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Journal articles on the topic 'Mathematical difficulties'

Author: Grafiati
Published: 4 June 2021
Last updated: 29 January 2023

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1

Lucangeli, Daniela, and Silvia Cabrele. "Mathematical Difficulties and ADHD." Exceptionality 14, no. 1 (January 2006): 53–62. http://dx.doi.org/10.1207/s15327035ex1401_5.

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2

O'Dell, Jerry W., and Sylvia Von Kluge. "Mathematical Difficulties in Statistics." Psychological Reports 72, no. 2 (April 1993): 495–98. http://dx.doi.org/10.2466/pr0.1993.72.2.495.

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79 and 120 students in classes in Psychological Statistics were tested in 1976 and 1991, respectively, with a mathematical readiness test devised by Brown in 1933. A general decline in mathematical ability as measured by the test was found, especially with items involving mathematical reasoning and algebra. Over-all mean scores dropped significantly from 18.8 to 16.6.
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3

Samsul Hadi et al.,, Samsul Hadi et al ,. "Students\' Difficulties in Solving Mathematical Problems." International Journal of Educational Science and Research 8, no. 1 (2018): 55–64. http://dx.doi.org/10.24247/ijesrfeb20188.

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4

Andrade Medeiros, Amanda Marina, and Cristiano Alberto Muniz. "Mathematical learning difficulties: a subjective production." Mathematics Enthusiast 19, no. 1 (January 1, 2022): 28–54. http://dx.doi.org/10.54870/1551-3440.1544.

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5

Chodura, Sabrina, Jörg-Tobias Kuhn, and Heinz Holling. "Interventions for Children With Mathematical Difficulties." Zeitschrift für Psychologie 223, no. 2 (July 10, 2015): 129–44. http://dx.doi.org/10.1027/2151-2604/a000211.

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The purpose of this study was to meta-analyze the effectivity of interventions for children with mathematical difficulties. Furthermore, we investigated whether the fit between characteristics of participants and interventions was a decisive factor. Thirty-five evaluation studies that used pre-post-control group designs with at least 10 participants per group were analyzed. Using a random-effects model, we found a high, significant mean effect ( [Formula: see text] = 0.83) for the standardized mean difference. Moreover, a significant effect was found for studies that used direct or assisted instruction, that fostered basic arithmetical competencies, and that used single-subject settings. Effect size was not moderated by administration mode (computer-based vs. face-to-face intervention) or by whether interventions were derived from theory. Interventions for children with at-risk dyscalculia were effective on average. Results of the fit between characteristics of the participants and intervention characteristics are provided. In summary, mathematics interventions are found to be effective for children with mathematical difficulties, though there was a high effect size variance between studies.
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Reimann, Giselle, Janine Gut, Marie-Claire Frischknecht, and Alexander Grob. "Memory abilities in children with mathematical difficulties: Comorbid language difficulties matter." Learning and Individual Differences 23 (February 2013): 108–13. http://dx.doi.org/10.1016/j.lindif.2012.10.017.

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Kroesbergen, Evelyn H., Johannes E. H. Van Luit, and Jack A. Naglieri. "Mathematical Learning Difficulties and PASS Cognitive Processes." Journal of Learning Disabilities 36, no. 6 (November 2003): 574–82. http://dx.doi.org/10.1177/00222194030360060801.

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8

Nur, I. R. D., T. Herman, and S. Ningsih. "Working Memory in Students with Mathematical Difficulties." IOP Conference Series: Materials Science and Engineering 335 (April 2018): 012114. http://dx.doi.org/10.1088/1757-899x/335/1/012114.

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9

Chan, Winnie Wai Lan, and Terry Tin-Yau Wong. "Subtypes of mathematical difficulties and their stability." Journal of Educational Psychology 112, no. 3 (April 2020): 649–66. http://dx.doi.org/10.1037/edu0000383.

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10

Cester, Ilaria, Giovanna Mioni, and Cesare Cornoldi. "Time processing in children with mathematical difficulties." Learning and Individual Differences 58 (August 2017): 22–30. http://dx.doi.org/10.1016/j.lindif.2017.07.005.

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11

Plerou, Antonia. "Algorithmic Thinking and Mathematical Learning Difficulties Classification." American Journal of Applied Psychology 5, no. 5 (2016): 22. http://dx.doi.org/10.11648/j.ajap.20160505.11.

