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Journal articles on the topic 'Educational: Mathematics and numeracy'

Author: Grafiati

Published: 26 July 2024

Last updated: 31 July 2025

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1

Adelia, Viona, Ratu Ilma Indra Putri, and Zulkardi Zulkardi. "A systematic literature review: how do we support students to become numerate?" International Journal of Evaluation and Research in Education (IJERE) 13, no. 3 (2024): 1816. http://dx.doi.org/10.11591/ijere.v13i3.26849.

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<span lang="EN-US">Numeracy is the essential skill for life situations that involve mathematical elements and developing students’ numeracy skills is considered a primary goal of mathematics education. Despite its importance, numeracy can be challenging to teach, and it is not a guaranteed result of classroom mathematics learning. Through a systematic literature review, 35 studies about supporting students in becoming numerate in classrooms or courses are explored, this literature review also explained abilities included as numeracy, recommendations for teachers are given as well as some

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Falcunaya, Bernadette Casto. "Instruction of Mathematics Teachers Toward Numeracy Management Program." Education Reform and Development 5, no. 1 (2023): 1–14. http://dx.doi.org/10.26689/erd.v5i1.5454.

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Numeracy education stands as a pivotal component of the educational landscape, necessitating attention from both administrators and teachers. To facilitate the ongoing improvement of teachers’ numeracy instructional skills, it becomes imperative to confront the barriers hindering students’ attainment of educational objectives. The purpose of the study was to evaluate the numeracy instruction provided by mathematics teachers, with an emphasis on its impact on curriculum and pedagogy enhancement. Additionally, it identified issues in the management of numeracy instruction, forming the foundation

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Maher, Marguerite. "Home-School Partnership within Mathematics Intervention." Australasian Journal of Early Childhood 32, no. 3 (2007): 48–58. http://dx.doi.org/10.1177/183693910703200308.

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THE NUMERACY PROJECT, as implemented in New Zealand, aims to enhance the numeracy achievement of all students and to foster parental involvement in their children's mathematics learning. This paper reports the findings of a study that took place at a high socioeconomic status primary school in New Zealand with teachers and parents of Years 1 and 2 students. Findings showed that teachers felt more confident in their ability to teach literacy than to teach numeracy. They also believed they were not fully meeting the needs of the lower achievers in mathematics. Partnership with parents in the tea

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Lestari, Dewi Wulan, Heni Khaerunnisa, Yayu Fitriyatul Fu’adah, Laylatul Hisda, and LL Gede Damar Wulan. "Pengenalan Pembelajaran Berbasis Game Edukatif untuk Meningkatkan Kemampuan Numerasi di SDN 39 Mataram." Rengganis Jurnal Pengabdian Masyarakat 4, no. 2 (2024): 309–17. https://doi.org/10.29303/rengganis.v4i2.471.

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Characteristics of Indonesian students tend to easily get bored when learning with monotonous methods such as lecturing, especially in mathematics education. Students tend to comprehend learning materials more easily through interactive media combined with educational games. Implementing mathematics learning through educational games makes students happier and less prone to boredom, thereby motivating them to study more diligently. This Community Service project aims to determine the effectiveness of educational game-based learning on elementary school students' numeracy abilities. The project

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Clerkin, Aidan, and Katie Gilligan. "Pre-school numeracy play as a predictor of children’s attitudes towards mathematics at age 10." Journal of Early Childhood Research 16, no. 3 (2018): 319–34. http://dx.doi.org/10.1177/1476718x18762238.

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Numeracy activities in early childhood have been linked to children’s mathematical performance in subsequent years. However, few studies have examined associations between early numeracy play and children’s subsequent attitudes towards mathematics. This study draws on the Trends in International Mathematics and Science Study (TIMSS) 2011 assessment to provide a retrospective snapshot of pre-school numeracy play reported by the parents of 10-year-old children (N = 4560). Most children were found to have engaged frequently in some form of early numeracy activity. However, children from lower soc

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Delima, Nita, Endang Irawan Supriyadi, and Mimin Aminah. "GEOGEBRA-ASSISTED LEARNING, DOING, AND REPEATING (LDR) MODEL TO DEVELOP COMMUNITY NUMERACY SKILLS." Kalamatika: Jurnal Pendidikan Matematika 10, no. 1 (2025): 67–78. https://doi.org/10.22236/kalamatika.vol10no1.2025pp67-78.

