Software tool for recognition of Ukrainian-language scientific articles

The problem of computer recognition, both separately printed characters and whole texts, which may contain mathematical formulas, and further saving the resulting document in the "Latex" format, is considered. The developed software implements the ability to recognize printable Latin, Cyrillic, Greek letters and special mathematical symbols. For this, a multilayer convolutional neural network built using the Keras machine learning library and additional validation heuristics are used. To improve the quality of neural network recognition, a sophisticated image processing mechanism has been developed that helps to remove noise from the image, eliminate errors associated with the inclination of characters, and correct character defects associated with the quality of the input image. Also implemented are mechanisms for collecting individual characters into words or mathematical formulas, reproducing the position of signs of indices and degrees, forming ordinary fractions and expressions under the root sign. The results of the recognized text are saved in a file with the simultaneous construction of the "latex" document structure. To demonstrate the capabilities of the developed software, a graphical user interface has been added, with which you can select and inspect the input image even before the start of recognition. During testing of the software, the recognition of images of different types was carried out: completely textual, mathematical formulas without text, mathematical formulas that are between blocks of text.

Communicating mathematics through images: A multimodal study of Year One students’ meaning-making when working with mathematics textbooks

This article focuses on how Swedish Year One students (age 7–8) make meaning when working with images in mathematics textbooks. Images include textbook images, but also students’ self-drawn images used as support for calculation. The focus was (1) what the images in the exercises were designed to offer (the designed affordance), and (2) what the students discovered when working with them. The data material consisted of video transcripts of 18 students working with subtraction exercises from mathematics textbooks. The results showed that the students sometimes discovered the designed affordance and sometimes did not. The students who discovered the designed affordance sometimes used the image when performing the calculations, while others did not. Some students expressed that images in mathematics textbooks are for those who find mathematics difficult, and that completing exercises without using the images was desired. The students’ approaches to images were discussed in two specific cases: First, the students’ desire to use mathematical symbols rather than images may lead to students not discovering the mathematics content that the exercise is designed to offer. Second, the use of mathematical symbols rather than images may lead to students not discovering themselves as mathematical individuals.

Analysis of Student Learning Difficulties by Using the GQGA Application during the Covid-19 Pandemic

The purpose of this study was to analyze the learning difficulties experienced by students using the GQGA application during the covid-19 pandemic. This research is qualitative research using descriptive research methods. The implementation of this research was carried out on Budi Darma University students for the 2020/2021 academic year. Collecting data for this study in the form of observations, tests, and interviews. From this research, the result is a learning media in the form of an application that is used in learning mathematics. The results of the analysis show that the existence of this GQGA application can help improve student learning outcomes better, this can be seen from the completeness value of student test results, namely as many as 130 students who completed with a percentage of 86.09%. Interviews with students also showed positive responses to the use of the GQGA application, because this application makes it easier to understand mathematical symbols, saves time in the learning process, and helps students to be more active in asking and answering questions during the covid-19 pandemic.

The Effects of Using Kahoot! on Understanding the Concept of Mathematical Symbols in Higher Education

This research was motivated by the condition of Mathematics Education students who were unfamiliar and unable to read and use these mathematical symbols correctly. This study aimed to examine the effect of Kahoot! game media on students’ understanding of concepts, especially on mathematical symbols. The population of this study was students of the Mathematics Education Study Program at Pahlawan Tuanku Tambusai University. At the same time, the research sample was 100 people obtained through random sampling, namely students who attended the introduction of mathematical symbols. The data was collected by taking a mathematical understanding test before and after using the Kahoot game media. Analysis of the data used was the paired t-test. The results showed a difference in the pre-test and post-test scores of students’ conceptual understanding, where the significance value was 0.05%.

Pengembangan LKPD Berbasis Model Pembelajaran AIR Berorientasi Pada Peningkatkan Kemampuan Komunikasi Matematika

From the results of the answers to the test of mathematical communication skills and the deployment of the questionnaire obtained the problem, namely the low capacity of mathematical communication students, the difficulty of students to write the form of mathematical symbols, and the limitations of teaching materials used during learning in class V in elementary school. This study aimed to develop valid worksheets of students (LKPD) on building simple spaces in class V elementary school, knowing the practicality of LKPDs from users, educators and students, and knowing the effectiveness of LKPD on increasing mathematical communication skills. The method of development used in this study referred to the research design of Borg and Gall. Data collection techniques were carried out through documentation, observation, questionnaires, and students' mathematical communication skills tests. The subjects of this study were 25 control class students and 25 experimental class students at SDN 1 Semuli. The study results stated that LKPD products based on the AIR learning model were valid, practical, and effective in improving students' mathematical communication skills. It was proven by material experts, media experts, and language experts validating results with the "Very Valid" category. LKPD based on AIR learning models was practiced to be used by fulfilling the aspects of attractiveness, convenience, and usefulness with the "very practical" category. LKPD-based AIR learning models were effectively used to improve students' mathematical communication skills in the pretest and post-test scores, with the results of the calculation of the experimental class n-gain entry in the category was quite effective