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12

Moreno-Crespo, Pilar. "Perception on mathematical difficulties in senior adults." SHS Web of Conferences 37 (2017): 01021. http://dx.doi.org/10.1051/shsconf/20173701021.

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13

Tobia, Valentina, Anna Fasola, Alice Lupieri, and Gian Marco Marzocchi. "Numerical Magnitude Representation in Children With Mathematical Difficulties With or Without Reading Difficulties." Journal of Learning Disabilities 49, no. 2 (April 15, 2014): 115–29. http://dx.doi.org/10.1177/0022219414529335.

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14

Mananggel, Marlin Blandy. "DIAGNOSING STUDENTS’ DIFFICULTIES IN SOLVING MATHEMATICAL WORD PROBLEM." JUPITEK: Jurnal Pendidikan Matematika 2, no. 2 (February 24, 2020): 61–68. http://dx.doi.org/10.30598/jupitekvol2iss2pp61-68.

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The factors causing students' learning difficulties are very diverse, namely cognitive, non-cognitive factors, physical, mental, health, learning environment, teacher's personality, social-culture, economic background of students and schools as educational institutions. Therefore, teachers need to diagnose students' learning difficulties in order to overcome these difficulties. The purpose of this research is to 1) describe students’ difficulties in solving word problem related to the quadratic inequalities; 2) diagnose the cause of these student difficulties. This study is descriptive-qualitative research design. In this case, the researcher is the primary instrument. In collecting the data, the researcher used a diagnostic test sheet, interview and field notes. In this study, triangulation of data source is applied to check the validity of the data. Result of diagnostic test shows that student difficulties are: (a) not identify the problem, (b) not written the information into mathematical model, (c) did not know/forgot the concept of word problem that is GLBB and total revenue, (d) have not been able to make quadratic inequalities, and e) have not been able to determine its solution set. Diagnosis in this research using mapping mathematics, that is a diagram that arrange based on student difficulties. Its research shows that the causes are reading related error, linguistic error, error in understanding inequalities concepts, and error in arithmetic process. The source of causes are students’ cognitive and non-cognitive factors and also pedagogical factors
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15

Bunn, Tim. "Mathematical Difficulties in Singapore: A Case Study Approach." Asia Pacific Journal of Developmental Differences 1, no. 1 (January 31, 2014): 90–114. http://dx.doi.org/10.3850/s2345734114000088.

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16

Jankvist, Uffe Thomas, and Mogens Niss. "Upper secondary school students' difficulties with mathematical modelling." International Journal of Mathematical Education in Science and Technology 51, no. 4 (March 18, 2019): 467–96. http://dx.doi.org/10.1080/0020739x.2019.1587530.

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17

Lebens, Morena, Martin Graff, and Peter Mayer. "The Affective Dimensions of Mathematical Difficulties in Schoolchildren." Education Research International 2011 (2011): 1–13. http://dx.doi.org/10.1155/2011/487072.

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Mathematical difficulties (MDs) are frequently characterised by cognitive deficits such as ineffective problem solving strategies and a lack of computational fluency. The established literature indicates that mathematical achievement is not only a function of cognitive factors but it also points to the importance of affective factors for the development of mathematical achievement. In the light of this evidence, the exploration of children's affective responses towards mathematics becomes a central issue. Whereas previous studies tended to research affective motivational constructs such as self-efficacy in isolation from other related constructs, the literature suffers from a shortage of research on the relationship between different affective motivational variables and their impact on mathematical achievement in different age and achievement bands. The present paper aims to address this aim by employing a newly developed instrument to measure affective motivational variables. Overall, the present findings support the assumption that children of average ability are less influenced by affective factors than children with mathematical difficulties.
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18

Chinnappan, Mohan, and Michael Lawson. "Student Difficulties with Accessing and Using Mathematical Knowledge." School Science and Mathematics 96, no. 3 (March 1996): 140–45. http://dx.doi.org/10.1111/j.1949-8594.1996.tb15828.x.

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19

Aunio, Pirjo, Riikka Mononen, Anu Laine, Geerdina Van der Aalsvoort, Carla Compagnie, Annemie Desoete, Evelyn Kroesbergen, et al. "Mathematical learning difficulties – snapshots of current European research." Lumat: International Journal of Math, Science and Technology Education 3, no. 5 (September 30, 2015): 647–74. http://dx.doi.org/10.31129/lumat.v3i5.1011.

