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Journal articles on the topic 'Numerical skills'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

Suggate, Sebastian, Heidrun Stoeger, and Ursula Fischer. "Finger-Based Numerical Skills Link Fine Motor Skills to Numerical Development in Preschoolers." Perceptual and Motor Skills 124, no. 6 (2017): 1085–106. http://dx.doi.org/10.1177/0031512517727405.

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Previous studies investigating the association between fine-motor skills (FMS) and mathematical skills have lacked specificity. In this study, we test whether an FMS link to numerical skills is due to the involvement of finger representations in early mathematics. We gave 81 pre-schoolers (mean age of 4 years, 9 months) a set of FMS measures and numerical tasks with and without a specific finger focus. Additionally, we used receptive vocabulary and chronological age as control measures. FMS linked more closely to finger-based than to nonfinger-based numerical skills even after accounting for t

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DELAZER, MARGARETE, LUISA GIRELLI, CARLO SEMENZA, and GIANFRANCO DENES. "Numerical skills and aphasia." Journal of the International Neuropsychological Society 5, no. 3 (1999): 213–21. http://dx.doi.org/10.1017/s1355617799533043.

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The aim of this study was to investigate numerical difficulties in 50 patients with left hemispheric lesions. Aphasic patients were grouped according to their type of aphasia diagnosed by the Aachener Aphasia Test. The overall error rate in various transcoding and calculation tasks was clearly correlated with the severity of the language deficit, global aphasics being the most impaired patients. Broca's and Wernicke's aphasics scored similarly at the quantitative level, and amnesic aphasics were less impaired. Interestingly, qualitative analysis of the errors indicated that each group presente

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Yüksel, Muammer. "Turkey The View of Problem Solving Skills with Intensive Technology According To PIAAC Application Data." International Journal of Arts, Humanities & Social Science 04, no. 10 (2023): 45–53. http://dx.doi.org/10.56734/ijahss.v4n10a6.

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The research aims to examine the changes in the numerical, verbal and technology intensive problem solving (TIPS) scores of adults according to the data of the PIAAC application implemented in 2016 and to examine the predictions of TIPS skills by other skill scores. The PIAAC aims to provide an overview of the “basic information processing skills in of adults aged 16-65. The focus is on verbal skills, numerical skills and problem-solving skills in technology-intensive environments. As a result of the analyzes, t test was conducted to determine whether there is a difference between the numerica

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Apter, A. J., J. Cheng, D. Small, et al. "Numerical Skills and Asthma Outcomes." Journal of Allergy and Clinical Immunology 119, no. 1 (2007): S150. http://dx.doi.org/10.1016/j.jaci.2006.11.525.

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Raudenbush, Stephen W., Marc Hernandez, Susan Goldin-Meadow, et al. "Longitudinally adaptive assessment and instruction increase numerical skills of preschool children." Proceedings of the National Academy of Sciences 117, no. 45 (2020): 27945–53. http://dx.doi.org/10.1073/pnas.2002883117.

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Social inequality in mathematical skill is apparent at kindergarten entry and persists during elementary school. To level the playing field, we trained teachers to assess children’s numerical and spatial skills every 10 wk. Each assessment provided teachers with information about a child’s growth trajectory on each skill, information designed to help them evaluate their students' progress, reflect on past instruction, and strategize for the next phase of instruction. A key constraint is that teachers have limited time to assess individual students. To maximize the information provided by an as

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Pincevičius, Albertas, Rimantas-Jonas Rakauskas, and Gintautas Misevičius. "The numerical simulation of military skills." Lietuvos matematikos rinkinys 42 (December 20, 2002): 26–33. http://dx.doi.org/10.15388/lmr.2002.32814.

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Cappelletti, Marinella, Rebecca Chamberlain, Elliot D. Freeman, et al. "Commonalities for Numerical and Continuous Quantity Skills at Temporo-parietal Junction." Journal of Cognitive Neuroscience 26, no. 5 (2014): 986–99. http://dx.doi.org/10.1162/jocn_a_00546.