HUBUNGAN KEMAMPUAN KOMUNIKASI MATEMATIS DAN RESILIENSI MATEMATIS SISWA SEKOLAH MENENGAH ATAS

This research aimed to describe mathematical communication skills, mathematical resilience, and the relationship between mathematical communication skills and mathematical resilience. This research used a quantitative approach with a correlation research design. The population in this study were students of grade XI SMA Negeri 2 Teluk Keramat and the sample was students of grade XI MIPA 2.The results showed that the mathematical communication skills students tend to have is the ability to express mathematical concepts by stating daily events in language or mathematical symbols (mathematical expression ability) which were able to be achieved by the students as much as 62%. Whereas for mathematical resilience that students tend to have is to have curiosity, reflect, research, and make use of various sources in mathematics learning, which contributed 38.7% and were able to be achieved by 16 students (76%). Furthermore, based on the results of the Pearson Product Moment correlation test, a significance value of 0.021 and a correlation value of 0.500 was obtained. So it can be concluded that there is a significant relationship between mathematical communication skills, mathematical resilience, and the strength of the correlation between the two variables is classified as moderate. Keywords: Correlation, Mathematical Communication Skills, Mathematical Resilience

TEACHER’S DIFFICULTIES JUNIOR HIGH SCHOOL COMMUNICATION MATHEMATICS DURING ONLINE LEARNING

Abstrak Komunikasi masuk dalam salah satu keterampilan abad ke-21 di framework PISA 2018 yang akan diukur. Selain itu tujuan pembelajaran matematika menurut Permendikbud bahwa salah satunya siswa mampu mengkomunikasikan gagasan serta mampu menyusun bukti matematika dengan menggunakan simbol matematika. Sehingga guru di tuntut untuk meningkatkan komunikasi siswa khusus di masa pandemi sekarang yang menerapkan pembelajaran secara daring (online). Sehingga tujuan penelitian ini ialah untuk mendeskripsikan kesulitan guru dalam membantu perkembangan komunikasi matematis siswa selama pembelajaran online. Penelitian ini merupakan penelitian kualitatif jenis Fenomenalogi. Data dikumpulkan melalui wawancara via wa dengan 12 guru SMP Sumatera Selatan. Analisis data yang digunakan ialah Miles dan Huberman dengan tahapan (1) pengumpulan data;(2) reduksi data dan penyajian; dan (3) menarik kesimpulan. Hasil penelitian menunjukkan bahwa ada beberapa kesulitan guru dalam membantu perkembangan komunikasi matematis siswa yaitu : pelaksanaan proses pembelajaran, kondisi siswa dan ekonomi serta teknis pembelajaran online. Kata kunci: Komunikasi Matematis, Pembelajaran Online Abstract Communication get into one of the 21st Century skills in Framework PISA 2018 to be measured. In addition, the purpose of learning mathematics according Permendikbud is one of them is able to communicate ideas and able to compile mathematical evidence using with mathematical symbols. So, the teachers are demanded to foster student mathematical communication especially in current pandemic that implementations online learning. Therefor, the purpose of this study is describe teacher’s difficulties in fostering student mathematical communication during online learning. This study is qualitative research type of phenomenology. Data collected through interview WA with 12 teacher in South Sumatera. Data analysis use Miles and Huberman namely : (1) data collection (2) data reduction and presentation; and (4) Draw conclusions. The result show that there are several teacher’s difficuly in fostering students’ mathematical communication i.e : implementation of learning process, student conditions and techonology, economics. Keyword : Mathematics Communication, Online Learning

Learning mathematical symbolization: conceptual challenges and instructional strategies in secondary schools

This paper investigates South African 12th Grade students’ conceptual challenges with mathematical symbolization and instructional strategies that teachers use to mitigate mathematical symbolization. The study is motivated by the students’ failure to connect representations between symbolic and mathematical ideas to understand concepts and procedures. The study attempts to gain insight into mathematical symbols as potential barriers to students’ understanding of mathematical concepts and processes. The study consists of 120 randomly selected 12th Grade students and 15 purposefully selected mathematics teachers from Sekhukhune district of Limpopo Province, South Africa. Data was collected through questionnaires and focus group interviews. A mixed-method sequential explanatory design was employed. An SPSS cluster analysis of data produced three (3) clusters consisting of 50 (41.6%), 47 (39.3%) and 23 (19.1%) students with severe, mild, and minor challenges with mathematical symbols. Two themes emerged from the students’ difficulties with mathematical symbols. Firstly, students lack symbol sense for mathematical concepts and algebraic insight for problem-solving. Secondly, students disregard conceptual and contextual uses of symbols. The study therefore suggests that students’ negotiation of discourse between the mathematical symbol and the mathematical concept or procedure is crucial developing symbolic meaning. Therefore, teachers need to use appropriate strategies to engage students in processes that allow them to make meanings of mathematical symbols. The study recommends that concepts should be understood before symbolised.

An Analysis of Errors on Mathematical Symbol as a Metaphor in Linear Programming

Symbol sense is crucial in the understanding of mathematical problems comprising various symbols. The misuses of symbols happen due to misinterpretation, which is considered the constraint to learn algebra more comprehensively, including in linear programming. The term ‘metaphor’ is defined as a means to carry over symbol sense, and is used to improve mathematical understanding. This present research was aimed at analyzing errors on mathematical symbol as a metaphor in linear programming. This research was conducted by means of descriptive qualitative design, with a test and interview as the instruments. The test was made essay, and its results were analyzed qualitatively. The test, further, was administered to five eleventh graders selected according to highest rates of errors committed. This research has shown that the students committed a number of errors in some cases, such as representing symbols as variables, representing numbers, and interpreting symbols as relational operators. In addition, errors which the students committed in constructing mathematical models covered defining the final value, representing numbers, applying inequality system, and interpreting symbols as operation counts. This present research has provided some ways for symbol sense, and thus the errors on mathematical symbol as a metaphor could be lessened. Next, this research can be further followed up by reviewing the effectiveness of remedial instruction according to the committed errors on mathematical symbols.