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In the Society 5.0 era, strong numeracy skills are essential for processing complex data and making informed decisions. However, the numeracy levels of the Indonesian population remain relatively low, underscoring the need for effective educational interventions. This study investigates the effectiveness of the Learning, Doing, and Repeating (LDR) model, supported by GeoGebra, in developing community-based numeracy skills. The LDR model structures learning through iterative cycles: initial instruction (Learning), direct application (Doing), and reinforcement (Repeating), with GeoGebra facilita

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Zaura, Bintang, Siti Fatimah, Suhartati Suhartati, Mukhlis Hidayat, Nurul A'la, and Fahlida Harnita. "Development of Realistic Mathematics Education-based Numeracy Test Instrument with Maritime Context for Junior High School Students in Banda Aceh, Indonesia." Kreano, Jurnal Matematika Kreatif-Inovatif 16, no. 1 (2025): 44–61. https://doi.org/10.15294/kreano.v16i1.12608.

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Indonesia has changed its national student assessment approach, focusing on literacy-based assessment in 2021. Numeracy skills are a critical component of this framework, requiring valid, practical, and effective instruments for their evaluation. This study investigates the development and feasibility of numeracy test instruments contextualized within a maritime framework and grounded in Realistic Mathematics Education (RME). Using Tessmer's Research and Development (R&D) method, the study followed four stages: self-evaluation, expert review, one-to-one testing, small group testing, and fi

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Salim, Ratu Bunga Prawesti Arie, Alfisyahrina Hapsery, and Maria Trifonia Yanti Diwus. "KLASIFIKASI FAKTOR-FAKTOR YANG MEMPENGARUHI KEMAMPUAN NUMERASI SISWA DI SDK SURABAYA MELALUI MEDIA PEMBELAJARAN ULAR TANGGA DENGAN METODE REGRESI LOGISTIK BINER DAN SVM." Jurnal Gaussian 14, no. 1 (2025): 85–96. https://doi.org/10.14710/j.gauss.14.1.85-96.

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Elementary education is crucial in developing students' cognitive abilities, particularly numeracy skills essential for mathematics and daily life. Despite a curriculum designed to enhance numeracy, many students struggle with basic arithmetic concepts. Effective and engaging teaching methods, such as educational games, are needed. The Kampus Mengajar program, part of the Merdeka Belajar Kampus Merdeka (MBKM) policy, involves university students in elementary school learning, including at SDK St. Aloysius Surabaya. In this program, the snakes and ladders game serves as an educational tool to i

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Gilligan-Lee, Katie A., Elian Fink, Lewis Jerrom, et al. "Building Numeracy Skills: Associations between DUPLO® Block Construction and Numeracy in Early Childhood." Journal of Intelligence 11, no. 8 (2023): 161. http://dx.doi.org/10.3390/jintelligence11080161.

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Research shows that children’s block construction skills are positively associated with their concurrent and later mathematics performance. Furthermore, there is evidence that block construction training is particularly beneficial for improving early mathematics skills in children from low-Socio Economic Status (SES) groups who are known to have lower maths performance than their peers. The current study investigates (a) the association between block construction and mathematics in children just before the start of formal schooling (4 years-of-age in the UK) and (b) whether the association bet

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Adrillian, Hendrisa, Nizaruddin Nizaruddin, and Aurora Nur Aini. "Pengembangan Game Edukasi Matematika Berbasis Aplikasi Android untuk Meningkatkan Kemampuan Literasi Numerasi Siswa SMP." Jurnal Kualita Pendidikan 4, no. 1 (2023): 72–81. http://dx.doi.org/10.51651/jkp.v4i1.379.

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Interactive learning media can be used as a learning tool to improve the numeracy literacy skills of junior high school students, one of which is educational games. Educational games are games that contain educational content and are used to make it easier for students to understand the material provided. Development research using the ADDIE model was used to develop numeracy literacy educational games for junior high school students on statistics material. The population of this study were students of class VIII SMP Kesatrian 1 Semarang. The sample of this research is class VIII A, VIII C, an

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Francisco, Pearl Kathlene D., Noime B. Anating, Shainamhee E. Apurillo, Psyche B. De La Pena, April Rose C. Espinosa, and Pretzyll Hope T. Tumlos. "Numeracy Skills and Academic Performance of Elementary Learners." International Journal of Research and Innovation in Social Science IX, no. III (2025): 3720–48. https://doi.org/10.47772/ijriss.2025.90300295.

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This study was conducted to determine the level of numeracy skills and academic performance in Mathematics of Grade VI learner’s regular class of Barotac Nuevo Central Elementary School, School Year 2023-2024. The study included a sample of sixty-nine (69) respondents using random sampling technique by using fishbowl method. The researchers utilized adapted standardized test questionnaire consisting of 60-item test to gather the data. Statistical tools such as mean, standard deviation, t-test, ANOVA and pearson -r were employed at a significance level 0.05. The result revealed that there is a

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Collison, Judith. "Using Performance Assessment to Determine Mathematical Dispositions." Arithmetic Teacher 39, no. 6 (1992): 40–47. http://dx.doi.org/10.5951/at.39.6.0040.