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How do our abilities to process number and other continuous quantities such as time and space relate to each other? Recent evidence suggests that these abilities share common magnitude processing and neural resources, although other findings also highlight the role of dimension-specific processes. To further characterize the relation between number, time, and space, we first examined them in a population with a developmental numerical dysfunction (developmental dyscalculia) and then assessed the extent to which these abilities correlated both behaviorally and anatomically in numerically normal

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Sadiah, Tuti, and Juniar Herdiansyah. "Effectiveness of Numerical Substitution Techniques through Special Teaching Materials to Improve Mathematical Paragraph Writing Skills." DISCUSSANT: Journal of Language and Literature Learning 1, no. 3 (2023): 145–58. https://doi.org/10.55909/dj3l.v1i3.17.

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This research aims to describe: 1) mathematics paragraph writing skills before applying numerical substitution techniques using special teaching materials; 2) skills in writing mathematical paragraphs before applying numerical substitution techniques using special teaching materials; 3) the effectiveness of mathematical paragraph writing skills in learning that applies numerical substitution techniques using special teaching materials. The research was conducted at SD Negeri 11 Lembang. Research activities took place at the beginning of the odd semester of the 2023/2024 academic year. The popu

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Whitehead, Hannah L., and Zachary Hawes. "Cognitive Foundations of Early Mathematics: Investigating the Unique Contributions of Numerical, Executive Function, and Spatial Skills." Journal of Intelligence 11, no. 12 (2023): 221. http://dx.doi.org/10.3390/jintelligence11120221.

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There is an emerging consensus that numerical, executive function (EF), and spatial skills are foundational to children’s mathematical learning and development. Moreover, each skill has been theorized to relate to mathematics for different reasons. Thus, it is possible that each cognitive construct is related to mathematics through distinct pathways. The present study tests this hypothesis. One-hundred and eighty 4- to 9-year-olds (Mage = 6.21) completed a battery of numerical, EF, spatial, and mathematics measures. Factor analyses revealed strong, but separable, relations between children’s n

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Kreilinger, Isabella Luise, Korbinian Moeller, and Silvia Pixner. "A longitudinal study on basic numerical skills in early numerical development." Cognitive Development 62 (April 2022): 101182. http://dx.doi.org/10.1016/j.cogdev.2022.101182.

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Kreilinger, Isabella Luise, Korbinian Moeller, and Silvia Pixner. "A longitudinal study on basic numerical skills in early numerical development." Cognitive Development 62 (April 2022): 101182. http://dx.doi.org/10.1016/j.cogdev.2022.101182.

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Kreilinger, Isabella Luise, Korbinian Moeller, and Silvia Pixner. "A longitudinal study on basic numerical skills in early numerical development." Cognitive Development 62 (April 2022): 101182. http://dx.doi.org/10.1016/j.cogdev.2022.101182.

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Vo, Vy A., Rosa Li, Nate Kornell, Alexandre Pouget, and Jessica F. Cantlon. "Young Children Bet on Their Numerical Skills." Psychological Science 25, no. 9 (2014): 1712–21. http://dx.doi.org/10.1177/0956797614538458.

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Vinogradova, Natalya. "Extreme Numbers and Estimation Skills." Mathematics Teacher 107, no. 3 (2013): 195–99. http://dx.doi.org/10.5951/mathteacher.107.3.0195.

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Baker, S. Glenn, Niraj Patel, Curtis Von Gunten, K. D. Valentine, and Laura D. Scherer. "Interpreting politically-charged numerical information: The influence of numeracy and problem difficulty on response accuracy." Judgment and Decision Making 15, no. 2 (2020): 203–13. http://dx.doi.org/10.1017/s193029750000735x.

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AbstractPeople who possess greater mathematical skills (i.e., numeracy) are generally more accurate in interpreting numerical data than less numerate people. However, recent evidence has suggested that more numerate people may use their numerical skills to interpret data only if their initial interpretation conflicts with their worldview. That is, if an initial, intuitive (but incorrect) interpretation of data appears to disconfirm one’s beliefs, then numerical skills are used to further process the data and reach the correct interpretation, whereas numerical skills are not used in situations

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Irawan, Ari, and Gita Kencanawaty. "PERANAN KEMAMPUAN VERBAL DAN KEMAMPUAN NUMERIK TERHADAP KEMAMPUAN BERPIKIR KRITIS MATEMATIKA." AKSIOMA Journal of Mathematics Education 5, no. 2 (2017): 110. http://dx.doi.org/10.24127/ajpm.v5i2.669.

