Journal articles: 'Strategies in Mathematics'

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Rahim, Mohd Bekri. "Teaching Strategies in Mathematics." Journal of Advanced Research in Dynamical and Control Systems 12, SP8 (2020): 671–76. http://dx.doi.org/10.5373/jardcs/v12sp8/20202569.

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Marcel, Uwintije, and Faustin Mugiraneza Dr. "Influence of Teaching Strategies on Students' Competences in Mathematics in Public Secondary Schools of Rwanda." International Journal of Recent Research in Social Sciences and Humanities (IJRRSSH) 10, no. 4 (2023): 158–68. https://doi.org/10.5281/zenodo.10205682.

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Abstract: This research assessed the influence of teaching strategies towards student's competences in Rwandan public secondary schools. Specifically, the study has to find out preferred mathematics teaching strategies in selected Rutsiro public secondary schools, and to assess the relationship between mathematics' teaching strategies and student's competences in Rutsiro public secondary schools. The study intends to assist teachers to improve their teaching strategies that directly empower students' competences. The researcher used descriptive survey design for the first and the second research question and the correlation research design was used to find the relationship between the variables, where both quantitative and qualitative approaches were used, as well as questionnaires and guided interview to collect data. The survey was involving 132 Mathematic learning students that were sampled by using simple and stratified random sampling techniques from 440 mathematic learning students aged eighteen and above. And seven mathematics' teachers, seven Head of schools in public secondary schools that teach mathematics in A 'level in the schools of Rutsiro district which was sampled purposefully. The results showed that students learn mathematics effectively when in group and 50% responded strongly agree, 58% responded agree, while the total of 5.2% was in disagreement side. The confirmed that learning Mathematics helps them to solve problems in daily life as it was confirmed by 35% responded strongly agree and 38.6% responded agree. The same teachers confirmed that the use of ICT in teaching mathematics motivates learners in effective learning of mathematics and this is confirmed by 42.8% that responded strongly agree, 28.6% responded agree. The relationship between teaching strategies and students' competences in Mathematics showed that the regression a coefficient of the group learning of mathematics not statistically significant in explaining critical thinking and problem solving except the use of ICT in learning mathematics. The relationship was high and significant. Afterward, the ministry of education that should work hand in hand with different stakeholders in education so that a lot of effort be put in learning science especially mathematics, while the teacher were recommended to keep exploring the new strategies that can help learners learning mathematics effectively.Keywords: Mathematic competences, teaching strategies.Title: Influence of Teaching Strategies on Students' Competences in Mathematics in Public Secondary Schools of RwandaAuthor: Marcel Uwintije, Dr. Faustin MugiranezaInternational Journal of Recent Research in Social Sciences and Humanities (IJRRSSH)ISSN 2349-7831Vol. 10, Issue 4, October 2023 - December 2023Page No: 158-168Paper Publications                                                                                     Website: www.paperpublications.orgPublished Date: 25-November-2023DOI: https://doi.org/10.5281/zenodo.10205682Paper Download Link (Source)https://www.paperpublications.org/upload/book/Influence%20of%20Teaching%20Strategies%20on%20Students-25112023-4.pdf

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Marcel, Uwintije, and Faustin Mugiraneza Dr. "Teaching Strategies for Students' Competences in Mathematics in Public Secondary Schools of Rwanda." International Journal of Recent Research in Social Sciences and Humanities (IJRRSSH) 11, no. 1 (2024): 101–8. https://doi.org/10.5281/zenodo.10722145.