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In November 2014 we had a wonderful possibility to organize a seminar International Seminar on Mathematical Learning Difficulties with our international colleagues in the field of mathematical learning difficulties. One of the main aims was to provide open lectures for the staff members and students in University of Helsinki. The meeting was supported by the Teachers’ Academy in University of Helsinki. We have collected extensive summaries of the presentations to form this special issue. The summaries are found in both English and Finnish. To sum up the main ideas from the presentations. Firstly, although mathematical learning difficulties are common, we do need more research to be able to understand the possible cognitive precursors or environmental issues affecting learning and causing problems. Secondly, we need more studies about intervention programmes designed to support the mathematical skills development in children having problems in learning mathematics. Thirdly, we also need more studies validating the positive findings in individual studies, using the same assessment and intervention tools.
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20

Angraini, Lilis Marina. "Didactical Design of Mathematical Reasoning in Mathematical Basic Concepts of Courses." JNPM (Jurnal Nasional Pendidikan Matematika) 5, no. 1 (March 31, 2021): 1. http://dx.doi.org/10.33603/jnpm.v5i1.3943.

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Abstract. This research is motivated by the epistemological difficulties of students in mathematical concepts. This research aims to make a didactic design in courses of Mathematics Basic Concepts. The method used in this research is Didactic Design Research (DDR). This research was conducted at the University majoring in Elementary School Teacher Education in the first semester in Riau, who attended in courses of Mathematics Basic Concepts as many as 43 students. Data collection techniques in this research were carried out by triangulation which is a combination of written tests, interviews and documentation studies, with data sources of students and lecturers. The results of the study were didactic designs consisting of three learning designs. Didactic design was developed through three stages. Firstly arranging an initial didactic design based on student difficulties, secondly a methapedadidactic analysis is carried out while learning takes place and thirdly a retrospective analysis is done by comparing the results of the initial obstacle learning test and the results of the final obstacle learning test. The retrospective analysis carried out by comparing the results of the initial obstacle learning test and the results of the final obstacle learning test. Result shows that there are fewer student learning difficulties and some are still happening, so that a revised didactic design is needed to improve the initial didactic design so that student learning difficulties can be overcome. The results of the didactic design implementation of students' mathematical reasoning concepts are in accordance with the predictions of the responses made.Keywords: Didactic Design, Mathematical Reasoning, Learning Obstacle, Retrospective Analysis.
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21

Sholeha, Viona Aida, Risnawati Risnawati, and Habibullah Habibullah. "An Analysis of Student Difficulties in Mathematics Learning in terms of Student Mathematical Connection Ability on Pythagoras Theorem." Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram 9, no. 1 (April 14, 2021): 12. http://dx.doi.org/10.33394/j-ps.v9i1.3510.

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This research aimed to describe student difficulties in mathematics learning in terms of student mathematical connection ability on Pythagoras theorem. This research was a qualitative descriptive research with case study design. The research subjects were 18 the IX grade students, then reduced to 5 students and purposive sampling technique was used in this research. Triangulation data such as mathematical connection ability and difficulties of mathematic learning tests and interview were used for collecting the data. The data were analyzed by Miles and Hubermen techniques including three stages: reduction, presentation, and conclusion/verification. The findings of this research showed that, each respondent has different difficulties at each mathematical connection ability level; (1) The subject (very high) mathematical connection ability level did not have problem with all indicators of difficulties in mathematics learning; (2) The subject (high) mathematical connection ability level had associations or visual-motor combination; (3) The subject (medium) mathematical connection ability level had associations or visual-motor combination and difficulties in recognizing and using symbols; (4) The subject (low) mathematical connection ability level had little spatial disruption, association or visual-motor combination, and little difficulties in recognizing and using symbols; (5) The subject (very low) mathematical connection ability level had spatial disruption, association or visual-motor combination, and difficulties in recognizing and using symbols
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22

Saidah, Saidah, and Dian Mardiani. "Kesulitan Siswa SMP Terhadap Soal Komunikasi Matematis pada Materi Penyajian Data." Plusminus: Jurnal Pendidikan Matematika 1, no. 3 (November 30, 2021): 531–40. http://dx.doi.org/10.31980/plusminus.v1i3.1457.