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The purpose of this study to see the effect of verbal and numerical skills on critical thinking skills of mathematics, verbal ability to influence critical thinking skills of mathematics, numerical ability to influence critical thinking ability in mathematics. The method used is a survey where given a test of verbal ability, numerical kemamuan math and critical thinking skills. This research sample MIA class XI students in high schools in the city of Depok representing each district taken as many as 9 schools with a total sample of 360 respondents. Hypothesis testing using two-way ANOVA. Resul

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Santia, Ika, and Aprilia Dwi Handayani. "Exploring Students’ Numerical Literacy on Statistical Problem-Solving in Indonesia." Qubahan Academic Journal 3, no. 4 (2023): 289–97. http://dx.doi.org/10.58429/qaj.v3n4a181.

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Numerical literacy is a skill that must be possessed by students. It is the ability to use numbers and mathematical symbols to solve practical problems in daily contexts. In statistics courses, it is identified that 73.3% of students could solve paired t-test problems using the SPSS 21 program, but 86.36% of these students could not understand the symbols and numbers in the output of the program. This indicates that students' numeracy literacy skills need further analysis. This study aims to analyze students' numeracy literacy by using paired t-test statistical problem-solving. The type of thi

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Akmal, Nurul, Khairiani Idris, Fauziana Fauziana, and Jamilah Harun. "Analyzing numeracy skills of upper primary graders in real-world problem contexts." Alifmatika: Jurnal Pendidikan dan Pembelajaran Matematika 7, no. 1 (2025): 108–23. https://doi.org/10.35316/alifmatika.2025.v7i1.108-123.

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Numeracy skill is a critical skill for elementary school students, enabling them to apply mathematical concepts in everyday contexts and make informed decisions. This study investigates the numeracy skills of 55 fifth-grade students from Lhokseumawe City, Aceh Province. The students’ numeracy skills were measured across three key indicators: counting, numerical relations, and arithmetic operations. A descriptive quantitative approach was used to assess students' abilities. The results indicated that while students performed well in basic counting and arithmetic tasks, they struggled with tasks

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Kobayashi, Lindsay C., and Justin Michael Feldman. "Employment trajectories in midlife and cognitive performance in later life: longitudinal study of older American men and women." Journal of Epidemiology and Community Health 73, no. 3 (2018): 232–38. http://dx.doi.org/10.1136/jech-2018-211153.

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BackgroundAlthough being employed during midlife is positively associated with cognitive function in later life, little is known with respect to cumulative trajectories or durations of time spent in different kinds of work.MethodsWe investigated the relationships between employment trajectory from ages 31 years to 50 years and cognitive skills at ages 50–78 years among 2521 adults in the US Panel Study of Income Dynamics from 1968 to 2016. Sequence analysis was used to identify prototypical employment trajectories, capturing employment status and high versus lower job skill level at each year

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Fischer, Ursula, Sebastian P. Suggate, Judith Schmirl, and Heidrun Stoeger. "Counting on fine motor skills: links between preschool finger dexterity and numerical skills." Developmental Science 21, no. 4 (2017): e12623. http://dx.doi.org/10.1111/desc.12623.

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Micheyl, Christophe, Lionel Collet, Michel Zorman, and Monique Jacquier-Roux. "Verbal Skills in Numerical Problem Solving by Children." Perceptual and Motor Skills 79, no. 1 (1994): 93–94. http://dx.doi.org/10.2466/pms.1994.79.1.93.

