Difficulties of Primary School Students in Mathematics

It is necessary to map the results of previous studies to conduct new research. The mapping is to obtain information about the novelty of the research to be carried out. Then, it needs a mapping of what has been done by previous researchers. This study aims to map the studies that have been carried out around the world on difficulties in learning mathematics. This research is literature review research with the type of mapping. Data consist of 1,000 research articles indexed by Google Scholar from 2013 to 2022, which were collected with Publish or Perish software using the keywords difficulties in mathematics education. Mapping analysis was carried out using VOSviewer software that images were then interpreted. Mapping is done on learning difficulties in mathematics, difficulty in learning mathematics seen from the abstract with a minimum occurrence of 15 and 10, difficulty in learning mathematics is related to mathematical learning difficulty, difficulty in learning mathematics if it is seen as a relationship if mathematics is applied in studying science, difficulty in learning mathematics is related to the application of realistic mathematics education, and difficulties in learning mathematics related to instruction. The results showed that difficulties in learning mathematics focused on mathematical concepts, applying mathematics in science, word problems, unclear instructions, limited time, and students' mathematics anxiety and ability.

This paper reviews about the using of Problem Based Learning (PBL) to improve proportional reasoning of students in mathematics learning. Mathematics is one of the subjects at school which generally has a goal to help students preparing themselves in this growth century. To achieve the goal of mathematics learning, student’s good reasoning is needed as the base of mathematics itself. This reasoning is an ability to think through logic ideas about mathematics concept. One of reasoning mathematics ability is the proportional reasoning. Proportional reasoning is knowing the multiplicative relationship between the base ratio and the proportional situation to which it’s applied. Proportional reasoning is important to have by students in learning mathematics. Many topics within the school mathematics require knowledge and understanding of ratio and proportion, for examples problem solving and calculation activities in domains involving scale, probability, percent, rate, trigonometry, equivalence, measurement, the geometry of plane shapes, algebra are assisted through ratio and proportion knowledge. But, the mastership of proportional reasoning ability, of course, can’t be apart from teacher’s role. In learning, a teacher has to choose and apply the right model so that it can improve the proportional reasoning ability of students. One of the alternative ways which could be applied to improve proportional reasoning ability of students is by applying PBL Model. Applying PBL which based on problem indirectly has trained students to solve every problem in front of them. Thus, applying PBL can improve mathematics proportional reasoning of students in mathematics learning.

This study aims to examine the effectiveness of the hybrid learning model on critical thinking skills in class V mathematics learning. The research employs an experimental approach, utilizing the Nonequivalent Control Group Design. The experimental and control groups were not randomly selected but underwent pre-testing. The experimental group was exposed to the Hybrid Learning model, while the control group received the expository model. The study was conducted at two schools, SDN Dengkek 01 (control class) and SDN Sidoharjo (experimental class), with 27 students in each group. The research used the Independent T-test and the N-Gain test for hypothesis testing. The research findings indicate that the hybrid learning approach significantly impacts the critical thinking abilities of elementary school students in mathematics. Notably, the indicator related to problem conclusion achieved the highest average of 90%, indicating that students were proficient in drawing appropriate and accurate conclusions based on the given problems.

This study aims to know the difficulty in learning mathematics experienced by fourth-grade students of SDN 169 Pekanbaru regarding understanding concepts. This study uses descriptive qualitative research with primary data sources from teachers and students of class IV SDN 169 Pekanbaru and secondary data sources obtained from documents and archives supporting learning in class IV to analyze student learning difficulties in mathematics in class IV SDN 169 Pekanbaru. The data collection techniques were obtained through interviews, observation and documentation techniques. To obtain the validity of objective data in qualitative research, the researcher will use source triangulation and technical triangulation. This study uses data analysis techniques Miles and Huberman, namely data collection, data reduction, data presentation and data inference. The results showed students' difficulties in using concepts, difficulties in using principles, and difficulties solving verbal problems. The factors that cause students to experience learning difficulties in learning mathematics in class IV SDN 169 Pekanbaru include internal and external factors. The factors that come from within students (internal) include physical factors, psychological factors (intelligence, attention, interest, talent, motivation), and fatigue. In contrast, the factors that come from outside the student (external) include family factors, school factors (learning methods, learning tools, teaching methods), and community factors.

