scholarly journals “It does not Mean that They Cannot Do Mathematics”: Beliefs about Mathematics Learning Difficulties

2021 ◽  
Vol 16 (1) ◽  
pp. em0622
Author(s):  
Shemunyenge Taleiko Hamukwaya ◽  
Çiğdem Haser
Keyword(s):  
Mathematics Learning ◽  
Learning Difficulties ◽  
Mathematics Beliefs ◽  
Beliefs About Mathematics

scholarly journals Grade Eleven Students' Mathematics Beliefs about Contexts Support in West Arsi Zone, Ethiopia

2017 ◽  
Vol 7 (2) ◽  
pp. 116
Author(s):  
Mulugeta Atnafu Atnafu Ayele ◽  
Tesfu Belachew Dadi
Keyword(s):  
Mathematics Learning ◽  
Family Context ◽  
Classroom Context ◽  
Quantitative Investigation ◽  
Mixed Methods Approach ◽  
Mathematics Beliefs ◽  
Learning Mathematics ◽  
Arsi Zone ◽  
Medium Level ◽  
Multistage Sampling

Students’ beliefs in mathematics education play an important role in students’ mathematics learning and achievement. Therefore, investigating students’ mathematics beliefs about context supports are essential in educational research. Accordingly, the purpose of this research was to investigate students’ mathematics beliefs about context support such as family context, social context, and school and classroom context about mathematics learning. To addressi this purpose, mixed-methods approach using a quantitative investigation followed by a qualitative investigation were employed. The participants were 545 students selected from four schools in West Arsi Zone using multistage sampling. The quantitative data obtained were analysed using percentage, mean, independent samples t-test, and ANOVA. The major findings were the students’ beliefs about contexts support and its components such as students’ beliefs about fathers’, mothers’, siblings’, peers’, teachers’, textbooks’ and schools’ support in learning mathematics denoted as medium level, which is neither positive nor negative. Regarding students’ beliefs about contexts support and its components, there were no significant differences with respect to gender; but there were significant differences with respect to achiever levels. In addition, there were significant differences between students’ beliefs about mothers’, fathers’, and peers’ support in learning mathematics in favor of students with parents are in urban; but no significant for others.

scholarly journals Analysis of Factors Affecting Students’ Mathematics Learning Difficulties Using SEM as Information for Teaching Improvement

2021 ◽  
Vol 14 (4) ◽  
pp. 281-300
Author(s):  
Rahmi Wiganda Elastika ◽  
◽  
Sukono Sukono ◽  
Stanley Pandu Dewanto ◽  
◽  
...  
Keyword(s):  
Mathematics Learning ◽  
Learning Difficulties ◽  
Teaching Improvement ◽  
Factors Affecting

scholarly journals Analisis Faktor Penyebab Kesulitan Belajar Siswa dalam Pembelajaran Matematika Kelas XI IPS 4 SMA Negeri 2 Sungai Limau

Horizon ◽  
2021 ◽  
Vol 1 (4) ◽  
pp. 724-732
Author(s):  
Irma Dian Pratama ◽  
Dewi Yuliana Fitri ◽  
Lita Lovia
Keyword(s):  
Learning Outcomes ◽  
Learning Process ◽  
Mathematics Learning ◽  
Learning Difficulties ◽  
Environmental Indicators ◽  
Learning Difficulty ◽  
Internal Factors ◽  
Descriptive Research ◽  
Analysis Technique ◽  
Learning Mathematics

This research is motivated by the low learning outcomes of students' mathematics. Low learning outcomes are characteristics of students experiencing obstacles or obstacles during the learning process. This study aims to describe and analyze the factors that cause students' learning difficulties in mathematics. The sample of this study amounted to 32 students of class XI IPS 4 SMA Negeri 2 Sungai Limau. The type of research used is descriptive research with a quantitative approach. The instrument used is a learning difficulty questionnaire, interview sheets and documentation to strengthen the results of the questionnaire answers. The data analysis technique of this research is the analysis of questionnaires and interviews. The results of this study indicate that: 1) internal factors that affect learning difficulties are described as follows, in the indicator of readiness in learning as much as 71.8% in the category of very influential on the learning process, on motivation indicators as much as 29% in the category of being quite influential in the learning process , on the indicator of interest as much as 53% with the category influential in the mathematics learning process and the health indicator as much as 50.6% with the category having an effect on learning mathematics. 2) external factors that affect learning difficulties in mathematics are as follows, indicators of family factors in learning as much as 37.5% with a category that is quite influential on the mathematics learning process, on school indicators as much as 51.5% with categories that affect the online learning process and on environmental indicators community as much as 39.6% with the category quite influential on the student learning process.

The Effects of Algebraic Equation Solving Intervention for Students With Mathematics Learning Difficulties

2020 ◽  
pp. 002221942093081
Author(s):  
Jessica M. Namkung ◽  
Nicole Bricko
Keyword(s):  
Algebraic Equation ◽  
Procedural Knowledge ◽  
Mathematics Learning ◽  
Intervention Group ◽  
Learning Difficulties ◽  
Sixth Graders ◽  
Equation Solving ◽  
Mathematics Vocabulary ◽  
Main Effect ◽  
Conceptual And Procedural Understanding

The purpose of this study was to examine the effects of algebraic equation solving intervention for sixth graders with mathematics learning difficulties (MD). A total of 48 students with MD were randomly assigned to either the algebraic equation solving intervention, Mystery Math ( n = 24) or control condition ( n = 24). The multicomponent intervention was based on the principles of explicit instruction and focused on improving conceptual and procedural knowledge of algebraic equation solving using concrete manipulatives. Students in the intervention group received instruction in pairs, 30 min per session, 3 sessions per week for 5 weeks (i.e., 15 sessions). The results indicated that the main effect of intervention was significant for 2 proximal measures of mathematics vocabulary, and conceptual and procedural understanding of algebraic equation solving with large effect sizes. However, the main effect of intervention was not significant for distal measures of comprehensive pre-algebra skills and whole-number computations. The findings demonstrate that grade-level standards can be successfully taught to students with MD. Implications for practice are discussed.

scholarly journals From "Five" to 5 for 5 Minutes: Arabic Number Transcoding as a Short, Specific, and Sensitive Screening Tool for Mathematics Learning Difficulties

2014 ◽  
Vol 30 (1) ◽  
pp. 88-98 ◽  
Author(s):  
R. Moura ◽  
J. B. Lopes-Silva ◽  
L. R. Vieira ◽  
G. M. Paiva ◽  
A. C. d. A. Prado ◽  
...  
Keyword(s):  
Screening Tool ◽  
Mathematics Learning ◽  
Learning Difficulties ◽  
Arabic Number

Doubles Up—Easy!

1982 ◽  
Vol 29 (8) ◽  
pp. 20
Author(s):  
Carol A. Thornton
Keyword(s):  
Mathematics Learning ◽  
Learning Difficulties ◽  
State University ◽  
University Mathematics ◽  
Illinois State University ◽  
Addition Facts

Easy facts first, then harder ones! This is the natural route to take in the mastery of basic addition facts, and addition doubles are certainly among those “easy” facts. Using objects to help children “picture” each double makes learning the doubles even easier and a lot of fun. That at least has been the experience of children enrolled in the Illinois State University Mathematics Learning Clinic for area children with learning difficulties in mathematics.

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