Hubungan Kecemasan Matematika dan Digital Storytelling Terhadap Math Literacy Pada Siswa Sekolah Menengah Pertama dalam Pembelajaran Matematika Pada Kelas Virtual

Pengkajian ini bertujuan untuk mendeteksi hubungan kecemasan matematika serta digital storytelling pada math literacy pada siswa sekolah menengah pertama dalam pembelajaran matematika di kelas virtual. Pengkajian ini menggunakan cara survey kuantitaif yang dipilih oleh peneliti untuk mencapai tujuan penelitian. Sampel dalam pengkajian ini ialah 300 siswa sekolah menengah pertama yang berwilayah di Jakarta, Bogor, Depok, Tangerang serta Bekasi. Teknik pengumpulan data dikerjakan memakai kuesioner. Analisis data dikerjakan memakai metode korelasi product moment dan metode regresi linear berganda, yang terdiri atas variabel bebas kecemasan matematika ( ), digital storytelling ( ), dan variabel terikat math literacy ( ). Menurut hasil analisis data membuktikan jika (1) ada hubungan dengan arah negatif serta derajat hubungan sedang antara kecemasan matematika terhadap math literacy, (2) terdapat hubungan dengan arah positif dan derajat hubungan yang kuat antara digital storytelling berhubungan terhadap math literacy, (3) terdapat hubungan positif antara kecemasan matematika dan digital storytelling terhadap math literacy sebesar 66%. Untuk penelitian selanjutnya, agar peneliti tidak hanya menggunakan kuesioner untuk pengumpulan data, tetapi dapat membuat proyek dalam suatu kelas.

ACHIEVING HIGHER LEVELS OF MATHEMATICAL LITERACY WITH INNOVATIVE TEACHING APPROACHES AND A CRITICAL USE OF DIGITAL TECHNOLOGY

An increasing number of students in primary school dislike maths, their motivation to solve problem tasks is declining, which results in poorer mathematical literacy. The above-mentioned issues can be solved only by applying innovative teaching approaches such as learning maths with the innovative learning environment MS Teams. Such learning is very interesting for students, knowledge testing is easier, and students get feedback immediately. Students are more motivated to learn math, which in turn means raising math literacy. Keywords: daily life problems, digital technology, innovative teaching approaches, mathematical literacy, MS Teams

Research Roundup: Digital Literacy

Computers are a fact of life in the twenty-first century. Reading and math literacy have long been considered essential, and technological literacy is emerging as equally important to children’s (and adults’) ability to understand and engage with their world. However, just as it is crucial to learn to write as well as to read, it is crucial that children engage as programmers, as creators, and not only as consumers, of technology.

Ongoing education of math teachers and PISA quality assessment: from professional competence to the mathematical literacy of schoolchildren

The quality of education is a key factor in the social development of the individual, society, and the state. This article is aimed at identifying the theoretical essence of the concept, the “quality of education” in the context of the international PISA comparative study and the ongoing education of math teachers as a factor in the development of students’ mathematical literacy. The diagnostics for interviewing and questioning teachers, students and parents revealed problems and difficulties in teaching and studying mathematics. A key tool was context analysis of the GGTU Center for teachers’ professional development activities. The Ongoing Education Program “Schoolchildren Practical Math Literacy Formation” presented in the article and the author’s teaching manual “Life as a Math Plot” reveal their practical focus on the development of math teachers’ professional subject competence, on schoolchildren’s math literacy development, and, as a result, a general improvement in the quality of education according to the PISA results.

A Framework to Accelerate Universal Design Literacy

Design has historically been a specialty, something practiced exclusively by engineers, architects and all manner of design professionals. This is changing. Just as arithmetic was once a peripheral skill until the industrial age brought about the need for math literacy, the socioeconomic conditions of our current age are heralding the need for millions of people to level up in design. The expanding role innovation and collaboration play in our daily work, combined with the ever-increasing complexity and rate of change of today’s products, services, and systems are making the case for design literacy. This paper: 1.) makes the case that design is poised to become the next universal literacy; 2.) argues that in order for such a literacy to arise, there must first exist a framework of agreed-upon skills that are taught and practiced by the masses; and 3.) proposes such a set of skills along with the research and reasoning that support this proposed framework.

The relationship between mathematical literacy and visual math literacy self-efficacy perceptions of middle school students

In this study, the levels of mathematical literacy and visual math literacy self-efficacy perceptions of middle school students and the relationship between them were investigated. For this aim, the study was desgined as a correlational research model. The study group was determined according to convenience sampling. 328 middle school students (5th, 6th, 7th, and 8th graders) participated in this study with this sampling. In order to collect data, first, “Mathematical Literacy Scale” was developed. It was seen that the scale has just one dimension according to the exploratory factor analysis. It was found that the ratio χ2/df of the scale was found as 2.16 according to confirmatory factor analysis. This value showed that the scale indicates perfect fit. Besides, “A Visual Math Literacy Self-Efficacy Perception Scale” was used in order to measure the visual math literacy self-efficacy perceptions of middle school students. As a result, it was determined that middle school students’ mathematical literacy levels and their visual math literacy self-efficacy perceptions’ level are high. It was found that there is a high positive significant relationship between middle school students’ mathematical literacy and their visual math literacy self-efficacy perceptions.