0065 ◽

2017 ◽

Vol 28 (4) ◽

pp. 417-429 ◽

Cited By ~ 3

Author(s):

Ahmed A. Moustafa ◽

Richard Tindle ◽

Zaheda Ansari ◽

Margery J. Doyle ◽

Doaa H. Hewedi ◽

...

Keyword(s):

Learning Disabilities ◽

Cognitive Processes ◽

Mathematics Anxiety ◽

Mathematics Learning ◽

Brain Network ◽

Spatial Skills ◽

Mathematical Learning ◽

Mathematical Problems ◽

And Mathematics ◽

The Relationship

AbstractGiven that achievement in learning mathematics at school correlates with work and social achievements, it is important to understand the cognitive processes underlying abilities to learn mathematics efficiently as well as reasons underlying the occurrence of mathematics anxiety (i.e. feelings of tension and fear upon facing mathematical problems or numbers) among certain individuals. Over the last two decades, many studies have shown that learning mathematical and numerical concepts relies on many cognitive processes, including working memory, spatial skills, and linguistic abilities. In this review, we discuss the relationship between mathematical learning and cognitive processes as well as the neural substrates underlying successful mathematical learning and problem solving. More importantly, we also discuss the relationship between these cognitive processes, mathematics anxiety, and mathematics learning disabilities (dyscalculia). Our review shows that mathematical cognition relies on a complex brain network, and dysfunction to different segments of this network leads to varying manifestations of mathematical learning disabilities.

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Hubungan Gaya Belajar dengan Hasil Belajar Matematika Peserta Didik Kelas IV SD Negeri

Pedagogi: Jurnal Pendidikan Dasar ◽

10.23960/pdg.v9i2.23173 ◽

2022 ◽

Vol 9 (2) ◽

pp. 1-12

Author(s):

Atika Suri ◽

Lilik Sabdaningtyas ◽

Muhisom Muhisom

Keyword(s):

Learning Styles ◽

Learning Outcomes ◽

Learning Style ◽

Mathematics Learning ◽

Ex Post ◽

Fourth Grade Students ◽

Ex Post Facto ◽

Mathematics Student ◽

And Mathematics ◽

The Relationship

The problem in this research is the low mathematics learning outcomes of students. The purpose of this study was to determine the relationship between learning styles and mathematics student learning outcomes. This type of research is quantitative with the ex-post facto correlation research method. The data collection techniques used were questionnaires and documentation. The population in this study were 112 class IV students, with a sample of 53 students. Hypothesis testing uses the Pearson product-moment correlation test. The results of the study of the two variables X and Y show a positive relationship with a correlation of 0.42 on moderate criteria, and it can be concluded that Ha is accepted, that there is a relantionship between learning style with the mathematics learning outcomes of the fourth-grade students of SD Negeri 2 Sumberejo.

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