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Abstract: This research assessed the influence of teaching strategies towards student’s competences in Rwandan public secondary schools. Specifically, the study has to examine the current status of teaching strategies and students ‘competences in mathematics from selected Rutsiro Public Secondary Schools. The study intends to assist teachers to improve their teaching strategies that directly empower students’ competences. The researcher used descriptive survey design for the first and the second research question and the correlation research design was used to find the relationship between the variables, where both quantitative and qualitative approaches were used, as well as questionnaires and guided interview to collect data. The survey was involving 132 Mathematic learning students that were sampled by using simple and stratified random sampling techniques from 440 mathematic learning students aged eighteen and above. And seven mathematics’ teachers, seven Head of schools in public secondary schools that teach mathematics in A ‘level in the schools of Rutsiro district which was sampled purposefully. The confirmed that learning Mathematics helps them to solve problems in daily life as it was confirmed by 35% responded strongly agree and 38.6% responded agree. The same teachers confirmed that the use of ICT in teaching mathematics motivates learners in effective learning of mathematics and this is confirmed by 42.8% that responded strongly agree, 28.6% responded agree. The relationship between teaching strategies and students’ competences in Mathematics showed that the regression a coefficient of the group learning of mathematics not statistically significant in explaining critical thinking and problem solving except the use of ICT in learning mathematics. The researcher recommended that the ministry of education that should work hand in hand with different stakeholders in education so that a lot of effort be put in learning science especially mathematics. Keywords: Teaching strategies, mathematic competences. Title: Teaching Strategies for Students’ Competences in Mathematics in Public Secondary Schools of Rwanda Author: Marcel Uwintije, Dr. Faustin Mugiraneza International Journal of Recent Research in Social Sciences and Humanities (IJRRSSH) ISSN 2349-7831 Vol. 11, Issue 1, January 2024 - March 2024 Page No: 101-108 Paper Publications                                                                                     Website: www.paperpublications.org Published Date: 28-February-2024 DOI: https://doi.org/10.5281/zenodo.10722145 Paper Download Link (Source) https://www.paperpublications.org/upload/book/Teaching%20Strategies%20for%20Students’%20Competences-28022024-7.pdf

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Vazquez, M. Dorinda Mato, Rocío Chao, and Aurelio Chao. "Strategies to prevent anxiety towards mathematics." New Trends and Issues Proceedings on Humanities and Social Sciences 2, no. 1 (2017): 99–104. http://dx.doi.org/10.18844/prosoc.v2i11.1909.

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SIA, Alberto R. "Strategies in Problem Solving in Mathematics." Journal of Advanced Research in Dynamical and Control Systems 11, no. 09-SPECIAL ISSUE (2019): 48–51. http://dx.doi.org/10.5373/jardcs/v11/20192534.

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Liu, Xiu Hong. "Study on College Mathematics Education and Teaching Strategies." Advanced Materials Research 403-408 (November 2011): 1648–51. http://dx.doi.org/10.4028/www.scientific.net/amr.403-408.1648.

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In order to improve the quality of college mathematic education, cultivating rational thinking of people, and improving the quality of nation, this paper make a comprehensive and systematic survey and analysis on college mathematic education. Results show that the team-constructer and quality of students in university have been changed, and it is not optimistic for mathematic learning of students. For the above problems, it is important and necessary to adjust the teaching content, improving teaching methods and means, promoting the cultural ideas and history of mathematics, and show humanistic concern to students.

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Ghatpande, Kalpana Abhay. "Innovative Teaching Strategies in Mathematics and Statistics." International Journal of Trend in Scientific Research and Development Volume-3, Issue-2 (2019): 323–26. http://dx.doi.org/10.31142/ijtsrd20331.

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宋, 晓秋. "Infiltration Strategies of Mathematical Culture in College Mathematics Teaching." Creative Education Studies 12, no. 11 (2024): 597–601. http://dx.doi.org/10.12677/ces.2024.1211843.

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Akgun, Levent. "Pre-service elementary mathematics teachers' problem solving strategies." International Journal of Academic Research 6, no. 2 (2014): 178–85. http://dx.doi.org/10.7813/2075-4124.2014/6-2/b.27.

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Erbay, Gunes. "NAVIGATING MATHEMATICAL OBSTACLES: EIGHTH GRADE STUDENTS' JOURNEY IN OVERCOMING LEARNING CHALLENGES IN MATHEMATICS." Global Journal of Humanities and Social Sciences 03, no. 03 (2024): 01–07. http://dx.doi.org/10.55640/gjhss-social-326.

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This study delves into the challenges encountered by eighth-grade students while learning mathematics and examines the strategies they employ to overcome these hurdles. Through qualitative analysis, data were collected from interviews, observations, and surveys conducted among a sample group of eighth-grade students. The findings shed light on various impediments such as conceptual difficulties, lack of motivation, and anxiety towards mathematics. Additionally, the study highlights effective techniques utilized by students to navigate these obstacles, including peer collaboration, engaging teaching methods, and personalized learning approaches. Understanding the dynamics of these challenges and strategies can inform educators and policymakers in developing targeted interventions to enhance mathematical learning experiences for eighth-grade students.