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The relationships between verbal and mathematical performances were examined in 60 children (26 girls and 34 boys, mean age = 9.1 yr, SD = 0.3) for scores on standard school tests. Scores for numerical problem solving appeared to correlate mainly with verbal performances such as text comprehension ( r = 0.65, p < .05) and knowledge of vocabulary ( r = 0.61, p < .05) among linguistic performances. Such results suggest that the dichotomy between verbal and numerical cognitive abilities, commonly involved in pedagogical approaches, is an ambiguous notion for the analysis of problem-solving

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Marta Graciela Caligaris, Georgina Beatriz Rodríguez, and Lorena Fernanda Laugero. "Development of soft skills while learning numerical analysis." Global Journal of Computer Sciences: Theory and Research 12, no. 1 (2022): 32–40. http://dx.doi.org/10.18844/gjcs.v12i1.7439.

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Many authors argue that effective communication in any professional training is a factor that positively influences future job success. Based on these ideas, in the Numerical Analysis course at the Facultad Regional San Nicolás, Universidad Tecnológica Nacional from Argentina decided to design didactic sequences that try to promote the development of communicative competence, both oral and written, while students learn the different numerical methods. The main objective of this work is to show some of the didactic sequences that were designed to contribute to the training of students in terms

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Peters, Ellen, and Alan Castel. "Numerical representation, math skills, memory, and decision-making." Behavioral and Brain Sciences 32, no. 3-4 (2009): 347–48. http://dx.doi.org/10.1017/s0140525x09990847.

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AbstractThe consideration of deliberate versus automatic processing of numeric representations is important to math education, memory for numbers, and decision-making. In this commentary, we address the possible roles for numeric representations in such higher-level cognitive processes. Current evidence is consistent with important roles for both automatic and deliberative processing of the representations.

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Виситаева and Maret Visitaeva. "Classifying Skills for Development of the 5th–6th-Classes Students’ Mathematical Capabilities Within the Numeric Line Format." Profession-Oriented School 2, no. 4 (2014): 9–15. http://dx.doi.org/10.12737/5571.

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The author has developed the method to classify skills, underpinning mathematical capabilities development among the 5th–6th-classes students, which facilitate studying mathematics for the numeric line. The classification consists of two blocks, separately for basic and for advanced study, namely: familiarity with the basic skills and methods for general learning activities; familiarity with methods of creative learning activity; operating with decimal numeric system, with numerical and literal expressions, with common fractions, decimal fractions, positive and negative numbe

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Rahmawati, Annisa, Yus Mochamad Cholily, and Zukhrufurrohmah. "Analyzing Students' Mathematical Communication Ability in Solving Numerical Literacy Problems." Mosharafa: Jurnal Pendidikan Matematika 12, no. 1 (2023): 59–70. http://dx.doi.org/10.31980/mosharafa.v12i1.752.

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Masih perlu ditingkatnya kemampuan komunikasi matematis siswa, menunjukkan bahwa perlu adanya analisis yang baik dan tepat untuk merancang langkah perbaikan yang efektif. Analisi kemampuan komunikasi matematis dapat memberikan deskripsi yang jelas berkaitan dengan kemampuan komunikasi matematis siswa. Oleh karena itu, tujuan dari penelitian ini adalah untuk mendeskripsikan kemampuan komunikasi matematis siswa dalam menyelesaikan soal berciri literasi numerasi. Subjek penelitian ini adalah 6 siswa kelas VIII-B SMP Negeri 1 Pasrujambe. Metode yang digunakan dalam penelitian ini menggunakan pende

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Rahmawati, Annisa, Yus Mochamad Cholily, and Zukhrufurrohmah Zukhrufurrohmah. "Analyzing Students' Mathematical Communication Ability in Solving Numerical Literacy Problems." Mosharafa: Jurnal Pendidikan Matematika 12, no. 1 (2023): 59–70. http://dx.doi.org/10.31980/mosharafa.v12i1.1938.

