<p>Mathematics learning in elementary school faces challenges in improving student outcomes because of the conventional teaching methods. The limited integration of technology in the learning process results in low student engagement and suboptimal conceptual understanding. This study aims to determine the impact of using Wordwall learning media to improve the math learning outcomes of third-grade students. This research uses a quasi-experimental method with instruments in the form of test questions. Data collection techniques were carried out through tests and observations. This research was conducted at one of the elementary schools in the city of Yogyakarta, Indonesia. The research sample involved students in two classes; each class had 30 students. The research findings show that there is a difference in the average learning outcomes between the two classes. The experimental class obtained an average score of 89.60, while the control class achieved an average score of 83.33. The increase in the average score of the experimental class was higher than that of the control class. The results of this study it was found that the significance level of the research results is 0.013 < 0.05. It means that the use of Wordwall learning media affects students' mathematics outcomes.</p>

<p><em>Students' failure to grasp mathematical concepts can impede their mastery of learning standards, necessitating remedial efforts often constrained by time. Video-based remedial learning emerges as an innovative solution to enhance learning effectiveness. This study assessed the improvement in student outcomes following video-based remedial learning. Using an experimental pretest-posttest design, the study involved 100 Year 11 and 12 students from a public high school in Sukamakmur, Aceh Besar, Indonesia. Data analysis, via N-Gain score and t-tests, revealed three key findings: (1) a notable improvement in student outcomes after video-based remedial learning on trigonometric comparisons, (2) a greater enhancement in science classes compared to social studies classes, and (3) a higher increase in Year 12 compared to Year 11. The results affirm that video-based remedial learning positively impacts students' understanding of trigonometric functions</em></p>

<em>There are still many students who need help solving mathematical- problems. The need for attractive, easy-to-understand, and culture-based learning is essential for students. The objectives of this research are as follows: 1) to determine the stages of development of ethnomathematics-based e-modules, and 2) to find out whether ethnomathematics-based e-modules can improve problem-solving abilities at state junior high school 10 Metro. The research method uses a design research and development study type, including preliminary and prototyping stages (formative evaluation). According to the subject matter, media, and cultural experts, it is "highly feasible". Suggestions and comments from revised validators display feasibility. Meanwhile, the attractiveness of the e-module is evident in how students effectively use it. The results of the N-gain value analysis with an average of 0.8 indicates that ethnomathematics-based e-modules can significantly improve students' problem-solving abilities with high criteria. The e-module has met the criteria as a suitable medium for learning.</em>

<p>This research was conducted in one of the elementary schools in the Wates, Kulon Progo area. This study aims to develop learning media based on snakes and ladders mathematics Augmented Reality for fifth grade students and describes the feasibility of mathematics-based snakes and ladders learning media Augmented Reality for fifth grade students. This development research uses the ADDIE development research model which is modified into three steps, namely Analysis, Design and Development. The methods used are qualitative methods and quantitative methods. The results showed that the learning media for snakes and ladders is mathematics based Augmented Reality meets the eligibility criteria as evidenced by the validation results of media experts getting an average score percentage of 99.57% with the "Very Eligible" criteria, the material expert validation results get an average score percentage of 94.29% with the "Very Eligible" criteria and the results of the questionnaire the media trial obtained an average score of student responses as a whole, namely 96.54% with the "Very Good" criterion. Then, the results of observations and interviews showed that teachers and students gave a positive response to the mathematics-based snakes and ladders media Augmented Reality. Thus, learning media based on snakes and ladders mathematics Augmented Reality can be used as an alternative learning media in class V elementary school.</p>