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The low mathematical communication skills and students' difficulties in solving verbal problems are the backgrounds of this research. The purpose of the study was to determine the students' difficulties in solving mathematical communication skills problems. This research method is qualitative. The research was carried out in the Ciawitali area with a sample of 5 junior high school students in the area. The research instrument was in the form of a description test with four questions and interviews. The results of the analysis show that some of the difficulties that arise when students work on mathematical communication problems in data presentation material are difficulties in concluding, understanding and interpreting mathematical ideas, performing calculations, and difficulties in composing words to explain statements. Based on the difficulties that occur, communication skills can be improved by focusing on overcoming these difficulties.
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23

Fitriani, Fitriani, Yulia Anita Siregar, and Wiwik Novitasari. "Analisis kesulitan kemampuan komunikasi matematika mahasiswa menggunakan aplikasi google classroom pada matakuliah aljabar." Journal of Didactic Mathematics 2, no. 1 (April 29, 2021): 18–25. http://dx.doi.org/10.34007/jdm.v2i1.596.

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Mathematical communication skills are one of the abilities that students must have to make it easier to solve problems contained in mathematics itself and in everyday life. Because if students have mastered mathematical communication skills, it will make it easier for students to take deeper learning. This study aims to analyze the difficulty of students' mathematical communication skills using the Google Classroom Application in the Algebra course. This type of research is descriptive qualitative. The subjects of this study were tree semester students who took Algebra courses in the Mathematics Education study program at Universitas Muhammadiyah Tapanuli Selatan, academic year 2020/2021 as many as 15 people. The instrument used in this study was Test and interview. The results showed that based on the test results obtained: difficulties in the ability to interpret mathematical ideas rationally in writing, difficulties in mathematical problems into mathematical models and difficulties in the ability to express mathematical ideas in the form of descriptions. Meanwhile, based on the results of the interview, namely: (1) technical difficulties, and (2) student adaptation difficulties. To overcome these difficulties, it is necessary which is a combination of Online and Offline learning or also called blended learning.
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24

Wandari, W., and B. Anggara. "Analysis of students difficulties in completing mathematical communication problems." Journal of Physics: Conference Series 1918, no. 4 (June 1, 2021): 042090. http://dx.doi.org/10.1088/1742-6596/1918/4/042090.

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25

Sibanda, Lucy. "Grade 4 Learners’ Linguistic Difficulties in Solving Mathematical Assessments." African Journal of Research in Mathematics, Science and Technology Education 21, no. 1 (January 2, 2017): 86–96. http://dx.doi.org/10.1080/18117295.2017.1291476.

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26

KYTTÄLÄ, MINNA, PIRJO AUNIO, and JARKKO HAUTAMÄKI. "Working memory resources in young children with mathematical difficulties." Scandinavian Journal of Psychology 51, no. 1 (February 2010): 1–15. http://dx.doi.org/10.1111/j.1467-9450.2009.00736.x.

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27

Nur, Iyan Rosita Dewi, Tatang Herman, Tina Hayati Dahlan, and Uba Umbara. "The correlation between working memory and students’ mathematical difficulties." Journal of Physics: Conference Series 1132 (November 2018): 012050. http://dx.doi.org/10.1088/1742-6596/1132/1/012050.

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28

Zaini, A. H., and H. Retnawati. "What Difficulties that Students Working in Mathematical Reasoning Questions?" Journal of Physics: Conference Series 1397 (December 2019): 012079. http://dx.doi.org/10.1088/1742-6596/1397/1/012079.

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29

Skeide, Michael A., Tanya M. Evans, Edward Z. Mei, Daniel A. Abrams, and Vinod Menon. "Neural signatures of co-occurring reading and mathematical difficulties." Developmental Science 21, no. 6 (June 19, 2018): e12680. http://dx.doi.org/10.1111/desc.12680.

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30

Abreu-Mendoza, Roberto A., Yaira Chamorro, Mauricio A. Garcia-Barrera, and Esmeralda Matute. "The contributions of executive functions to mathematical learning difficulties and mathematical talent during adolescence." PLOS ONE 13, no. 12 (December 13, 2018): e0209267. http://dx.doi.org/10.1371/journal.pone.0209267.