Learning mathematics is one of the subjects that students are less interested in. One of the reasons is that mathematics is a subject that is difficult to understand or understand. The low interest of students in learning mathematics causes low student learning scores in mathematics. This study aims to determine the factors that cause learning difficulties in fifth grade students. The method used in this research is descriptive qualitative using data collection techniques in the form of kuesioner interviews. and documentation. Checking the validity of the data using triangulation. Data is analyzed through the steps of data collection, data reduction, data presentation, and drawing conclusions. The subjects in this study were students and teachers of class V with a total of 16 respondents, namely teachers of class V and students of class V. Based on the results of the study it was found that there were factors of learning difficulties in mathematics that caused low student learning scores.

The objective of the study was to determine the efficacy of a teaching strategy that was based on Renzulli's model and was facilitated by the Desmos and GeoGebra programs in the development of the probing thinking skills of secondary school students in mathematics. The researchers employed the experimental method and experimental design for two samples that were equivalent in certain variables, in accordance with the research objectives. The complete sample comprised of (60) female students, with (30) in each group. The experimental group was instructed in accordance with Renzulli's model, while the control group pursued their studies in the conventional manner. A Probing thinking skills test was developed and administered to the two groups. The test consisted of twenty paragraphs, thirteen of which were objective and seven of which were essay-based. The experimental group outperformed the control group, as indicated by the results.

The combination of technology with local culture in this case the Malay context is a new thing in this study. One of the targets to be achieved is in the ability category, where learning independence, student mathematics, adaptive reasoning, student involvement, science literacy, assignments, mathematical connections, and teacher professionalism are presented in this study. A teacher must be the center of change in improving learning, how a teacher is able to utilize the context to design learning, where the use of context is not only as a learning ceremony but utilizes the context as a whole in an effort to build students' mathematical knowledge and also students' understanding of mathematical concepts. Education must also undergo a transformation in the Society 5.0 era. especially in mathematics learning, it is expected that learning can run in a blended learning manner. This study produces the objectives of E-LKPD mathematics using Liveworksheets with a Malay Context that is valid, practical and has a potential effect on mathematical problem solving abilities. This type of research is development research, which involves students at the junior high school level. The data for this study were obtained from the results of observations, interviews and tests. The results of this study are to produce a valid and practical Liveworksheets-based mathematics E-LKPD with a Malay context and the development of Liveworksheets-based mathematics E-LKPD with a Malay context in junior high schools that has been developed has a potential effect on students' problem-solving abilities based on the analysis that has been obtained, namely 67 students, 9 students have problem-solving abilities with a very high category, 19 students have problem-solving abilities with a high category, 18 have problem-solving abilities with a moderate category, 10 participants have problem-solving abilities with a category, 11 students have problem-solving abilities with a very low category. Then the average mathematical problem solving is 64.05, meaning that the developed E-LKPD has a moderate potential effect. This study contributes to the development of mathematics E-LKPD using liveworksheets that are more effective in overcoming students' difficulties in learning mathematics. Abstrak Perpaduan teknologi dengan budaya lokal dalam hal ini konteks melayu menjadi novelty dari penelitian ini. salah satu target yang akan digapai yaitu pada kategori kemampuan, dimana kemandirian belajar, matematis siswa, penalaran adaptif, keterlibatan siswa, literasi sains, penugasan, koneksi matematika serta keprofesionalan guru dimunculkan dalam penelitian ini. Seorang guru harus menjadi center perubahan dalam perbaikan pembelajaran, bagaimana seorang guru mampu memanfaatkan konteks untuk mendesain pembelajaran, dimana penggunaan konteks tidak hanya sebagai ceremony pembelajaran tetapi memanfaatkan konteks secara utuh dalam upaya membangun pengetahuan matematik siswa dan juga pemahaman konsep matematika siswa. Pendidikan juga harus mengalami transformasi di era Society 5.0. khususnya pada pembelajaran matematika diharapkan pembelajaran dapat berjalan secara blended learning. Penelitian ini bertujuan menghasilkan E-LKPD matematika menggunakan Liveworksheets dengan Konteks Melayu yang valid, praktis dan memiliki efek potensial terhadap kemampuan pemecahan masalah matematis. Jenis penelitian ini adalah penelitian pengembangan, yang melibatkan siswa di tingkat sekolah menengah pertama. Data penelitian ini diperoleh dari hasil observasi, wawancara dan tes. Hasil dari penelitian ini yaitu Menghasilkan E-LKPD matematika berbasis Liveworksheets dengan konteks Melayu yang valid dan prkatis serta Pengembangan E-LKPD matematika berbasis Liveworksheets dengan konteks Melayu di SMP yang dikembangkan memiliki efek potensial terhadap kemampuan pemecahan masalah peserta didik berdasarkan analisis yang telah diperoleh yaitu 67 peserta didik, 9 peserta didik memiliki kemampuan pemecahan masalah dengan kategori sangat tinggi, 19 peserta didik memiliki kemampuan pemecahan masalah dengan kategori tinggi, 18 peserta didik memiliki kemampuan pemecahan masalah dengan kategori sedang, 10 peserta didik memiliki kemampuan pemecahan masalah dengan kategori rendah, 11 peserta didik memiliki kemampuan pemecahan masalah dengan kategori sangat rendah. Kemudian rata-rata pemecahan masalah matematis sebesar 64,05 artinya E-LKPD yang dikembangkan memiliki efek potensial sedang. Penelitian ini memberikan kontribusi untuk pengembangan E-LKPD matematika menggunakan liveworksheets yang lebih efektif dalam mengatasi kesulitan siswa dalam belajar matematika.