<p>Many universities apply student support services to undergraduate (UG) students, but some postgraduate (PG) cases need it. South African universities have intensified PG admissions. PG students admitted with a minimum admission mark are not PG-ready. For the Bachelor of Science Honours (BSc Honours) in Statistics (Stats) that requires intense Math conceptual knowledge to apply to Stats concepts, where competition is high, only top students can be competitive. In South Africa, the job market prioritizes graduates from historically white higher education institutions (HEIs), and formerly black and newer university graduates’ struggle. Non-stop students from the latter universities are not easily employed, so they need a stimulus. This study focuses on BSc Honours (Stats) students who perform low for intervention to improve their performance. Measures were proposed for student conduct and behavior to enable lecturers to constantly stimulate the teaching and monitor and evaluate progress while continuously assessing the students. The study followed an experimental design. Students were ordered to practice with module exercises using statistical software packages in the computer laboratory. Exceedingly high pass rates of 100% were realized. The methods were viewed as effective and beneficial.</p>

<p><em>Mathematical refractive thinking ability</em><em> must </em><em>be given in every lecture because it is needed in decision making. This study aims to produce a quality mathematical refractive thinking ability instrument, especially for calculus material. Instrument quality is measured in terms of validity and reliability. Content validity, con</em><em>s</em><em>tr</em><em>u</em><em>ct validity and face validity were assessed by three material experts. The instrument was tested </em><em>by</em><em> 32 mathematics education students to measure empirical validity and reliability. This research resulted in three items of mathematical refractive thinking ability tests that are valid and have instrument reliability in the medium category.</em><em></em></p>

The purpose of this study is to determine wether the improvement of students' mathematical communication skills using the IMPROVE learning model is better than the improvement of students' mathematical communication skills using the conventional method, and also to find out the students' thinking habits towards mathematics learning through the IMPROVE learning model. This research was conducted at SMPN 1 Bojongpicung grade VII of the 2018-2019 school year. The method used is a quasi experiment method with nonequivalent pretest-posttest control group design research. This research involved a sample of 64 students divided into two classes . One class as the experimental group that received learning with the IMPROVE learning model and then another one as the control group that was used the ordinary learning method . Sampling is done by purposive sampling technique. To get the data of the research results , the researcher used a mathematical communication ability test instrument and questionnaire for students' thinking habits. Data processing enhances students' mathematical communication skills using Mann Whitney, habitual data thinking students use the percentage of answers for each student. Based on data analysis, the improvement of students' mathematical communication skills using the IMPROVE learning model is better than increasing students' mathematical communication skills using conventional method , and students' thinking habits are positive towards the learning mathematics using the IMPROVE learning model.

This study aims to determine the students’ learning outcomes, students’ activities and students’ response of Osborn model with the Brainstorming technique using the matlab application in the numerical method subjects, especially in the roots of nonlinear equations material. This research is descriptive research with a qualitative approach. The subjects in this study were 6 students of sixth semester. Data collected are through observation of student activities, test questions and student response sheets. While data analysis techniques are carried out using the mean and percentage formulas. The results showed that at the 1st meeting the mean student activity reached 84,5%, the second meeting reached 95,2%, and the 3rd meeting reached 98,2%. Student learning outcomes are the lowest 81 and the highest is 93.5. While the percentage of student responses 93.3% is very good category. From the results of this study, it can be concluded that Osborn Learning Model with the Brainstorming technique by applying matlab application is effective on student learning outcomes in numerical method subjects.

The ability of mathematical communication is contained in the curriculum and objectives of mathematics learning. Through mathematical communication is expected to improve students abilities of mathematical concepts. The purpose of this study is to determine the level of mathematical communication ability of junior high school students on the material system of two linear equations. This research is a descriptive research with qualitative approach. The study time was held in the even semester of the academic year 2017/2018. The subjects of the study were students of SMP class VIII in Cimahi city as many as 33 students. Data collection methods used are test methods, observation and documentation. Based on the results of data analysis showed the students mathematical communication ability of SMP on linear equation system two variables were obtained: (1) students ability in reflecting real objects, drawings and diagrams into mathematics idea with percentage of 81,08%; (2) students ability to explain ideas, situations and mathematical relations both orally and in writing using real objects, images, graphs and algebraic expressions with percentage of 33,33%; (3) the ability of students to declare daily events in language or mathematical symbols or to construct an event mathematical model of 18.18%; (4) students ability in explaining and making math questions studied for 7.58% and (5) students ability in making conjectures, formulating arguments, formulating definitions and generalizations of 7.58%.