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The proliferation of information and information technology demands educational change, especially in mathematics. The emphasis must shift from mere acquisition to the use of information to deepen mathematical understanding and appreciation. The NCTM 's Curriculum and Evaluation Standards (1989) envisions a new curriculum. Among its goals are the development of “mathematical power,” or “numeracy” (National Research Council 1989) and an appreciation of the beauty and power of mathematic (NCTM 1989). Mathematics instruction must not merely expand students' knowledge of mathematics but must also

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Carpenter, Rob Edwin, Leanne Coyne, Dave Silberman, and Jody Kyoto Takemoto. "Enhanced numeracy skills following team-based learning in United States pharmacy students: a longitudinal cohort study." Journal of Educational Evaluation for Health Professions 19 (October 27, 2022): 29. http://dx.doi.org/10.3352/jeehp.2022.19.29.

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Purpose: The literature suggests that the ability to numerate cannot be fully understood without accounting for the social context in which mathematical activity is represented. Team-based learning (TBL) is an andragogical approach with theoretical links to sociocultural and community-of-practice learning. This study aimed to quantitatively explore the impact of TBL instruction on numeracy development in 2 cohorts of pharmacy students and identify the impact of TBL instruction on numeracy development from a social perspective for healthcare education.Methods: Two cohorts of students were admin

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Sripatmi, Sripatmi, Nyoman Sridana, Arjudin Arjudin, and Junaidi Junaidi. "Studi Kasus: Media Pembelajaran Interaktif dalam Meningkatkan Kemampuan Numerasi Siswa dengan Integrasi GeoGebra dan Website." Mandalika Mathematics and Educations Journal 7, no. 1 (2025): 179–203. https://doi.org/10.29303/jm.v7i1.7898.

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This research is motivated by the low numeracy skills of students in Indonesia, particularly in mathematics, with only 28% achieving proficiency at Level 2, far below the OECD average. The research problem includes questions about the effectiveness of Interactive Mathematics Learning Media (GeoGebra and Website) in improving students' numeracy skills in Geometry Transformation material. The aim of the research is to evaluate the effectiveness of this learning media, and the results are expected to provide an alternative for teachers in enhancing students' numeracy skills, which is crucial in a

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Alabat, Ruben Leo D., and Douglas A. Salazar. "Learners and Teachers’ Perception of Integrating Cauchy-Vedic Mathematics in the Classroom." International Journal of Research and Innovation in Applied Science X, no. V (2025): 187–200. https://doi.org/10.51584/ijrias.2025.100500019.

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Cauchy-Vedic Mathematics is an iterative process to solving systems of linear equation in two variables. This study examines the learners and teachers’ perspective on the potential benefits and challenges on incorporating Cauchy-Vedic mathematics to the classroom and its relevance to learners’ numeracy skills. This sought to identify the perceived benefits, advantages and relevance of Cauchy-Vedic mathematics on the numeracy skills of the learners and identify potential barriers and challenges in incorporating Cauchy-Vedic mathematics to teaching mathematics. Through a qualitative approach, si

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Marcaida, Aivee Manangan. "IMPLEMENTATION OF THE NATIONAL MATHEMATICS PROGRAM (NMP) AND PRIMARY LEARNERS’ NUMERACY SKILL LEVELS: FOUNDATION FOR AN ENHANCED MATHEMATICS INSTRUCTIONAL PROGRAM." International Journal of Education Humanities and Social Science 08, no. 02 (2025): 979–1004. https://doi.org/10.54922/ijehss.2025.0966.

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The National Mathematics Program (NMP) was designed to improve the numeracy skills of primary learners across the Philippines, focusing on enhancing the effectiveness of mathematics instruction in elementary schools. Despite its widespread implementation, there remains a need to assess the actual impact of the NMP on primary learners' numeracy skill levels, particularly in the Masinloc District, Schools Division of Zambales. This study aimed to determine the implementation of the NMP and the numeracy skill levels of primary learners in Masinloc District during the School Year 2024-2025. Using

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Surya Sari Faradiba, Sikky El Walida, Surahmat, et al. "Numeracy Skills Assistance for Undocumented Children." International Journal of Community Service Learning 7, no. 3 (2024): 344–51. http://dx.doi.org/10.23887/ijcsl.v7i3.66811.

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Numeracy is the ability to understand and use numbers and mathematical concepts in everyday life. Santri in An Nahdhoh may have problems with their numeracy skills due to various factors, including limited access to quality educational resources, traditional teaching methods that may not effectively foster understanding of mathematics, potential curriculum priorities that prioritize religious education over mathematics, language barriers, and a lack of tailored support for individual skills gaps. Students' willingness to learn numeracy skills can also be influenced by socio-economic limitation

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Abella, Julanie L., Osias Kit T. Kilag, Recel M. Omayan, Jocyn T. Sepada, Josephus R. Nabong, and Winjelly C. Lopez. "Strategic Numeracy Leadership: A Blueprint for School Improvement." International Multidisciplinary Journal of Research for Innovation, Sustainability, and Excellence (IMJRISE) 1, no. 1 (2024): 143–49. https://doi.org/10.5281/zenodo.11032421.