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Lipton, Robert. "Teaching mathematics using technology strategies." ACM SIGCUE Outlook 22, no. 1 (1994): 14–21. http://dx.doi.org/10.1145/182107.182104.

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Baltazar Ramos, Ana María. "DIDACTIC STRATEGIES IN TEACHING MATHEMATICS." Child in a Digital World 1, no. 1 (2023): 16. http://dx.doi.org/10.61365/forum.2023.002.

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Rose, Agliam, and Publishing Services Pinagpala. "Evolving Strategies in Mathematics Teaching." WORLD EDUCATION CONNECT Multidisciplinary e-Publication IV, no. I (2024): 2. https://doi.org/10.5281/zenodo.10478162.

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Patterson, Cody L., Amy Parrott, and Jason Belnap. "Strategies for assessing mathematical knowledge for teaching in mathematics content courses." Mathematics Enthusiast 17, no. 2-3 (2020): 807–42. http://dx.doi.org/10.54870/1551-3440.1504.

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Raza, Asad, Hameedullah Kazi, and Muhammad Ali. "Metacognitive Mathematics Tutor: Mathematics Tutoring System with Metacognitive Strategies." International Journal of Computer Applications 153, no. 4 (2016): 21–31. http://dx.doi.org/10.5120/ijca2016912000.

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Angeles, Eden, Nescie Gonzales, and Santos Teody Delos. "Motivational Teaching Strategies in Mathematics in the New Normal." Psychology and Education: A Multidisciplinary Journal 19, no. 7 (2024): 806–13. https://doi.org/10.5281/zenodo.11152966.

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This study focused on the motivational teaching strategies in Mathematics in the new normal in Jimmy Carter Middle School, Albuquerque Public Schools, during the school year 2021-2022 to improve the learners' performance. It looked into the mathematics teachers' profile, the learners' performance level during the first quarter, the significant relationship between the profile of the teachers and their performance in Mathematics, and learners’ attitudes toward studying Mathematics. The researcher found that most mathematics teachers are educationally qualified, have minimum teaching experience, and have attended various seminars about mathematics. The learners obtained a very satisfactory performance. The profile of the teachers is significantly related to the level of performance of the learners in Mathematics. The attitude of the learners towards Mathematics, along with school-related factors such as Study habits and Peers Family – family-related factors like Parents and Siblings, and Teacher–related factors are the factors affecting the learners' performance. The proposed motivational strategies could improve the attitude and performance of learners towards Mathematics. The researcher recommended that the proposed motivational strategies be presented to the Superintendent for their reproduction and utilization to help the mathematics teachers. Teachers should make instructional materials to improve the performance of the pupils. Such interventions/materials help them understand more clearly the concepts. Parents and teachers should join hands in improving the performance of the learners. Teachers should tell the parents about their children's difficulties in learning Mathematics. Parents should also monitor the performance of their children in the school. They should give their full support in their studies, like attending PTA meetings and having follow-ups in their studies. The skills that are least learned in mathematics should be emphasized in teaching. Teachers should use appropriate strategies and techniques to develop the skills and give more exercise for the students to master the skills.

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Н.К., Кайдиева, Касымбекова Н.М. та Амантурова Э. "НОВЫЕ ПОДХОДЫ И СТРАТЕГИИ ОБУЧЕНИЯ МАТЕМАТИКИ В ФОРМИРОВАНИИ КЛЮЧЕВЫХ И МАТЕМАТИЧЕСКИХ КОМПЕТЕНЦИЙ". НАУКА, НОВЫЕ ТЕХНОЛОГИИ И ИННОВАЦИИ КЫРГЫЗСТАНА, № 3 (30 березня 2023): 172–75. http://dx.doi.org/10.26104/nntik.2023.99.80.036.