The paper describes the experimentation results of the application in the classroom of a novel learning and teaching approach for studying mathematics. The method results from a combination of art and technology to stimulate and motivate secondary school students in mathematics often considered tedious and challenging to understand. This helped students revive the art perception displaying its hidden science base and understanding that most artists' reasoning is reducible to mathematical concepts.

This study aims to describe the improvement of learning outcomes of grade II elementary school students in Mathematics through the direct instruction model on the material of time units. The study adopted Classroom Action Research (CAR) with four (4) stages, namely planning, implementation, observation and reflection. The subjects of the study were 44 grade II students of Elementary School 1 Lembursawah, consisting of 24 female students and 20 male students. Data collection tools used repeat tests and observations. The data analysis technique used was the recapitulation of students' pretest and posttest scores from cycles I and II. The results of the study showed that the implementation of the direct instruction model can improve Mathematics learning outcomes of grade II students. It can be seen from the students' completeness in cycle I of 68% increasing to 84% in cycle II. It means that student learning outcomes increase gradually from cycle I to cycle II by 16%. Therefore, direct instruction model can improve students' understanding of the content of time units in the Mathematics subject of grade II elementary school.

Mathematics is the basis of all sciences, one that is emphasized in learning mathematics is logic thinking. In learning in vocational mathematics mathematics is an important material because logic underlies mathematical thinking, in fact there are still many students who have difficulty in learning mathematical logic material, so it needs to be analyzed to find out the learning difficulties of students in learning mathematics especially mathematics topics. In addition, the causative factors of learning difficulties in mathematics also need to be analyzed in terms of physiological, social, emotional, intellectual and pedagogical factors, so that the right solution to overcome mathematical learning difficulties, especially the topic of mathematical logic.

Students’ difficulties in learning of mathematics have for a long time, been investigated by researchers in different fields. Within educational research there are claims that technological tools appropriately integrated in students’ mathematical work can support their understanding of a wide range of concepts in mathematics. This paper reports on the initial investigation for the design of Interactive Learning Environments (ILE) to support students’ learning of mathematics. The project is guided by the notion of Design Based Research (DBR) and aims to explore how to design ILE that support students’ understanding of integrals in particular. The initial study was conducted at a Swedish university with 10 students in 4 groups. The study confirmed difficulties in students’ understanding of integrals as reported in educational literature and provides a set of design aims for the next iteration of the ILE to support the learning.