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AbstrakMasih perlu ditingkatnya kemampuan komunikasi matematis siswa, menunjukkan bahwa perlu adanya analisis yang baik dan tepat untuk merancang langkah perbaikan yang efektif. Analisi kemampuan komunikasi matematis dapat memberikan deskripsi yang jelas berkaitan dengan kemampuan komunikasi matematis siswa. Oleh karena itu, tujuan dari penelitian ini adalah untuk mendeskripsikan kemampuan komunikasi matematis siswa dalam menyelesaikan soal berciri literasi numerasi. Subjek penelitian ini adalah 6 siswa kelas VIII-B SMP Negeri 1 Pasrujambe. Metode yang digunakan dalam penelitian ini menggunaka

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Poltz, Nadine, Sabine Quandte, Juliane Kohn, et al. "Does It Count? Pre-School Children’s Spontaneous Focusing on Numerosity and Their Development of Arithmetical Skills at School." Brain Sciences 12, no. 3 (2022): 313. http://dx.doi.org/10.3390/brainsci12030313.

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Background: Children’s spontaneous focusing on numerosity (SFON) is related to numerical skills. This study aimed to examine (1) the developmental trajectory of SFON and (2) the interrelations between SFON and early numerical skills at pre-school as well as their influence on arithmetical skills at school. Method: Overall, 1868 German pre-school children were repeatedly assessed until second grade. Nonverbal intelligence, visual attention, visuospatial working memory, SFON and numerical skills were assessed at age five (M = 63 months, Time 1) and age six (M = 72 months, Time 2), and arithmetic

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Gashaj, Venera, Nicole Oberer, Fred W. Mast, and Claudia M. Roebers. "Individual differences in basic numerical skills: The role of executive functions and motor skills." Journal of Experimental Child Psychology 182 (June 2019): 187–95. http://dx.doi.org/10.1016/j.jecp.2019.01.021.

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Ayu Aprilia, Suprihatin Suprihatin, and Posman Manurung. "Penggunaan Modul Visual Interaktif untuk Meningkatkan Literasi Numerik Mahasiswa Baru di Jurusan Fisika Unila." Jurnal Kemitraan Masyarakat 2, no. 2 (2025): 168–76. https://doi.org/10.62383/jkm.v2i2.1602.

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Numerical literacy is a fundamental skill that plays a crucial role in the learning process, particularly in the field of science, especially physics. However, the reality is that many freshmen struggle with numerical literacy. This significantly impacts their foundational mathematical skills, which can hinder the academic learning process. This community service activity aims to enhance the numerical literacy of freshmen in the Physics Department at the University of Lampung by utilizing interactive visual modules. The activity was conducted over two sessions in January 2025, involving 28 new

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Vigna, Giulia, Enrico Ghidoni, Francesca Burgio, et al. "Dyscalculia in Early Adulthood: Implications for Numerical Activities of Daily Living." Brain Sciences 12, no. 3 (2022): 373. http://dx.doi.org/10.3390/brainsci12030373.

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Numerical abilities are fundamental in our society. As a consequence, poor numerical skills might have a great impact on daily living. This study analyzes the extent to which the numerical deficit observed in young adults with Developmental Dyscalculia (DD) impacts their activities of everyday life. For this purpose, 26 adults with DD and 26 healthy controls completed the NADL, a standardized battery that assesses numerical skills in both formal and informal contexts. The results showed that adults with DD had poorer arithmetical skills in both formal and informal settings. In particular, adul

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Douglas, Heather P., and Jo-Anne LeFevre. "Exploring the influence of basic cognitive skills on the relation between math performance and math anxiety." Journal of Numerical Cognition 3, no. 3 (2018): 642–66. http://dx.doi.org/10.5964/jnc.v3i3.113.

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What causes math anxiety? According to a cognitive deficits view, early weaknesses in basic number and spatial skills lead to poor performance and hence negative affect. A strong version of this view suggests that the relation between math anxiety and math performance among adults will be explained by deficits in spatial and basic number skills. In the present research, we tested a model to account for the relations among math anxiety, math performance, and cognitive skills (i.e., working memory, basic number and spatial skills) among adults (N = 90). We replicated the modest correlations obse

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Moruk, Selviana, and Dwi Sulisworo. "Literature Review on Longitudinal Study of Improving Numerical Literacy at Elementary Education." Buletin Edukasi Indonesia 3, no. 03 (2024): 117–25. https://doi.org/10.56741/bei.v3i03.757.