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Abstract: This study investigates numeracy improvement in educational contexts, emphasizing the crucial role of school leadership, diverse strategies for enhancement, systemic approaches to challenges, and the validation of a practical Numeracy Improvement Guide. The findings underscore the significance of effective leadership in setting expectations, fostering collaboration, and supporting teachers for successful numeracy initiatives. Diverse strategies, including real-world contextualization, problem-solving emphasis, visual representation utilization, and innovative teaching methods, provid

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Getenet, Seyum Tekeher. "Teachers’ Knowledge Framework for Designing Numeracy Rich Tasks across Non-Mathematics Curriculum Areas." International Journal of Education in Mathematics, Science and Technology 10, no. 3 (2022): 663–80. http://dx.doi.org/10.46328/ijemst.2137.

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There is a consensus that numeracy is important for students to develop logical thinking and reasoning strategies in their everyday activities. As a result, teachers are encouraged to design numeracy rich tasks that incorporate real-life contexts across non-mathematics curriculum areas. However, it is not clear what types of knowledge teachers require to design such tasks. In this study, the authors used the stepwise generalization method and developed a framework for the knowledge required by teachers to design numeracy rich tasks across non-mathematics curriculum areas. The study begins with

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Liu, Allison S., Teomara Rutherford, and Sarah M. Karamarkovich. "Numeracy, cognitive, and motivational predictors of elementary mathematics achievement." Journal of Educational Psychology 114, no. 7 (2022): 1589–607. http://dx.doi.org/10.1037/edu0000772.

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Herra Aprillia Sabrina, Yoppy Wahyu Purnomo, Fery Muhamad Firdaus, and Danuri. "Exploring Higher Education Students' Self-Efficacy: How Self-Efficacy Dimensions Influence Numeracy." Al-Bidayah : Jurnal Pendidikan Dasar Islam 16, no. 2 (2024): 349–68. https://doi.org/10.14421/al-bidayah.v16i2.10166.

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Numeracy is associated with students' self-efficacy, and it is crucial to examine the elements affecting numeracy proficiency, particularly behavior, including self-efficacy. A lack of research amalgamates both dimensions, encompassing the reciprocal impacts and the impact of contextual factors like gender and educational background. This study seeks to ascertain the influence of mathematics self-efficacy aspects on numeracy among elementary school teacher education students in the Yogyakarta region. The sampling method employed was non-probability sampling, specifically utilizing a convenienc

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Krisdianti, Nining, Darfi Hani, Fitri Raya, and Rosisa Sukaisih. "Developing Students' Literacy and Numeracy Skills in the School Environment." PPSDP International Journal of Education 4, no. 1 (2025): 36–51. https://doi.org/10.59175/pijed.v4i1.373.

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This study aims to explore deeper understanding of effective ways to develop literacy and numeracy skills in the school environment. The writing of this article uses a literature review research method, which is carried out by collecting various relevant research articles on the topic of developing literacy and numeracy in students in schools. In this study, researchers inventory relevant concepts to understand how numeracy skills can develop in students and the factors that influence them in the school environment. The results of the literature study found that various effective ways to devel

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Ferrer, Flordeliza B., Jojo I. Baltazar, Gina Fe S. Legaspi, et al. "Assessment of the Numeracy Tutorial Service of Project KaISIPnayan: Inputs to the Sustainable Extension Program." Journal of Elementary and Secondary School 2, no. 1 (2024): 86–98. http://dx.doi.org/10.31098/jess.v2i1.2093.

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This study provides an overview of an assessment conducted on the numeracy tutorial service, namely Project KaISIPnayan. This study aims to evaluate the effectiveness and sustainability of the program, with the objective of enhancing its extension initiatives. By examining the inputs required for a sustainable extension program, this assessment provides valuable insights into the long-term viability and impact of the numeracy tutorial service. The research employs a mixed-methods approach that combines data analysis and qualitative analysis. The quantitative phase entails delivering pre- and p

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Evelyn, B. Lumando Evelyn B., Glymn T. Bitonga, Shiela Marie A. Tañola, Amelyn T. Cañete, Janet M. Clemente, and Osias Kit T. Kilag. "Exploring the Influence of Home Numeracy Environments on Children's Mathematical Skills." International Multidisciplinary Journal of Research for Innovation, Sustainability, and Excellence (IMJRISE) 1, no. 3 (2024): 150–56. https://doi.org/10.5281/zenodo.11069193.