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31

Díaz Quezada, Verónica. "Difficulties and Performance in Mathematics Competences: Solving Problems with Derivatives." International Journal of Engineering Pedagogy (iJEP) 10, no. 4 (July 17, 2020): 35. http://dx.doi.org/10.3991/ijep.v10i4.12473.

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The objectives of this research are to assess the performance of engineering stu-dents when using mathematical competences to solve problems with derivatives, to analyze their difficulties, and to observe which secondary school contents are essential for this purpose. The study is descriptive and exploratory with the use of quantitative methods. The participants are students of three competence-based engineering programs of a Chilean University. The results show a limited knowledge of secondary education mathematical contents like algebra, the main mathematical functions, and proportional geometry. The presence of difficulties associated to mathematical thinking processes and the complexity of mathematical objects are also evident. However, everyday problems in an artificial or fantasy context were more appealing for students, who solved most of them correctly. Even though these problems are imaginary, they were formulated using situations that engineering students face every day.
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32

Klesczewski, Julia, Janin Brandenburg, Anne Fischbach, Dietmar Grube, Marcus Hasselhorn, and Gerhard Büttner. "Working Memory Functioning in Children With Poor Mathematical Skills." Zeitschrift für Psychologie 223, no. 2 (July 10, 2015): 83–92. http://dx.doi.org/10.1027/2151-2604/a000206.

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Previous research on working memory (WM) in children with poor mathematical skills has yielded heterogeneous results, possibly due to inconsistent consideration of the IQ–achievement discrepancy and additional reading and spelling difficulties. To examine the impact of both, the WM of 68 average-achieving and 68 low-achieving third-graders in mathematics was assessed. Preliminary analyses showed that poor mathematical skills were associated with poor WM. Afterwards, children with isolated mathematical difficulties were separated from those with additional reading and spelling difficulties. Half of each group fulfilled the IQ–achievement discrepancy, resulting in a 2 (additional reading and spelling difficulties: yes/no) by 2 (IQ–achievement discrepancy: yes/no) factorial design. Analyses revealed that not fulfilling the IQ–achievement discrepancy was associated with poor visual WM, whereas additional reading and spelling difficulties were associated with poor central executive functioning in children fulfilling the IQ–achievement discrepancy. Therefore, WM in children with poor mathematical skills differs according to the IQ–achievement discrepancy and additional reading and/or spelling difficulties.
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Tan, Shiwei, Lingjie Zou, and Tommy Tanu Wijaya. "USING VIDEO LEARNING TO IMPROVE STUDENTS’ MATHEMATICAL ABILITY." Journal of Didactic Mathematics 1, no. 3 (January 8, 2021): 117–26. http://dx.doi.org/10.34007/jdm.v1i3.364.

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In some traditional large-class classrooms, there are problems such as inactive teaching process and poor teaching pertinence, which makes some students who are easily distracted and have the poor receptive ability cannot keep up with the teaching progress and gradually become students with learning difficulties. This research method using pretest-posttest control group design. The sample of this research is the experimental class method there are 48 students and in the control class 48 students grade 7 junior high school students. based on the results, Micro-classes have the characteristics of short, compact and powerful, which can effectively help students with learning difficulties to learn and master mathematics efficiently within the effective learning time. Based on the characteristics of students with learning difficulties and micro-classes, the author explores the actual improvement effect of micro-classes on the mathematics learning of students with learning difficulties by designing micro-classes in a targeted manner and conducting comparative teaching experiments in the first two parallel classes.
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Tan, Shiwei, Lingjie Zou, and Tommy Tanu Wijaya. "USING VIDEO LEARNING TO IMPROVE STUDENTS’ MATHEMATICAL ABILITY." Journal of Didactic Mathematics 1, no. 3 (January 8, 2021): 117–26. http://dx.doi.org/10.34007/jdm.v1i3.364.