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Numerical literacy is a fundamental skill in early childhood education, influencing later academic performance and cognitive development. A growing body of research has identified several factors that contribute to the development of numeracy skills, including home learning environments, executive function, socio-emotional skills, and socio-economic status. Understanding these factors is crucial for developing effective interventions that support children’s numeracy growth, especially in elementary education. This literature review synthesizes findings from longitudinal studies published betwe

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Sartika, Luwy, Nurul Hikmah, Ulfa Lu’luilmaknun, and Syahrul Azmi. "Pengaruh Kemampuan Numerik dan Kemampuan Spasial Terhadap Kemampuan Menyelesaikan Soal Matematika Siswa Kelas IX." Mandalika Mathematics and Educations Journal 7, no. 1 (2025): 77–88. https://doi.org/10.29303/jm.v7i1.8734.

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This research is motivated by students’ difficulties in solving mathematical problems, which are caused by their low numerical and spatial abilities. These difficulties are caused by the low numerical and spatial abilities. Numerical ability is related to understanding and performing basic arithmetic operations, while spatial ability involves understanding relationship, visualization, and spatial orientation. Therefore, the aim of this study is to determine the influence of numerical and spatial abilities on the mathematical problem solving skills of IX grade students at SMP Negeri 4 Gerung in

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Apriatni, Sri, Hepsi Nindiasari, Sukirwan Sukirwan, and Khaeroni Khaeroni. "Instructional level moderation at improving numerical literacy skills through creative problem-solving learning models." Al-Jabar : Jurnal Pendidikan Matematika 14, no. 2 (2023): 313. http://dx.doi.org/10.24042/ajpm.v14i2.17199.

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Background: In today's ever-changing landscape, students need strong numerical literacy skills to navigate life's complexities. Recognizing that students come with various learning capabilities, often referred to as "instructional levels," educators must think outside the box when it comes to teaching methods.Aim: This study aims to 1) gauge whether creative problem solving (CPS) or scientific learning is more effective in enhancing the numerical literacy skills of MA students; 2) assess the difference in the numerical literacy progress among MA students categorized at independent, instruction

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Schlatter, Erika, Ard W. Lazonder, Inge Molenaar, and Noortje Janssen. "Individual Differences in Children’s Scientific Reasoning." Education Sciences 11, no. 9 (2021): 471. http://dx.doi.org/10.3390/educsci11090471.

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Scientific reasoning is an important skill that encompasses hypothesizing, experimenting, inferencing, evaluating data and drawing conclusions. Previous research found consistent inter- and intra-individual differences in children’s ability to perform these component skills, which are still largely unaccounted for. This study examined these differences and the role of three predictors: reading comprehension, numerical ability and problem-solving skills. A sample of 160 upper-primary schoolchildren completed a practical scientific reasoning task that gauged their command of the five component s

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Krinzinger, Helga, Jacques Gregoire, Annemie Desoete, Liane Kaufmann, Hans-Christoph Nuerk, and Klaus Willmes. "Differential Language Effects on Numerical Skills in Second Grade." Journal of Cross-Cultural Psychology 42, no. 4 (2011): 614–29. http://dx.doi.org/10.1177/0022022111406252.

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Kahn, Svenja, Cornelius Malerczyk, Holger Graf, and Ulrich Bockholt. "Capturing Motion Skills with Silhouette-Based Numerical Pose Estimation." BIO Web of Conferences 1 (2011): 00046. http://dx.doi.org/10.1051/bioconf/20110100046.

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Kolkman, Meijke E., Herbert J. A. Hoijtink, Evelyn H. Kroesbergen, and Paul P. M. Leseman. "The role of executive functions in numerical magnitude skills." Learning and Individual Differences 24 (April 2013): 145–51. http://dx.doi.org/10.1016/j.lindif.2013.01.004.

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Passolunghi, Maria Chiara, Silvia Lanfranchi, Gianmarco Altoè, and Nadia Sollazzo. "Early numerical abilities and cognitive skills in kindergarten children." Journal of Experimental Child Psychology 135 (July 2015): 25–42. http://dx.doi.org/10.1016/j.jecp.2015.02.001.