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Abstract: This systematic review investigates the relationship between home numeracy environments and children's mathematical skills. Through a comprehensive synthesis of existing literature, the study highlights the critical role of home numeracy experiences in shaping children's mathematical development. The review reveals a consistent pattern of evidence indicating a positive association between home numeracy environments and children's mathematical proficiency. Longitudinal studies underscore the enduring effects of early exposure to numeracy activities in the home, emphasizing the importa

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Safitri, Anis Suraida. "Pembiasaan Literasi Numerasi dalam Pembelajaran Matematika di MA Al-Mahrusiyah." Griya Journal of Mathematics Education and Application 3, no. 2 (2023): 295–302. http://dx.doi.org/10.29303/griya.v3i2.339.

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Numeracy literacy has not been applied optimally so that the numeracy literacy score of students from PISA is low. The low numeracy literacy skills can be overcome by organizing learning that facilitates students to have numeracy literacy. The research objectives in this study are: 1) to describe mathematics learning strategies in numeracy literacy habituation. 2) to describe the interaction of students and teachers in habituation of numeracy literacy. The type of research used by researchers is qualitative research. This research was conducted at MA Al-Mahrusiyah class X (Phase E) in the firs

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Ika Febriana, Ameliya Ameliya, Cindy Angelina Saragi Napitu, Mutia Agustin Purba, and Yumna Khairi Amani Piliang. "Analisis Pengaruh Literasi Membaca Terhadap Kemampuan Matematika Di Tinjau Dari Data PISA 2022." Algoritma : Jurnal Matematika, Ilmu pengetahuan Alam, Kebumian dan Angkasa 2, no. 4 (2024): 230–35. http://dx.doi.org/10.62383/algoritma.v2i4.122.

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This research focuses on the relationship between reading and mathematics abilities using PISA 2022 data. The importance of literacy and numeracy as the main foundation for student development is the starting point for this research. In the midst of Indonesia's challenges in building a culture of literacy, especially at the elementary school level, this research explores the relationship between reading and mathematics abilities through analysis of PISA 2022 data. Secondary data from the PISA 2020 survey and regression analysis techniques are used to explore this relationship. The analysis res

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Campetti, Pedro Henrique de Morais, and Beatriz Vargas Dorneles. "Uma Revisão Integrativa e Exploratória da Literatura para os Termos Numeralização, Numeramento e Numeracia." Bolema: Boletim de Educação Matemática 36, no. 72 (2022): 308–31. http://dx.doi.org/10.1590/1980-4415v36n72a14.

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Resumo Numeracy é um termo que passa a ser utilizado no campo da Educação Matemática em 1959, no Reino Unido, como análogo à literacy . Em português, surgiram na literatura três traduções para numeracy , são elas: numeralização, numeramento e numeracia. Além disso, outras expressões existem que, em alguns casos, são usadas como aproximações ou traduções para numeracy . Desse modo, este artigo busca fazer uma revisão integrativa e exploratória da literatura acadêmica em português, tendo por objetivo geral entender as razões que explicam o surgimento e existência das três traduções apresentadas

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Afrianti, Rosa, and Ika Budi Maryatun. "UTILIZATION OF EDUCATIONAL GAMES AS LEARNING MEDIA: RECOGNIZE THE CONCEPT OF NUMBERS." JURNAL EDUSCIENCE 12, no. 2 (2025): 592–604. https://doi.org/10.36987/jes.v12i2.6833.

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Purpose – This study explores the effectiveness of Android-based educational games in improving young children's number concept recognition. It examines key design elements contributing to successful early numeracy development and compares game-based learning with traditional teaching methods. The study also identifies challenges and opportunities in implementing digital games in early childhood mathematics education.Methodology – A Systematic Literature Review (SLR) was conducted following the PRISMA framework, including identification, screening, eligibility, and inclusion stages. Studies fr

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Morrison, Susan, and Lyn McLafferty. "Bridging the gaps in mathematics and numeracy: Supporting schools in practitioner research." Educational and Child Psychology 35, no. 2 (2018): 93–107. http://dx.doi.org/10.53841/bpsecp.2018.35.2.93.

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AimThis project aimed to explore the effectiveness of a model of service delivery to enhance practitioner research skills, focusing on the identification of interventions to bridge attainment gaps in mathematics and numeracy.MethodSixteen practitioners from 13 schools attended 12 sessions across an academic year. The sessions incorporated a combination of research skills and learning and teaching pedagogy to support mathematics and numeracy attainment (the term mathematics is used throughout to incorporate mathematics and numeracy).FindingsFour diverse projects were developed and led by the pr

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Basannang, Siti Mariani, Mohamad Rizal Nur Irawan, and Handariyatul Maimunah. "THE IMPACT OF THE 7th BATCH TEACHING CAMPUS PROGRAM ON THE TRANSFORMATION OF THE LEARNING ENVIRONMENT AT TIKUNG ISLAMIC JUNIOR HIGH SCHOOL: IMPROVING LITERACY, NUMERACY, AND A QUALITY LEARNING ENVIRONMENT." Journal of Social Comunity Services (JSCS) 1, no. 3 (2024): 304–16. https://doi.org/10.61796/jscs.v1i3.222.