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В статье рассматриваются вопросы совершенствования математического образования на основе применения новых подходов и стратегий в обучении математики. Изучение математики играет большую роль в образовании, она развивает познавательные способности человека, в том числе и логическое мышление. Применение стратегии «Объяснение и обоснование» способствует формированию ключевых и предметных компетенций. Стратегия «Объяснение и обоснование» относится проблемным методам обучения. Реализация стратегии «Объяснение и обоснование» на уроках состоит из четырех этапов. Основной функцией данной стратегии является побуждение учащихся к решению задач, объяснению и обоснованию хода своего рассуждения. Также показано на уроке применение разноуровневых заданий для учащихся с разными математическими навыками. Таким образом формируются ключевые и предметные компетенции. The article deals with the issues of improving mathematical education based on the application of new approaches and strategies in teaching mathematics. The study of mathematics plays a big role in education, it develops the cognitive abilities of a person, including logical thinking. The application of the «Explain and Justify» strategy contributes to the formation of key and subject competencies. The strategy «Explain and justify» refers to problem-based learning methods. The implementation of the strategy «Explanation and justification» in the classroom consists of four stages. The main function of this strategy is to encourage students to solve problems, explain and justify their reasoning. The lesson also shows the use of multi-level tasks for students with different mathematical skills. Thus, key and subject competencies are formed. Макалада математиканы окутууда жаңы ыкмаларды жана стратегияларды колдонуунун негизинде математикалык билим берүүнү өркүндөтүү маселелери каралган. Математиканы окуу тарбиялоодо чоң роль ойнойт, ал адамдын когнитивдик жөндөмүн, анын ичинде логикалык ой жүгүртүүсүн өнүктүрөт. «Түшүндүрүү жана негиздөө» стратегиясын колдонуу негизги жана предметтик компетенциялардын калыптанышына өбөлгө түзөт. «Түшүндүрү жана негиздөө» стратегиясы көйгөйлүү окутуу методдорунун бири. «Түшүндүрүү жана негиздөө» стратегиясын класста ишке ашыруу төрт этаптан турат. Бул стратегиянын негизги функциясы студенттерди көйгөйлөрдү чечүүгө шыктандыруу, алардын ой жүгүртүүсүн түшүндүрүү жана негиздөө болуп саналат. Сабак учурунда ар түрдүү математикалык көндүмдөр менен студенттер үчүн көп баскычтуу маселелерди колдонуу көрсөтүлгөн. Ошентип, жаңы стратегияларды пайдалануу негизинде предметтик жана негизги компетенциялар калыптанат.

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Aryal, Laxmi. "Alternative Learning Strategies for Mathematics Education." ILAM इलम 20, no. 1 (2024): 60–71. http://dx.doi.org/10.3126/ilam.v20i1.67309.

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This study explores to identify alternative learning strategies of the mathematics achievement and enrollment in mathematics education. The COVID-19 pandemic has further highlighted the need for such strategies, with an increasing demand for innovative learning. This study also aims to investigate students' perceptions and practices of alternative learning strategies and provide valuable insights for educators and policymakers. The methodology involves a comprehensive literature review spanning from 1978 to 2021, with an attention on relevant books, articles, and research reports. The study investigated best practices and effective strategies in mathematics education including Inquiry-Based Learning (IBL), Technology-Based Learning (TBL), Edu-Lab model, Flipped Learning Model, Problem-Based Learning (PBL), Cooperative Learning (CL), and Collaborative Learning (CL). These strategies have shown hopeful results in motivating students, reducing anxiety, and improving mathematical knowledge. The study proposes a paradigm shift towards student-centered learning and the integration of innovative technologies for mathematics education in the 21st century.

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Fülöp, Eva. "Teaching problem-solving strategies in mathematics." Lumat: International Journal of Math, Science and Technology Education 3, no. 1 (2015): 37–54. http://dx.doi.org/10.31129/lumat.v3i1.1050.

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This study uses the methodology of design-based research in search of ways to teach problem-solving strategies in mathematics in an upper secondary school. Educational activities are designed and tested in a class for four weeks. The design of the activities is governed by three design principles, which are based on variation theory. This study aims to contribute to an understanding of how the teaching of problem-solving strategies and strategy thinking in mathematics can be organized in a regular classroom setting and how this affects students´ learning in mathematics. We start by discussing the nature of the concept strategy in relation to the concepts of method and algorithm. Using pre- and post-tests, we compare the development of the students´ conceptual and procedural abilities with a control group. In addition, we use the post-test to investigate the students´ use of problem-solving strategies. The results suggest that these designed activities improve students’ ability to use problem-solving strategies. Moreover, significant differences were found in conceptual and procedural abilities in mathematics, the experimental group improving more than the control groups.