Mathematics subjects are mostly considered difficult by primary school students. The use of appropriate and interesting learning methods is needed. One of the interesting learning methods for students is singing. Because teachers have difficulties, intervention programs need to be carried out on these student problems. This community service aims to increase the learning motivation of grade I students at the State Elementary School of 1 Situsari in learning mathematics. The method of this service is a qualitative approach with the application of singing activities. Data was obtained by direct observation related to students' interest in learning and interviews with students and class teachers. The results obtained from this service are the application of the singing method in learning mathematics in first-grade students of State Elementary School 1 Situsari is very effective in increasing student activeness and creating a pleasant learning atmosphere. This has a positive impact on the level of student understanding and student learning outcomes related to simple addition material. Therefore, the selection of the singing learning method is highly recommended in teaching mathematics in primary schools. Intervention as problem-solving in learning communities such as schools does not always only aim to improve learning outcomes, but also the good practice of increasing motivation through engaging activities.

There are still many elementary school-age children who have learning difficulties in understanding the arithmetic operations of addition and subtraction which are presented in the form of story problems and the arithmetic operations of multiplication and division. The aim of this research is to determine the types of mathematics learning difficulties experienced by students, the factors that influence learning difficulties, and to reveal efforts that can be made to overcome mathematics learning difficulties in grade IV elementary school. This research method uses descriptive qualitative. The research subjects were 23 class IV students and class IV teachers. The data collection procedures used were observation, interviews, and documentation. The research results showed that 10 of the 23 students in class IV had difficulty learning mathematics. The types of learning difficulties for class IV students in mathematics learning at MI Gagaksipat 2 include difficulties understanding concepts, calculating skills, and solving problems. Factors that cause difficulties in learning mathematics come from internal and external factors. Internal factors originating from students include IQ or intelligence, students' attitudes toward learning mathematics, students' low learning motivation, suboptimal physical health, and students' poor sensory abilities. Meanwhile, external factors originating from outside students include the lack of variation in teacher teaching, the use of learning media that is not optimal, the infrastructure at school, and the family environment. Efforts to deal with mathematics learning difficulties can be made by students, teachers, or schools.

In many areas of the world, Potato virus Y (PVY) is one of the most economically important disease problems in seed potatoes. In Taiwan, generation 2 (G2) class certified seed potatoes are required by law to be free of detectable levels of PVY. To meet this standard, it is necessary to perform accurate tests at a reasonable cost. We used a two-stage testing design involving group testing which was performed in Taiwan's Seed Improvement and Propagation Station to identify plants infected with PVY. At the first stage of this two-stage testing design, plants are tested in groups. The second stage involves no retesting for negative test groups and exhaustive testing of all constituent individual samples from positive test groups. In order to minimise costs while meeting government standards, it is imperative to estimate optimal group size. However, because of limited test accuracy, classification errors for diagnostic tests are inevitable; to get a more accurate estimate, it is necessary to adjust for these errors. Therefore, this paper describes an analysis of diagnostic test data in which specimens are grouped for batched testing to offset costs. The optimal batch size is determined by various cost parameters as well as test sensitivity, specificity and disease prevalence. Here, the Bayesian method is employed to deal with uncertainty in these parameters. Moreover, we developed a computer program to determine optimal group size for PVY tests such that the expected cost is minimised even when using imperfect diagnostic tests of pooled samples. Results from this research show that, compared with error free testing, when the presence of diagnostic testing errors is taken into account, the optimal group size becomes smaller. Higher diagnostic testing costs, lower costs of false negatives or smaller prevalence can all lead to a larger optimal group size. Regarding the effects of sensitivity and specificity, optimal group size increases as sensitivity increases; however, specificity has little effect on determining optimal group size. From our simulated study, it is apparent that the Bayesian method can truly update the prior information to more closely approximate the intrinsic characteristics of the parameters of interest. We believe that the results of this study will be useful in the implementation of seed potato certification programmes, particularly those which require zero tolerance for quarantine diseases in certified tubers.

This paper discusses China’s “double burden reduction” policy and its impact on student’s academic performance, especially in mathematics this subject. The discussion covers the background of the specific policy, the controversies in its implementation, and previous research on its impact. The study aimed to explore the effect of policy on student performance in mathematics—the methodology involved semi-structured interviews with 26 participants, mainly conducted in Yuncheng City, Shanxi Province. The research result shows the implementation of the double reduction policy, especially in reducing homework, has largely been well received whereas the policy has had little impact onstudents’academic performance in mathematics. The interaction of this provision with the double reduction policy and its specific impact awaits further observation and research.