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Vanbinst, Kiran, Pol Ghesquière, and Bert De Smedt. "Is the long-term association between symbolic numerical magnitude processing and arithmetic bi-directional?" Journal of Numerical Cognition 5, no. 3 (2019): 358–70. http://dx.doi.org/10.5964/jnc.v5i3.202.

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By analyzing longitudinal data from the start to the end of primary education, we aimed to investigate whether symbolic numerical magnitude processing at the start of primary education predicted arithmetic at the end, and whether arithmetic at the start of primary education predicted later symbolic numerical magnitude processing skills at the end. In the first grade (start) and sixth grade (end) of primary education, the same group of children’s symbolic numerical magnitude processing skills and arithmetic competence were assessed. We were particularly interested in exploring the direction of

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Aklimawati, Aklimawati, Yeni Lestiana, Wulandari Wulandari, Rahmah Johar, Cut Khairunnisak, and Erna Isyafani. "ENHANCING STUDENT NUMERACY AND LITERACY WITH GEOGEBRA: A CASE IN NUMERICAL METHODS." Kalamatika: Jurnal Pendidikan Matematika 8, no. 2 (2023): 191–204. http://dx.doi.org/10.22236/kalamatika.vol8no2.2023pp191-206.

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Rapid advancement in technology has increased the significance of numerical literacy skills. The numerical methods course requires numerical literacy skills. The course enables students to solve a mathematical problem by interpreting the answer using an approximation rather than an actual value. This research used a descriptive quantitative method. The population of this study consisted of 80 university students enrolled in a numerical methods course. The sampling technique used a saturated sample, which involved everyone in the population as the sample. Data were collected from the learning o

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Nisa', Khoirun, та Laili Ni’mah. "التقنيات والوسائل التعليمية فى تدريس مهارة الإستماع". KILMATUNA: Journal of Arabic Education 1, № 1 (2021): 60–74. http://dx.doi.org/10.55352/pba.v1i1.167.

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Abstract : Listening Skills (Maharah Istima ') are basic or primary skills in language learning, meaning they are lessons that must be taught the first time before other skills such as reading, writing and speaking skills. Or a skill that someone hears the first time from his mother or a skill that students learning a language must know, of course, to facilitate the achievement of these skills, appropriate techniques and media are needed to support it. Learning media is a medium, tool or material used by teachers to facilitate the teaching and learning process. In other words, instructional me

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Khoirun Nisa та Laili Ni’mah. "التقنيات والوسائل التعليمية فى تدريس مهارة الإستماع". Kilmatuna: Journal Of Arabic Education 1, № 1 (2021): 60–74. http://dx.doi.org/10.55352/pba.v1i1.59.

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Listening Skills (Maharah Istima ') are basic or primary skills in language learning, meaning they are lessons that must be taught the first time before other skills such as reading, writing and speaking skills. Or a skill that someone hears the first time from his mother or a skill that students learning a language must know, of course, to facilitate the achievement of these skills, appropriate techniques and media are needed to support it. Learning media is a medium, tool or material used by teachers to facilitate the teaching and learning process. In other words, instructional media is a to

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Cahyani, Cielo Dewi, and Asikin Mohammad. "Systematic Literature Review: Application of Probing Prompting Learning Model to Improve Students' Numeracy Skill." Jurnal Ilmiah Soulmath : Jurnal Edukasi Pendidikan Matematika 11, no. 1 (2023): 1–12. http://dx.doi.org/10.25139/smj.v11i1.4596.

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Numerical skills are important for students to have because numeracy skills are closely applied in everyday life. This article was written with the aim of finding out whether students' numeracy skills can be improved by applying the probing prompting learning model, how are the numeracy skill indicators, and how numeracy skills indicators can be integrated with probing prompting learning. The method used is the Systematic Literature Review (SLR) by reviewing 18 articles of accredited national journals on Sinta 2 to Sinta 5 and international journals indexed by Scopus with the keywords applying

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Suryahadikusumah, Ahmad Rofi, Akhmad Harum, and Hera Yulia Prabiastuti. "A Construct Validity Of The Transferable Skills Scale For Assessment Of Career Guidance." Bisma The Journal of Counseling 6, no. 3 (2022): 371–78. http://dx.doi.org/10.23887/bisma.v6i3.52955.