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Objective: This study examines the impact of the 7th Batch Teaching Campus Program, part of the Merdeka Belajar Kampus Merdeka (MBKM) initiative, on enhancing literacy, numeracy, and the overall learning environment at Tikung Islamic Junior High School. Methods: Employing a combination of observation, discussion, and program implementation, university students collaborated with school staff to design activities such as literacy and numeracy games, interactive media, and teacher training. This structured work program, developed through the School Communication and Coordination Forum (FKKS), inc

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Bryant, Diane Pedrotty, Kathleen Hughes Pfannenstiel, Brian R. Bryant, et al. "Improving the Mathematics Performance of Second-Grade Students with Mathematics Difficulties through an Early Numeracy Intervention." Behavior Modification 45, no. 1 (2019): 99–121. http://dx.doi.org/10.1177/0145445519873651.

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The purpose of this study was to determine the effects of an early numeracy Tier 2 intervention on the mathematics performance of second-grade students with persistent mathematics difficulties. Whole number content and instructional design features were used to boost performance in second-grade early numeracy concepts and skills. Researchers employed a pretest-posttest control group design with randomized assignment of 83 students to the treatment condition and 38 students to the comparison condition. The research team’s mathematics interventionists delivered instruction four days per week for

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Setiawan, Bramianto, Irma Nur Muharani, M. Zainal Arifin, and Didit Ardianto. "PROBLEMATIC NUMERICAL LITERACY IN ELEMENTARY SCHOOLS: SYSTEMATIC LITERATURE REVIEW." INVENTA 8, no. 1 (2024): 55–65. http://dx.doi.org/10.36456/inventa.8.1.a8724.

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One of the skills that is the main focus in facing the era of society 5.0 is numeracy literacy. Unfortunately, the results of the Program for International Student Assessment (PISA) show that the numeracy literacy skills of students in Indonesia are still relatively low in general. To overcome this, educators need to understand the factors and solutions that can affect the low numeracy literacy of students, especially elementary schools. Therefore, the purpose of this study is to collect, summarize and analyze the problematic components of numeracy literacy in elementary schools through the Sy

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Im, Soo-hyun. "The Development of Numeracy Skills in Lower Elementary School Students who Experienced COVID-19 Pandemic-related School Adjustments." Korean Association For Learner-Centered Curriculum And Instruction 25, no. 10 (2025): 186–99. https://doi.org/10.22251/jlcci.2025.25.10.186.

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Objectives The COVID-19 pandemic-related school adjustments have raised concerns about learning loss. To evaluate this concern, the study analyzed the development of numeracy skills in lower elementary school students who experienced the COVID-19 pandemic. Methods The study compared the numeracy skills and their development in children entering elementary school in 2020, who faced more school disruptions, with those entering elementary school in 2021, who experienced fewer disruptions. Children completed three online measures of numeracy skills: a number line estimation task, a multiplication

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Isnaini, Ahmad. "Asesmen Kompetensi Minimum Ditinjau Secara Filsafat Pendidikan." Idealmathedu: Indonesian Digital Journal of Mathematics and Education 8, no. 2 (2021): 102–7. http://dx.doi.org/10.53717/idealmathedu.v8i2.300.

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Minimum Competency Assessment (AKM) is one of the improvements on the learning evaluation provided by the government so far. The AKM is implemented to measure the literacy and numeracy abilities of Indonesia students, due to the low achievement of the Program for International Student Assessment (PISA) and Trends in International Mathematics and Science Study (TIMSS). This article is a literature study discussing AKM from the Educational Philosophy point of view, concerning the Ontology, Epistemology, and Axiology of the AKM. The study concludes that AKM is feasible to implement for improving

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Smith, Charlotte, and Davide Penazzi. "Triggering language and maths anxiety in non-medical prescribing students." Journal of Prescribing Practice 2, no. 5 (2020): 226–32. http://dx.doi.org/10.12968/jprp.2020.2.5.226.

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Maths anxiety is a debilitating fear of mathematics, which often stems from early learning experiences. Despite their ability to confidently perform complex numerical tasks, such as drug calculations, as an intrinsic part of their role, health professionals often disclose experiencing maths anxiety. Health professionals who have returned to education to study non-medical prescribing are required to undertake a numeracy exam, which can trigger symptoms of maths anxiety. This study explores the use of language in teaching and learning numeracy with non-medical prescribing students, and identifie

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Via, Yustitia, Siswono Tatag, and Abadi Abadi. "The effect of mathematics self-efficacy on numeracy skills of prospective elementary school teachers." Cypriot Journal of Educational Sciences 16, no. 6 (2021): 3405–17. http://dx.doi.org/10.18844/cjes.v16i6.6590.