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In some traditional large-class classrooms, there are problems such as inactive teaching process and poor teaching pertinence, which makes some students who are easily distracted and have the poor receptive ability cannot keep up with the teaching progress and gradually become students with learning difficulties. This research method using pretest-posttest control group design. The sample of this research is the experimental class method there are 48 students and in the control class 48 students grade 7 junior high school students. based on the results, Micro-classes have the characteristics of short, compact and powerful, which can effectively help students with learning difficulties to learn and master mathematics efficiently within the effective learning time. Based on the characteristics of students with learning difficulties and micro-classes, the author explores the actual improvement effect of micro-classes on the mathematics learning of students with learning difficulties by designing micro-classes in a targeted manner and conducting comparative teaching experiments in the first two parallel classes.
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35

Wafiqoh, Risnina, Said Akhmad Maulana, and Surya Amami Pramuditya. "MATHEMATICS LEARNING DIFFICULTIES OF SLOW LEARNER STUDENTS IN TERMS OF REFLEKTIF ABSTRACTION MEASUREMENT." AKSIOMA: Jurnal Program Studi Pendidikan Matematika 11, no. 2 (June 30, 2022): 1052. http://dx.doi.org/10.24127/ajpm.v11i2.4770.

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Slow learner students cannot be seen physically, because there is no difference between slow learner students and normal students. Slow learner students must get special attention, especially if the student is a prospective teacher. Slow learner students have difficulties in the process, but the learning difficulties are not in accordance with the facts. This article aims to determine the learning difficulties of slow learners in terms of students' reflective abstractions. The research was conducted using qualitative methods with phenomenological methods. The study involved 8 slow learner students who were given a test to measure their reflective abstraction ability. Followed by interviews based on the results of the written test. The results of the research conducted were analyzed qualitatively. The results of tests and interviews, it is known that students' learning difficulties based on reflective abstraction measurements, are difficulties in remembering mathematical concepts, difficulties in mathematical reasoning, difficulties in providing mathematical explanations, difficulties based on mathematical problem solving strategies, time management difficulties, mathematical technical difficulties, and difficulties in understanding mathematical problems.Siswa slow learner tidak dapat dilihat secara fisik, karena tidak ada perbedaan siswa slow learner degan siswa yang normal. Siswa slow learner tentunya harus mendapatkan perhatian yang khusus, terutama jika siswa tersebut merupakan calon guru. Siswa slow learner memiliki keuslitan-kesulitan dalam proses pembelajaran matematis, namun kesulitan tersebut belum teridentifikasi sesuai dengan fakta di lapangan. Artikel bertujuan untuk mengetahui kesulitan belajar siswa slow learner ditinjau dari abstraksi reflektif siswa. Penelitian dilakukan dengan menggunakan metode kualitatif dengan metode fenomenology. Penelitian melibatkan 8 orang siswa slow learner yang diberikan tes untuk mengukur kemampuan abstraksi reflektif mereka. Dilanjutkan dengan wawancara berdasarkan hasil tes tertulis tersebut. Hasil penelitian dilakukan analisis secara kualitatif. Berdasarkan hasil tes dan wawancara, diketahui kesulitan belajar siswa ditinjau dari pengukuran abstraksi reflektif, adalah kesulitan mengingat konsep matematis, kesulitan bernalar matematis, kesulitan memberikan penjelasan matematis, kesulitan mengatur strategi penyelesaian masalah matematis, kesulitan manajemen waktu, kesulitan teknis matematis, dan kesulitan memahami masalah matematis.
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Putra, Aji Permana. "ANALISIS KESULITAN BELAJAR MATEMATIKA PADA TOPIK LOGIKA DI SMK MUHAMMADIYAH 3 KLATEN UTARA." Academy of Education Journal 10, no. 01 (January 7, 2019): 22–33. http://dx.doi.org/10.47200/aoej.v10i01.268.

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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.
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Pulungan, Delyanti Azzumarito, Heri Retnawati, and Amat Jaedun. "STUDENTS’ DIFFICULTIES IN ONLINE MATH LEARNING DURING PANDEMIC COVID 19." AKSIOMA: Jurnal Program Studi Pendidikan Matematika 11, no. 1 (March 31, 2022): 305. http://dx.doi.org/10.24127/ajpm.v11i1.4421.