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Dailin, Xiong. "Analysis on the Strategies of Improving Students' Mathematical Application Ability in Mathematics." Applied Mathematics Information 2, no. 3 (2020): 85–89. http://dx.doi.org/10.35534/ami.0203015c.

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Avcu, Seher, and Ramazan Avcu. "Pre-service elementary mathematics teachers’ use of strategies in mathematical problem solving." Procedia - Social and Behavioral Sciences 9 (2010): 1282–86. http://dx.doi.org/10.1016/j.sbspro.2010.12.321.

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Khalil, Ibrahim, Rasha Hashim, Yousef Wardat, and Nourah Alasmari. "Exploring Primary School Mathematics Teachers' Strategies for Enhancing Students' Mathematical Writing Skills." Journal of Educational and Social Research 13, no. 4 (2023): 196. http://dx.doi.org/10.36941/jesr-2023-0102.

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This study aimed to determine female mathematics teachers’ level of performance in employing the teaching practices necessary to develop mathematical writing among female primary school students. It used the descriptive survey approach and collected data through observation. The study sample comprised 48 female teachers. The study generated several interesting results, most notably that the mathematics teachers’ level of performance was average, with overall means of 1.92–3, and there were statistically significant differences at the level of ? < .05 in the level of teaching practices employed attributable to teaching experience in favor of the group with fewer than 10 years’ experience. Based on these results, the study makes several recommendations. Primarily, it proposes that training programs for in-service female mathematics teachers should be strengthened, ensuring they cover the teaching practices necessary to develop mathematical writing skills.  Received: 10 May 2023 / Accepted: 22 June 2023 / Published: 5 July 2023

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Hatisaru, Vesife, Kaye Stacey, and Jon Star. "Mathematical Connections in Preservice Secondary Mathematics Teachers’ Solution Strategies to Algebra Problems." Avances de Investigación en Educación Matemática, no. 25 (April 30, 2024): 33–55. http://dx.doi.org/10.35763/aiem25.6354.

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This study investigated the mathematical connections found in the solutions provided by 22 preservice secondary mathematics teachers to a set of algebra problems. Interest in, and research on, mathematical connections has gained prominence of the past decade. Here, we use the Extended Theory of Mathematical Connections or ETMC to explore the types of connections that this framework does and does not capture in the preservice teachers’ solutions. The ETMC surfaced four types of mathematical connections across four problems: ‘different representations’, ‘procedural’, ‘part-whole’ and ‘meaning’. The other types of connections defined in ETMC such as ‘reversibility’ or ‘feature’ were not found in our data, perhaps because of the specific problems that were used. Some mathematical connections were not highlighted when examining the solutions through the lens of ETMC (‘meaning’, ‘implication or if/then’ and modelling) addressing areas in which ETMC might be limited in its capacity to support researchers in identifying mathematical connections in different contexts.

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Reys, Barbara J., and Robert E. Reys. "Recruiting Mathematics Teachers: Strategies to Consider." Mathematics Teacher 97, no. 2 (2004): 92–95. http://dx.doi.org/10.5951/mt.97.2.0092.

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The federal No Child Left Behind Act (Public Law 107-110, HR 1, 2001) calls for all teachers in schools receiving federal funds to be “highly qualified.” That is, they must hold a bachelor's degree, demonstrate competence in the subject matter that they teach, and have full state teacher certification—their certification requirements cannot be waived nor can they have an “emergency, provisional, or temporary” certificate. These requirements are mandatory by the 2005–2006 school year. However, a serious shortage of mathematics teachers continues to exist in middle and secondary schools. For example, the Missouri Department of Elementary and Secondary Education reported that during the past fifteen years, an average of fewer than 200 mathematics teaching certificates (middle school and secondary) were issued annually by thirty-four different colleges and universities in the state. This average is far short of the more than 400 job listings that Missouri school districts annually post for middle school and secondary mathematics teachers.

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José, Sillagana, Morocho-Lara Daniel, Bustos Gamboa Yennifer, and Dayana Pinto Génesis. "Gamification in Mathematics." Latin-American Journal of Computing 10, no. 1 (2023): 102–13. https://doi.org/10.5281/zenodo.7504038.

