Teaching Mathematics to Children With Autism

Difficulties in learning mathematics are the most “resistant” within the intervention programs for children with autism. However, mathematics cannot be excluded from the curriculum because it forms abilities which would ensure better social adaptation for the child. It is not about academic level of mathematics in this chapter, but a professional and social one. In day-to-day life, the child with autism encounters mathematical situations generated by simple self-serving actions, space orientation in spaces loaded with symbols, etc., which requires intellectual operations of a minimal abstraction degree. Along with the social component which mathematics has, learning it can also be considered therapeutic as it involves a process of mental organizing which children with autism need. The chapter offers a few basic methodological solutions in forming mathematical abilities for children with autism.

Kemampuan Koneksi Matematis Siswa SMA Berdasarkan Kecemasan Matematika

One of mathematical abilities which is concepted by NTCM must be mastered by a student is mathematical connections. Some Study’s results showed that mathematics anxiety can influence students' mathematical abilities, including mathematical connections abilities. The study intends to know about mathematical connection’s ability that will be reviewed from high school students,s mathematics anxiety in solving problem related to material sequences and series. The samples in this study were 36 students of class XI IPA 2 at SMA N 1 Sekampung in East Lampung in academic year 2020/2021. Qualitative approach with descriptive method is used in this study. The tehnicque in collecting the data in this study by providing students math anxiety quessionair and tests to see the abilities of mathematical connections. There were 8 students indicated high math anxiety, 19 students indicated moderate math anxiety and 9 students indicated low math anxiety. The analysis was focused on the students who are chosen as the subject from each category. The conclusion is that student indicated high mathematics anxiety was able to achieve the ability to connect mathematical topics, connect mathematical topics to other sciences, while students with moderate and low mathematics anxiety can only achieve mathematics connection ability in indicator of connection in and between mathematical concepts. There is an anomaly in this study, which is due to high mathematics anxiety student get mathematical connection ability tend to be better. Keywords : Mathematical connection, mathematics anxiety, sequence

MATHEMATICAL ABILITIES AMONG CLASS–III CHILDREN

An attempt was made in the present investigation Mathematical Abilities among Class-III Students. OBJECTIVES: To study the differences between boys and girls on mathematical abilities of class –III students and to examine the differences between government and private school children on mathematical abilities of class-III students. SAMPLE: The sample of the study consists of 120class-III children were purposefully selected form primary schools of Rangareddy district of Andhra Pradesh. Tool: Mathematical abilities test was developed by the researcher. CONCLUSION: There is no signicant difference in their mathematical abilities including all areas. Private school children are high level of mathematical abilities in areas of subtraction, division, basic geometry than government school children. There is no signicant difference in their mathematical abilities in areas of addition and multiplication

Identification of Understanding Student in Solving Integral Calculus Based on Mathematical Ability

The purpose of this study was to identify students' lack of understanding in completing integral calculus based on students' mathematical abilities. Integral calculus material here focuses on the material integration techniques. This material is important to identify the lack of understanding experienced by prospective mathematics teacher students because they muhs be able to mahser this material because this material is found at the secondary school level where they will teach. The research method used is descriptive qualitative method. The results of the study are described in a narrative manner based on the data obtained. The subjects in this study were two people with high abilities, two people with moderate abilities, and two people with low abilities. Each ability identified their lack of understanding of integral calculus, especially material on integration techniques. Based on the research that has been done, it is concluded that the identification of students' misunderstandings in solving integral calculus problems, especially the material for integration techniques. High ability students can understand the concept of integration techniques. students with moderate abilities can claMSify integration techniques but do not understand the rational function integral techniques. Low-ability students can only understand the basic concepts of integrals but cannot understand the concepts of integration techniques.