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Students' Mathematical Resilience when learning mathematics online during the Covid 19 pandemic must be identified. The goal is to ensure online learning does not harm students' mathematics learning outcomes. Various studies on students' mathematical resilience in offline mathematics learning have identified that mathematical resilience affects students' mathematical performance. This study investigated the resilience of students perceived by students, as well as those observed by teachers during online mathematics learning during the covid 19 pandemic. Research data were obtained from 22 students who studied math online. Using an open questionnaire and interviews, the data were analyzed. It was revealed that students had difficulties in understanding math material and completing tasks given by the teacher. It was also revealed that teachers had difficulty assessing students' mathematics learning outcomes objectively and transparently. Students also find it difficult to get support in online mathematics learning from teachers and families. Students find it difficult to adapt, low interest and motivation during online mathematics learning, even the teacher's limitations in controlling students' online learning strategies.
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Cebesoy, Ümran Betül, and Betül Yeniterzi. "7th Grade Students’ Mathematical Difficulties in Force and Motion Unit." Turkish Journal of Education 5, no. 1 (March 31, 2016): 18. http://dx.doi.org/10.19128/turje.06150.

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Cebesoy, Ümran Betül, and Betül Yeniterzi. "7th Grade Students’ Mathematical Difficulties in Force and Motion Unit." Turkish Journal of Education 5, no. 1 (March 31, 2016): 18. http://dx.doi.org/10.19128/turje.51242.

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Rababah, Ahmad, and Yazan Alghazo. "Diagnostic Assessment and Mathematical Difficulties: An Experimental Study of Dyscalculia." Open Journal of Social Sciences 04, no. 06 (2016): 45–52. http://dx.doi.org/10.4236/jss.2016.46005.

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Ohba, Sawako, Tatsuya Koeda, Masayoshi Oguri, Tohru Okanishi, and Yoshihiro Maegaki. "Predicting Mathematical Learning Difficulties Using Fundamental Calculative Ability Test (FCAT)." Yonago Acta Medica 65, no. 3 (2022): 238–43. http://dx.doi.org/10.33160/yam.2022.08.010.

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Martins, Letícia Gabriela, and Maria Helena Martinho. "Strategies, Difficulties, and Written Communication in Solving a Mathematical Problem." Bolema: Boletim de Educação Matemática 35, no. 70 (May 2021): 903–36. http://dx.doi.org/10.1590/1980-4415v35n70a16.

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Abstract In an age where we live surrounded by technology, it is increasingly important to develop capabilities that differentiate us from “machines”. The habit of solving problems can help us develop some of them, including the ability to solve problems, and stimulate critical thinking. It is, therefore, important to propose tasks of a diverse nature in the classroom, and to invest more in mathematical problem-solving by students. For students to solve those problems, it is essential that they know different strategies to use and it is necessary that the teacher can identify the difficulties experienced by students in solving mathematical problems, so the teacher can help students overcome them. This article aims to identify the strategies students use to solve a problem, acknowledge the difficulties students experience, and characterize students’ written communication in their answers. To achieve these objectives, the answers to a mathematical problem which was solved by students of three 12th grade classes were collected and analyzed. In the resolutions analyzed, the strategy students used the most was the construction of schemes/figures. Regarding the difficulties, they were felt more at the level of information selection, as the students tended to add data that were neither in the statement nor could be deduced from it. Finally, when communicating their answers in writing, over half of the students did it with a high level of clarity, and the most frequently used type of justification was the exclusive use of schemes. In addition, the type of representation most used by the students was iconic representation.
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Andersson, Ulf. "Mathematical competencies in children with different types of learning difficulties." Journal of Educational Psychology 100, no. 1 (February 2008): 48–66. http://dx.doi.org/10.1037/0022-0663.100.1.48.

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Zubi, Ibtisam Abdelhalek, Irit Peled, and Marva Yarden. "Children with mathematical difficulties cope with modelling tasks: what develops?" International Journal of Mathematical Education in Science and Technology 50, no. 4 (September 27, 2018): 506–26. http://dx.doi.org/10.1080/0020739x.2018.1527404.

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McNeil, Nicole M. "A Change-Resistance Account of Children's Difficulties Understanding Mathematical Equivalence." Child Development Perspectives 8, no. 1 (February 11, 2014): 42–47. http://dx.doi.org/10.1111/cdep.12062.

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Tasni, Nurfaida, Andika Saputra, and Ovan Adohar. "Students’ difficulties in productive connective thinking to solve mathematical problems." Beta: Jurnal Tadris Matematika 13, no. 1 (May 30, 2020): 33–48. http://dx.doi.org/10.20414/betajtm.v13i1.371.