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Numeracy skills are the abilities to manage data and numbers to solve problems in various contexts of everyday life. However, numeracy skills of prospective elementary school teachers have not been satisfactory. One of the factors that influence numeracy skills is self-efficacy. Therefore, this study aims to investigate to what extent is the effect of self-efficacy on numeracy skills of prospective elementary school teachers. The type of this study was correlational research. In addition, the research population was prospective teachers in universities throughout Surabaya with a minimum accred

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Jumrah, Jumrah. "Exploring Numeracy Games as an Ice-Breaking Strategy: Impact on Mathematics Learning Achievements." Mandalika Mathematics and Educations Journal 7, no. 2 (2025): 813–26. https://doi.org/10.29303/jm.v7i2.9240.

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students frequently perceive it as intimidating, monotonous, and challenging. Indonesian learners achieved merely 366 points in mathematics assessments, representing a decline from previous PISA evaluations between 2015-2018. This performance falls substantially below the standard range of 465-475 points, primarily due to widespread negative attitudes toward mathematics among students. Students' lack of enthusiasm for mathematical studies creates aversion and anxiety, hindering their learning experience. To combat these negative emotions, educators must implement engaging teaching strategies t

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Muir, Tracey. "It's in the bag: Parental involvement in a numeracy at-home program." Australasian Journal of Early Childhood 37, no. 2 (2012): 27–33. http://dx.doi.org/10.1177/183693911203700205.

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THIS PAPER DESCRIBES A project conducted with the parents of children in early childhood classes from two different district high schools 1 . The project investigated the perceptions held by these parents in relation to mathematics education, and used an intervention program designed to encourage them to engage in numeracy activities with their child. Preliminary results indicated that, although the parents were not necessarily familiar with contemporary numeracy classroom practices, they were able to describe and evaluate their children's mathematical understandings. The findings add to the l

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Anderson, Diane Downer, and Eva Gold. "Home to School: Numeracy Practices and Mathematical Identities." Mathematical Thinking and Learning 8, no. 3 (2006): 261–86. http://dx.doi.org/10.1207/s15327833mtl0803_4.

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Febryanti, Afrina Maya, Uki Suhendar, and Wahyudi Wahyudi. "The Jarimatics Method in Improving Students' Numeracy Skills." Al-Hayat: Journal of Islamic Education 7, no. 2 (2023): 413. http://dx.doi.org/10.35723/ajie.v7i2.411.

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This study explores students' understanding before and after applying the jarimatics method in learning mathematics, considering Islamic educational models or perspectives. This objective involves understanding how the jarimatics method can enrich an Islamic education-based learning approach and identifying its impact on improving students' numeracy skills in basic number operations. The research method uses quantitative research. The number of subjects is 20 grade 1 students of PPWNI Klang divided into two experimental groups of 10 and a control group of 10. This study's results indicate that

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Mononen, Riikka, Pirjo Aunio, Tuire Koponen, and Mikko Aro. "A Review of Early Numeracy Interventions for Children at Risk in Mathematics." International Journal of Early Childhood Special Education 6, no. 1 (2014): 25. http://dx.doi.org/10.20489/intjecse.14355.

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Jarnawi A. Dahlan, Dadang Juandi, Lukman, Nusrotul Bariyah, and Amelia Defrianti Putri. "The Minimum Competency Assessment Model Instrument Development Training for MTs Mathematics Teachers in Bandung." International Journal of Community Engagement Payungi 5, no. 1 (2025): 1–14. https://doi.org/10.58879/ijcep.v5i1.58.

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The Minimum Competency Assessment (AKM) is followed by students and is designed to measure reading and numeracy literacy as a cognitive learning outcome. In its development, AKM adopts the assessment system carried out by the OECD through PISA, so that it was first implemented and even now, in general, teachers still do not understand AKM which is based on numeracy literacy, and have not been able to develop measurement instruments according to standards. For the fulfillment of quality educational services for the community through improving the competence of teachers in AKM, community service

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CORNELIUS, MICHAEL. "Graduate Numeracy." Teaching Mathematics and its Applications 10, no. 4 (1991): 151–53. http://dx.doi.org/10.1093/teamat/10.4.151.

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Ghazali, Munirah, Zurida Ismail, Zakiah Mohd Ashari, and Zainun Mustafa. "The Representation Strategies of Preschool Children When Solving Numeracy Task." Curriculum and Teaching 36, no. 2 (2021): 87–101. http://dx.doi.org/10.7459/ct/36.2.07.