Early Numeracy and Literacy Skills Among Monolingual and Bilingual Kindergarten Children

Early numeracy and literacy skills are all the knowledge that children acquire spontaneously and independently before entering school and beginning formal learning. This knowledge is essential and forms the basis for the acquisition of reading and arithmetic in school. A bilingual child is a child who is fluent in two languages, as opposed to a monolingual child who is exposed to only one language. Bilingualism has been found to affect verbal and mathematical abilities in children, but only a few studies have focused on the early numeracy and literacy skills of preschoolers. This study examined the connection between early numeracy and literacy skills and among monolingual children as compared to bilingual children in preschool. Three hundred and two children aged 5–6years old were recruited from 74 kindergartens. Participants were divided into two groups: 151 monolingual children who spoke and were exposed to only one language (Hebrew) and 151 bilingual children who spoke and were exposed to two languages (the bilingual children spoke different languages). Monolingual children performed better than the bilingual children in most of the literacy tasks, except for phonological awareness, in which no differences were found between the groups. In addition, in the early numeracy tasks, a difference was found only in the task, which included linguistic knowledge, number knowledge, and counting tasks, in which the monolingual children performed better. Furthermore, stronger correlations were found between the early numeracy and literacy skills among the monolingual group compared to the bilingual group. The study findings stress the importance of strengthening linguistic abilities, such as vocabulary expansion in kindergarten among populations in which more than one language is spoken. Supporting these abilities can reduce the gap between bilingual children and their monolingual classmates before entering school.

THE VALIDITY AND RELIABILITY OF INSTRUMENTS FOR MEASURING ELEMENTARY SCHOOL STUDENTS' EARLY MATHEMATICAL ABILITY

Teachers need to understand students' early mathematical abilities before continuing learning on the next topic to retain the knowledge. This study aims to produce appropriate and reliable instruments for quality research related to early mathematical abilities. This research implemented R&D. The subjects were 113 sixth-grade students of the elementary school in Karawang. The instrument used was a test to measure early mathematical ability. Validity and reliability tests indicated that the five initial mathematical ability test items were considered valid, with r count > r table and p-value <0.05. The Cronbach's Alpha value was 0.875 (above 0.8 or high reliability). Thus, the five items of the early mathematical ability instrument on the volume of cubes and rectangular prisms can be used for further research to measure the same variables accurately. The results are not significantly different for the same subject even though the time and place are different.

Use of Arduino Microcontroller and Proteus Software in Physics Lesson in Review of Mathematics Ability and Critical Thinking Skills

This study aims to determine the effect and interaction of the use of learning media, mathematical abilities, and critical thinking skills on student achievement. The design of this research is experimental. Data were analyzed using a three-way ANOVA analysis of variance. The results showed: 1) there was an effect of cognitive and affective learning achievement of students who were given learning using Arduino microcontroller and Proteus software, but there was no effect on psychomotor learning achievement; 2) there is an effect of cognitive learning achievement of students who have high and low mathematical abilities, but there is no effect on affective and psychomotor learning achievement; 3) there is no effect on cognitive and affective learning achievement of students who have high and low critical thinking skills, but there is an effect on psychomotor learning achievement; 4) there is no interaction between the inquiry model using Arduino microcontroller and Proteus software with mathematical ability on students' cognitive, affective and psychomotor learning achievement; 5) there is no interaction between the inquiry model using Arduino microcontroller and Proteus software with critical thinking skills on student cognitive and psychomotor learning achievement, but there is an interaction on student affective learning achievement; 6) there is no interaction between mathematical ability and critical thinking skills on student achievement; 7) there is no interaction between the inquiry model using Arduino microcontroller and Proteus software, mathematical ability, thinking skills on student achievement.