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[English]: The purpose of this study was to identify students’ difficulties in establishing mathematical connections in productive connective thinking to solve mathematical problems. Students’ difficulties were identified from which the students did not develop connection ideas after reflection at the stages of Toshio’s (2000) cognition scheme. The purposive sampling was used to select 2 out of 85 11th-grade students who had taken the initial test in order to measure their connective thinking. Students’ works and the transcript of think-aloud and interviews with two students were analyzed using a qualitative descriptive approach. It reveals that students indicate various difficulties in developing connections. At the cognition stage, students had difficulty establishing a connection idea for solutions, since they were not able to collect appropriate data and did not verify the initial data to understand the direction of solving the problem. At the inference stage, students were difficult to establish a procedure connection because they could not plan an effective strategy of problem-solving. At the formulation stage, students had difficulty establishing numerical connections since they did not verify the data and did not have sufficient understanding of the concepts to formulate the problem. At the reconstruction stage, students found it difficult to establish generalization connections because of being not motivated to solve the problems and not doing a comprehensive generalization and evaluation towards the problem-solving. Keywords: Connective thinking, Mathematical connections, Reflection, Toshio thinking scheme [Bahasa]: Penelitian ini bertujuan mengidentifikasi kesulitan siswa membangun koneksi matematis dalam berpikir konektif produktif untuk memecahkan masalah matematika. Kesulitan siswa membangun koneksi matematis diidentifikasi dari tidak berkembangnya ide-ide koneksi setelah refleksi pada setiap tahapan kognitif Toshio (2000). Tehnik purposive sampling digunakan untuk memilih 2 dari 85 orang siswa kelas 11 yang telah mengikuti tes awal untuk mengukur kemampuan berpikir konektif. Lembar kerja, rekaman think aloud dan wawancara dari dua orang siswa dianalisis dengan pendekatan deskriptif kualitatif. Hasil analisis menunjukkan siswa mengalami berbagai kesulitan membangun koneksi. Pada tahap kognisi, siswa mengalami kesulitan membangun koneksi ide solusi karena siswa tidak mampu mengumpulkan data yang sesuai dan tidak melakukan verifikasi terhadap data awal yang dikumpulkan untuk memahami dan memikirkan arah penyelesaian masalah. Pada tahap inferensi, siswa mengalami kesulitan membangun koneksi prosedur karena siswa tidak menyusun rencana penyelesaian yang efektif. Pada tahap formulasi, siswa mengalami kesulitan membangun koneksi numerik karena siswa tidak melakukan proses verifikasi data dan tidak memiliki pemahaman konsep yang memadai untuk melakukan proses formulasi. Pada tahap rekonstruksi, siswa mengalami kesulitan membangun koneksi generalisasi karena siswa tidak memiliki motivasi untuk memecahkan masalah dan tidak melakukan proses generalisasi dan evaluasi secara menyeluruh terhadap proses pemecahan masalah. Kata kunci: Berpikir konektif, Koneksi matematis, Refleksi, Skema berpikir Toshio
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Nikmah, I. L., D. Juandi, and S. Prabawanto. "Students’ difficulties on solving mathematical problem based on ESD objectives." Journal of Physics: Conference Series 1157 (February 2019): 032116. http://dx.doi.org/10.1088/1742-6596/1157/3/032116.

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Kusumadewi, C. A., and H. Retnawati. "Identification of elementary school students’ difficulties in mathematical problem-solving." Journal of Physics: Conference Series 1511 (March 2020): 012031. http://dx.doi.org/10.1088/1742-6596/1511/1/012031.

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Cirino, Paul T., Lynn S. Fuchs, John T. Elias, Sarah R. Powell, and Robin F. Schumacher. "Cognitive and Mathematical Profiles for Different Forms of Learning Difficulties." Journal of Learning Disabilities 48, no. 2 (July 12, 2013): 156–75. http://dx.doi.org/10.1177/0022219413494239.

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Krisztián, Ágota, László Bernáth, Hajnalka Gombos, and Lajos Vereczkei. "Developing Numerical Ability in Children with Mathematical Difficulties Using Origami." Perceptual and Motor Skills 121, no. 1 (August 2015): 233–43. http://dx.doi.org/10.2466/24.10.pms.121c16x1.

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