scholarly journals Exploring Thinking Process of Students with Mathematics Learning Disability in Solving Arithmetic Problems

2021 ◽  
Vol 9 (3) ◽  
pp. 498-513
Author(s):  
Hobri Hobri ◽  
Herry Agus Susanto ◽  
Alvi Hidayati ◽  
Susanto Susanto ◽  
Warli Warli
Keyword(s):  
Working Memory ◽  
Learning Disabilities ◽  
Problem Solving ◽  
Learning Disability ◽  
Mathematics Learning ◽  
Learning Difficulties ◽  
State Of Mind ◽  
Assimilation Process ◽  
Thinking Process ◽  
Math Problems

The student's criterion for being diagnosed with MLD (Mathematics Learning Disabilities) can be classified as low arithmetic skills and poor working memory. The goal of this research is to understand students' process of thinking through the Polya stages when tackling arithmetic problems, as it has been expounded by Dr. Polya For students who have mathematics learning difficulties, the information is gathered by administering math problems to both females and males that ask the correct questions and have to be answered in their heads. the data gathered from the study concluded that students exhibit degrees of mental disorder that are caused by 3 distinct stages in which they must be addressed: problem-solving underachievement, when they are overreaching, and cognitive imbalance when they are overcommitted. to arrive at equilibrium, the more significant expansions must be coupled with an extensive assimilation and assimilation process As students with moderate to severe learning disability were completing multi-digit addition and multiplication, they underwent assimilation. Because of this, the cognitive fluidity present at this moment, the students have already found themselves in their present-looking-backward state of mind.

scholarly journals Students' Learning Disability of Elementary School in Tangerang

2020 ◽  
Vol 5 (2) ◽  
pp. 81-86
Author(s):  
Asep Supena ◽  
Lesti Kaslati Siregar
Keyword(s):  
Learning Disabilities ◽  
Elementary School ◽  
Learning Disability ◽  
Learning Difficulties ◽  
Parental Knowledge ◽  
Students With Learning Disabilities ◽  
Slow Learners ◽  
Front Position ◽  
Depth Interview ◽  
Attention To Students

This study aims to investigate student's learning disability, factors of learning disability and teacher efforts to deal with students who have learning difficulties in elementary school Tangerang Region, Indonesia, and the implications of this study is to get the data regarding student's disability in learning, the factor that caused it, and teacher's efforts in dealing with students who have learning difficulties. This study employed a descriptive qualitative research method. Data collection techniques by an in-depth interview. Interview guides in the form of a group of in-depth questions about learning disabilities. Results showed that there are 19 students who had learning disabilities. Students with learning disabilities in elementary schools found for slow learners, children with special need, and student with malnutrition. the factor that caused students learning disabilities were parents’ gadget influence the lack of parental attention lack of parental knowledge. Furthermore, the efforts made by the teacher so far have been giving more attention to students such as giving extra hours at school, positioning the child to sit in the front position, communicating intensely to the child's development to parents.

Affect, Motivation, Working Memory, and Mathematics

2014 ◽  
Author(s):  
Alex M. Moore ◽  
Nathan O. Rudig ◽  
Mark H. Ashcraft
Keyword(s):  
Working Memory ◽  
Problem Solving ◽  
Stereotype Threat ◽  
Outcome Measures ◽  
Mathematics Learning ◽  
Emotional Reactions ◽  
Attitudes And Beliefs ◽  
Choking Under Pressure ◽  
And Performance ◽  
And Mathematics

This article reviews the topics of affect, motivation, working memory, and their relationships to mathematics learning and performance. The underlying factors of interest, motivation, self-efficacy, and maths anxiety, as well as an approach concerning people’s beliefs about fixed versus malleable intelligence, can be grouped into an approach and an avoidance constellation of attitudes and beliefs, with opposite relationships to outcome measures of learning and mastery in maths. This article then considers the research on working memory, showing it to be central to arithmetic and maths processing, and also the principle mental component being disrupted by affective and emotional reactions during problem solving. After discussing the disruptive effects of maths anxiety, choking under pressure, and stereotype threat, the article closes with a brief consideration of how these affective disruptions might be minimized or eliminated.

scholarly journals Instrucción directa con alumnado de Educación Primaria en riesgo de dificultades en el aprendizaje de las matemáticas

2017 ◽  
Vol 9 (1) ◽  
pp. 71 ◽  
Author(s):  
José I. Navarro Guzmán ◽  
María José Navarro Cecilia ◽  
Inmaculada Menacho
Keyword(s):  
At Risk ◽  
Working Memory ◽  
Primary Education ◽  
Intervention Program ◽  
Mathematics Learning ◽  
Learning Difficulties ◽  
First Grade ◽  
Mathematical Competence ◽  
Educación Primaria ◽  
Intervention Procedure

Resumen: La instrucción directa se ha utilizado como procedimiento de intervención para el aprendizaje de las matemáticas. Asimismo, estos procedimientos se han centrado tanto en los componentes de dominio general como de dominio específico. En este trabajo se estudiaron los efectos que sobre la competencia matemática temprana y la memoria de trabajo tuvieron diferentes programas de entrenamiento matemático, combinando actividades específicas de memoria de trabajo y de competencia matemática, a partir de actividades de instrucción directa, en niños de primero de educación primaria que presentaban riesgo de tener dificultades de aprendizaje de las matemáticas. Catorce participantes fueron identificados como alumnado en riesgo de tener dificultades de aprendizaje matemático mediante el test TEMT-i y asignados a un procedimiento pedagógico de intervención individualizado. A partir de un diseño cuasi experimental con dos medidas de las variables dependientes, los resultados mostraron que el programa de intervención promovió una clara mejora tanto en la competencia matemática, como en la memoria de trabajo. Direct instruction to Primary Education students at risk of mathematics learning difficulties Abstract:Direct instruction has been used as a current intervention procedure for learning mathematics. In addition, these procedures have focused both components of general domain as specific domain. In this paper the effects on early mathematical competence and working memory had different programs mathematical training was studied. The programs combined specific activities of working memory and math competence using a direct instructional procedure. Participants were first grade primary education at risk of having mathematics learning difficulties. Fourteen students were identified as at risk of mathematical learning difficulties by ENT-Rand assigned to an individualized educational intervention procedure. A quasi-experimental design with two dependent variables’ measures was used. Results showed that the intervention program promoted a strong improvement in both mathematical competence, and working memory.

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