PROFIL PEMAHAMAN MATEMATIS SISWA DALAM MENYELESAIKAN MASALAH BERDASARKAN KEMAMPUAN MATEMATIKA DI SMK MUHAMMADIYAH 1 BARON

Mathematics has a special characteristic that is an abstract object of study. Because of this specificity, learning mathematics requires mathematical understanding. Mathematical understanding in solving mathematical problems is different between each student. This difference is because each student has different mathematical abilities. The purpose of this study was to describe (1) the profile of mathematical understanding of students with high mathematics ability in solving problems (2) the profile of mathematical understanding of students with moderate mathematics ability in solving problems (3) the profile of mathematical understanding of students with low mathematics ability in solving problems. This research is a qualitative descriptive study with 3 students as the subject of class XI SMK Muhammadiyah 1 Baron. The selection of research subjects was based on students' mathematical abilities, namely high, medium and low mathematical abilities. Data collection techniques in this study using problem solving test techniques and interviews. The validity of the data used in this study used time triangulation. Based on the results of data analysis, the results showed that (1) The profile of mathematical understanding with high mathematical ability in solving quadratic function problems is the subject of reading the problem until it understands, writing correctly what is known and asked, conducting problem exploration appropriately, choosing the right problem solving strategy, looking for answers by doing algebraic calculations correctly and checking the answers back from the solutions obtained. (2) The profile of mathematical understanding with moderate mathematical ability in solving quadratic function problems is that the subject reads the problem until he understands, correctly states what is known and asked, skips problem exploration, looks for answers by doing algebraic calculations even though inaccurate answers are obtained and does not check answer back. (3) The profile of mathematical understanding with low mathematical ability in solving quadratic function problems is that the subject reads the problem until he understands, correctly states what is known and asked, skips problem exploration, looks for answers by doing algebraic calculations but gets inaccurate answers and does not check answer back. ABSTRAKMatematika memiliki karakteristik khusus yaitu objek kajian yang abstrak. Karena kekhususannya ini maka dalam mempelajari matematika diperlukan pemahaman matematis. Pemahaman matematis dalam menyelesaikan masalah matematika berbeda antar setiap siswa. Perbedaan ini dikarenakan setiap siswa memiliki kemampuan matematika yang berbeda. Tujuan penelitian ini adalah untuk mendeskripsikan (1) profil pemahaman matematis siswa berkemampuan matematika tinggi dalam menyelesaikan masalah (2) profil pemahaman matematis siswa berkemampuan matematika sedang dalam menyelesaikan masalah (3) profil pemahaman matematis siswa berkemampuan matematika rendah dalam menyelesaikan masalah. Penelitian ini merupakan penelitian deskriptif kualitatif dengan subjek penelitian kelas XI SMK Muhammadiyah 1 Baron berjumlah 3 siswa. Pemilihan subjek penelitian berdasarkan pada kemampuan matematika siswa yaitu kemampuan matematika tinggi, sedang dan rendah. Teknik pengumpulan data dalam penelitian ini menggunkan teknik tes pemecahan masalah dan wawancara. Keabsahan data yang digunakan dalam penelitian ini menggunakan triangulasi waktu. Berdasarkan hasil analisis data diperoleh hasil bahwa (1) Profil pemahaman matematis berkemampuan matematika tinggi dalam menyelesaikan masalah fungsi kuadrat adalah subjek membaca masalah sampai paham, menuliskan dengan benar apa yang diketahui dan ditanyakan, melakukan eksplorasi masalah dengan tepat, memilih strategi penyelesaian masalah dengan tepat, menacari jawaban dengan melalukan perhitungan aljabar dengan tepat serta melakukan pemeriksaan jawaban kembali dari solusi yang diperoleh. (2) Profil pemahaman matematis berkemampuan matematika sedang dalam menyelesaikan masalah fungsi kuadrat adalah subjek membaca masalah sampai paham, menyebutkan dengan benar apa yang diketahui dan ditanyakan, melewatkan eksplorasi masalah, menacari jawaban dengan melalukan perhitungan aljabar walaupun diperoleh jawaban yang kurang tepat serta tidak melakukan pemeriksaan jawaban kembali. (3) Profil pemahaman matematis berkemampuan matematika rendah dalam menyelesaikan masalah fungsi kuadrat adalah subjek membaca masalah sampai paham, menyebutkan dengan benar apa yang diketahui dan ditanyakan, melewatkan eksplorasi masalah, menacari jawaban dengan melalukan perhitungan aljabar namun diperoleh jawaban yang kurang tepat serta tidak melakukan pengecekan jawaban kembali.

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.