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Identifying and addressing the knowledge gap in early numeracy is crucial, given the strong associations between early numeracy skills and later school success. The purpose of this study is to establish current viewpoints and ideas on children’s numeracy development via three forms of representation: manipulative, symbolic, and static. The Children’s Numeracy Task was used to assess eleven preschool children’s numeracy knowledge via a semi-structured interview. The task was also designed to be presented in the three mathematical representations: concrete, static, and symbolic. The findings ind

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Misnawati, Misnawati, Rahmi Hayati, Zuraini Zuraini, Eli Nofriati, and Yessi Kartika. "PELATIHAN PENGEMBANGAN LITERASI DAN NUMERASI TERHADAP GURU MTSS NURUL QURAN KABUPATEN BIREUEN PROVINSI ACEH." RAMBIDEUN : Jurnal Pengabdian Kepada Masyarakat 6, no. 3 (2023): 215–22. http://dx.doi.org/10.51179/pkm.v6i3.2156.

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Literacy and numeracy development are two important components in education that help individuals acquire the skills of reading, writing, understanding information, as well as abilities in mathematics and understanding numbers. These two skills are the basis for success in various aspects of life, including further education, career, and active participation in society. It is important to create an educational environment that supports literacy and numeracy development. The method for implementing community service activities went through several stages, namely pre-preparation, preparation, im

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Shvartsman, Marina, and Shelley Shaul. "The Role of Working Memory in Early Literacy and Numeracy Skills in Kindergarten and First Grade." Children 10, no. 8 (2023): 1285. http://dx.doi.org/10.3390/children10081285.

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The working memory system supports learning processes such as acquiring new information and the development of new skills. Working memory has been found to be related to both early literacy and early numeracy in kindergarten and to linguistic and mathematical academic skills at older ages, but the contribution of each of the memory components at these ages is not yet clear. The purpose of this study is to examine the unique connections among the various systems of WM, early literacy, and early numeracy using various assessment tests of simple WM and complex WM, as well as a variety of tasks in

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Foster, Matthew E., Jason L. Anthony, Doug H. Clements, Julie Sarama, and Jeffrey M. Williams. "Improving Mathematics Learning of Kindergarten Students Through Computer-Assisted Instruction." Journal for Research in Mathematics Education 47, no. 3 (2016): 206–32. http://dx.doi.org/10.5951/jresematheduc.47.3.0206.

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This study evaluated the effects of a mathematics software program, the Building Blocks software suite, on young children's mathematics performance. Participants included 247 Kindergartners from 37 classrooms in 9 schools located in low-income communities. Children within classrooms were randomly assigned to receive 21 weeks of computer-assisted instruction (CAI) in mathematics with Building Blocks or in literacy with Earobics Step 1. Children in the Building Blocks condition evidenced higher posttest scores on tests of numeracy and Applied Problems after controlling for beginning-of-year nume

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Apriliawan, Kadek Erik, I. Nyoman Shindu Yasa, I. Putu Agus Andika Putra, Katarina Ni Made Sonia Putri Wulandari, Ketut Arini, and Basilius Redan Werang. "Challenges and Strategies in Improving Numeracy for Grade V Students at SDN 4 Selat, Singaraja." Formosa Journal of Multidisciplinary Research 3, no. 7 (2024): 2363–78. http://dx.doi.org/10.55927/fjmr.v3i7.9551.

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This article aims to explore the challenges faced and the strategies implemented in improving the numeracy of class V students at SDN 4 Selat, Singaraja. With a qualitative approach, data is collected through in-depth interviews, classroom observations, and document analysis. The research results highlight several main challenges, such as limited educational resources, variations in student ability levels, lack of teacher training, non-conducive learning environments, and the digital divide. Strategies implemented to overcome these challenges include resource development, differential learning

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Clarion, Jennifer D. "Understanding the Challenges and Strategies of Elementary Teachers in Teaching Numeracy Skills." International Journal of Research in Interdisciplinary Studies 2, no. 6 (2024): 22–29. https://doi.org/10.5281/zenodo.12176866.

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This phenomenological study excavated the challenges and strategies of teachers in teaching numeracy particularly in New Corella District, Division of Davao del Norte. This also probed their coping mechanisms from the challenges they encountered, and their insights drawn from the findings of this study. Qualitative – phenomenological study was employed in exploring the views of the ten (10) elementary teachers of which primary instrument of data gathering was through in- depth interview. Major findings revealed that educators face various challenges in this endeavor, and three prominent

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Young–Loveridge, Jenny. "Early Childhood Numeracy: Building an Understanding of Part–Whole Relationships." Australasian Journal of Early Childhood 27, no. 4 (2002): 36–40. http://dx.doi.org/10.1177/183693910202700408.

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This paper looks at a key aspect of numeracy, quantification, the process for determining how many things are in a group. Things can be quantified by counting or by subitizing (knowing just by looking). Many mathematics educators see counting as the first step towards more advanced mathematical understanding. However, there is some evidence to suggest that, for some children, subitizing is well-established before counting. There seems to be reasonable agreement that children need to understand about the relationships between the parts and the whole (part—whole thinking). This paper looks at wa

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