ANALISIS KESULITAN BELAJAR SISWA BERKEMAMPUAN MATEMATIKA RENDAH BERDASARKAN GENDER

This study aims to fully describe the learning difficulties of students with low mathematical abilities in solving arithmatic division operations based on gender. This research is a descriptive qualtative research with research subjects consisting of 1 female student and 1 male student with low math ability in class IV-A SDN Bugih 1 Pamekasan with the test instrument for the comlpetion of the division count operations aninterviews. The results showed that on thr indicators of difficulty in understanding the concept, the results of the study learning difficulities in female subject (S1) and male subject (S2) in solving the division arithmetic operation, namely the two subjects did not know the concept of division as repeated subtraction. On the indicator of difficulty in applying the principle, the two subjects were unable to do the tiered division correctly because the wo principle of division to the long division. Whereas in the indicator of difficulty in solving verbal problems, the two subjects were unable to write down what wa known and what was asked of the story problem correclty.

A Reanalysis of the Handedness-Mathematics Hypothesis Using Generalized Additive Models

Sala et al. (Front Psychol. 2017;8) investigated the impact of handedness on children’s and adolescents’ performance in mathematics in five independent studies (Total N = 2,314). We concluded that (a) handedness played a nonnegligible role in affecting math ability and (b) its effects were mediated by the difficulty of the mathematical task and the participant’s gender and school level (e.g., primary school vs. high school).However, two statistical issues may have biased these findings. First, polynomial regression is a suboptimal (if not incorrect) option for modeling nonlinear relations between variables. Second, simple linear modeling assumes that the response variable is normally distributed in order to produce accurate estimates. However, mathematical performance did not follow a Gaussian distribution in any of the five studies.The present reanalysis overcomes the above methodological limitations by employing Generalized Additive Models (GAMs). While the significant effect of handedness is often confirmed, the GAMs produce somewhat different results compared to the previous analysis. The implications are discussed.

The effect of gender stereotypes on young girls’ intuitive number sense

Despite the global importance of science, engineering, and math-related fields, women are consistently underrepresented in these areas. One source of this disparity is likely the prevalence of gender stereotypes that constrain girls’ and women’s math performance and interest. The current research explores the developmental roots of these effects by examining the impact of stereotypes on young girls’ intuitive number sense, a universal skill that predicts later math ability. Across four studies, 762 children ages 3–6 were presented with a task measuring their Approximate Number System accuracy. Instructions given before the task varied by condition. In the two control conditions, the task was described to children either as a game or a test of eyesight ability. In the experimental condition, the task was described as a test of math ability and that researchers were interested in whether boys or girls were better at math and counting. Separately, we measured children’s explicit beliefs about math and gender. Results conducted on the combined dataset indicated that while only a small number of girls in the sample had stereotypes associating math with boys, these girls performed significantly worse on a test of Approximate Number System accuracy when it was framed as a math test rather than a game or an eyesight test. These results provide novel evidence that for young girls who do endorse stereotypes about math and gender, contextual activation of these stereotypes may impair their intuitive number sense, potentially affecting their acquisition of formal mathematics concepts and developing interest in math-related fields.

Controlling-Supportive Homework Help Partially Explains the Relation between Parents’ Math Anxiety and Children’s Math Achievement

Previous research has shown that math homework help of higher-math-anxious parents impedes children’s math learning and facilitates the development of math anxiety. In the present study, we explored a possible explanation for this phenomenon by examining the relations between parents’ math anxiety, their math homework-helping styles (i.e., autonomy- and controlling-supportive), and their child’s math achievement. Parents of children ages 11 to 14 completed an online survey. Using path analysis, we examined the relations among parental factors (i.e., math anxiety, math ability, and homework-helping styles) and child math achievement. Parents’ math anxiety was positively related to both autonomy-supportive and controlling-supportive math homework-helping styles. Notably, controlling-supportive style partially mediated the relation between parents’ math anxiety and their children’s math achievement. Thus, it is possible that the use of a controlling-supportive math homework-helping style may explain why the homework help offered by higher-math-anxious parents is detrimental to their children’s math learning. Identifying negative relations between parent factors and children’s math outcomes is crucial for developing evidence-based math learning interventions.

Spurious correlations in research on the effects of specific cognitive abilities

Studies on the effect of non-g ability residuals have often employed double adjustment for general cognitive ability (g), as they have calculated the ability residuals adjusting for g and then calculated the effect of the non-g residuals while adjusting for g. The present simulations demonstrate that the double adjustments may result in spurious negative associations between the non-g residual on one cognitive ability, e.g. verbal ability, and variables with a positive association with another ability, e.g. SAT math and math ability. In analyses of the 1997 National Longitudinal Survey of Youth (NLSY97), the negative associations between non-g residuals on verbal and math ability and aptitude test scores on the other ability vanished when not double adjusting for g. This indicates that the observed negative associations may be spurious and not due to differential investment of time and effort in one ability at the expense of the other ability, as suggested in the literature. Researchers of the effects of specific abilities are recommended to validate their findings and interpretations with analyses not double adjusting for g.

Analisis pola argumentasi siswa dalam menyelesaikan soal permutasi dan kombinasi

Argumentation is a person's way to face every question, issue and argue in the face of every problem. Argumentation is very necessary to know the understanding of students' concepts and so that students can explain logically the appropriate stages of completion to solve problems. This study aims to describe the pattern of argumentation used by students in solving permutations and combinations problems. This type of research is descriptive qualitative. The research subjects were 3 students of class XI IPA at MA Darul Aitam Jerowaru which consisted of 1 student with high math ability, 1 student with moderate math ability, and 1 student with low math ability. Sampling was done by using purposive sampling type quota sampling. Data collection techniques used written tests and interviews, then analyzed based on indicators of student argumentation patterns in solving permutations and combinations. Based on this, the argumentation pattern used in this study is a combination of Tulmin's argumentation pattern and Mc. Neill & Karajicik's argumentation pattern, namely, data, claim, evidence, reasoning and rebuttal. The results of this study are students with high mathematical abilities have a pattern of argumentation, namely, data, claims, evidence, which are given correctly. Students with moderate ability have argumentation patterns, namely, data, claim, reasoning, and rebuttal, which are given correctly and students with low mathematical abilities have argumentation patterns, namely, data, claim, and rebuttal, which are given correctly.