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Transferable skills are abilities and knowledge that can be used in various jobs and career paths and is related to the career development of students in the era of disruption. School counsellors need to understand student profiles related to these basic skill sets in order to be able to design career development programs that are relevant to today's career dynamics. This study aims to construct a transferable skill scale that can be used as a guidance and counselling assessment tool for student career development. The construction of this scale goes through the stages of 1) aspect constructio

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Nurvicalesti, Nikmah, Ratnasari Ratnasari, and Indri Kusuma Wardani. "The The Identification of Student Numerical Skill in Solving AKM (Minimum Assessment Competency) Question Type Assisted with Collaborative works platform at JHS." INOMATIKA 7, no. 1 (2025): 13–28. https://doi.org/10.35438/inomatika.v7i1.477.

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The study assessed the numeracy skills of junior high school students. The participants of this study were eighth-grade students from SMP Negeri 01 BP Peliung enrolled in ANBK. The tools in this study were a numeracy proficiency assessment and an interview questionnaire. The numeracy skill assessment in this study was administered to students utilizing Google Workspace and comprised six questions. The numeracy questions administered to students consist of AKM-type inquiries, including multiple-choice, complex-choice, true-false, and descriptive questions. This research involved interviews with

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Georges, Carrie, Véronique Cornu, and Christine Schiltz. "The importance of spatial language for early numerical development in preschool: Going beyond verbal number skills." PLOS ONE 18, no. 9 (2023): e0292291. http://dx.doi.org/10.1371/journal.pone.0292291.

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Recent evidence suggests that spatial language in preschool positively affects the development of verbal number skills, as indexed by aggregated performances on counting and number naming tasks. We firstly aimed to specify whether spatial language (the knowledge of locative prepositions) significantly relates to both of these measures. In addition, we assessed whether the predictive value of spatial language extends beyond verbal number skills to numerical subdomains without explicit verbal component, such as number writing, symbolic magnitude classifications, ordinal judgments and numerosity

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Mai Bandar Naif Al-Kathiri, Mai Bandar Naif Al-Kathiri. "The effectiveness of participatory electronic games in developing the skill of numerical sense for a mathematics course for elementary school students: فاعليَّة الألعاب الإلكترونيَّة التَّشاركية في تنمية مهارة الحِسّ العددي لمُقرَّر الرياضيَّات لتلميذات المرحلة الابتدائيَّة". مجلة العلوم التربوية و النفسية 5, № 29 (2021): 113–27. http://dx.doi.org/10.26389/ajsrp.m090121.

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The study aimed to determine the numerical sense skills that can be developed using participatory electronic games for fourth-grade students, used the semi-experimental approach, and the study sample consisted of (40) female students The fourth elementary school was divided into two groups, an experimental group of 20 students, who studied the skill of numerical sense through participatory electronic learning games, and a group of 20 students who studied the skill of numerical sense in the traditional learning method; Where the two groups applied to the pre / post achievement test, and the stu

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Cañizares, Danilka Castro, Nancy Estévez Pérez, and Otmara Pérez Marrero. "Typical Development of Quantity Comparison in School-Aged Children." Spanish journal of psychology 14, no. 1 (2011): 50–61. http://dx.doi.org/10.5209/rev_sjop.2011.v14.n1.4.

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Although basic numerical skills have been widely studied in the last years, very few studies have undertaken a developmental approach. The present study evaluated the development of the magnitude comparison basic numerical ability, in children from first, third and sixth grades by means of the subject's response time in numerical tasks presented in symbolic and non-symbolic formats. The results showed a significant decrease on quantities processing speed as age increases, which suggests numerical skills tend to become automatic with instruction. The differences found, concerning the general ac

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Robert, Hélène, Marie Villain, Pascale Pradat-Diehl, and Cécile Tarabon. "Ecological assessment of numerical skills in adults suffering from stroke." Annals of Physical and Rehabilitation Medicine 59 (September 2016): e131. http://dx.doi.org/10.1016/j.rehab.2016.07.294.

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