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The application of gamification in education is scarce; therefore, the purpose of this study is to consider the contribution of Gamification in the learning of Mathematics in eighth grade students of General Basic Education. The methodology used has a quali-quantitative approach, of exploratory experimental type, based on the survey technique with the questionnaire instrument, instrument validated with Cronbach's alpha with a result of 0.846, on a Likert scale of 5 points, applied to a sample of 30 students with a pretest and a posttest. Thus, it was determined the non-use of gamification resources for the teaching of mathematics, so that an intervention was performed with the developed author resources of the web 3. 0 by means of the A.D.D.I.E. methodology in the Canva, Liveworksheet and Nearpood applications. To measure the results and test the hypothesis, chi-square statistics and the Kolmogorov-Smirnov test were used, finding that gamification contributes to the learning of mathematics and generates interactive classes awakening the students' attention.

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Nandang Mustafa, Ade. "MATHEMATICS ANXIETY CAUSES, CONSEQUENCES, AND COPING STRATEGIES." International Journal of Advanced Research 12, no. 11 (2024): 1268–76. https://doi.org/10.21474/ijar01/19941.

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Mathematics anxiety is a common phenomenon that affects a significant portion of students and adults, hindering their ability to perform well in mathematical tasks and limiting their potential in related fields. This article explores the causes of mathematics anxiety, the various consequences it has on learners academic and personal lives, and the coping strategies that have been shown to mitigate its impact. Through a literature review, we aim to provide a comprehensive understanding of how mathematics anxiety develops, its effects on performance, and practical approaches for educators and students to address it.

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Dong, Ji Xue, and Hong Zhang. "Mathematical Modeling and Cultivation of Student Mathematics." Advanced Materials Research 219-220 (March 2011): 1652–55. http://dx.doi.org/10.4028/www.scientific.net/amr.219-220.1652.

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The article analyzes undergraduate Mathematical Modeling Competition’s characteristics and the theory foundation thoroughly,and points out the significance of this competition both in improving colledge students’innovation ability and in higher mathematical education reform. It concentrately summarizes and expatiates the prominent problems in present undergraduate Mathematical Modeling education from four aspects:students’ ability,teachers’quality,teaching facilities and the management and organization of the school,on basis of this,the article puts forward teaching strategies for undergraduate Mathematical Modeling,and also dwells on how to improve the thinking principles and capabilities about undergraduate Mathematical Modeling by examples. Establishes the teaching mode of colledge mathematical modeling and thoroughly analyses the hierarchy of mathematical modeling’s teaching and basic principles for selecting titles.At last,the article proposes several questions which we should pay attention to about colledge mathematical modeling teaching.

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Rubenstein, Rheta N. "Focused Strategies for Middle-Grades Mathematics Vocabulary Development." Mathematics Teaching in the Middle School 13, no. 4 (2007): 200–207. http://dx.doi.org/10.5951/mtms.13.4.0200.

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Principles and Standards for School Mathematics reminds us that communication is central to a broad range of goals in mathematics education (NCTM 2000). These goals include students' being able to (1) organize and consolidate mathematical thinking; (2) communicate coherently with teachers, peers, and others; (3) analyze and evaluate others' strategies; and (4) use language to express mathematics precisely. One part of communication is acquiring mathematical language and using it fluently. This article addresses learning vocabulary as one dimension of mathematics communication.

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Febriani, Nur Indah, and Elfrianto Elfrianto. "Strategies for Overcoming Difficulties in Learning Mathematics." EDUCTUM: Journal Research 2, no. 4 (2023): 11–15. http://dx.doi.org/10.56495/ejr.v2i4.463.

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Mathematics is a basic science that can be used to solve problems in many other fields of science. However, the fact is that there are still many mathematics learning activities in the field that cause a higher level of learning difficulty than other subjects. Students' inability to complete assignments given by the teacher can also be interpreted as learning difficulties. Students also believe that mathematics is a difficult subject to learn. In accordance with the causal factors, a learning problem solving strategy is an approach chosen and used by an educator to deliver lesson material with the aim of making it easier for students to accept and understand the material and ultimately achieve learning goals.

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Thiessen, Victor, and Jörg Blasius. "Mathematics achievement and mathematics learning strategies: Cognitive competencies and construct differentiation." International Journal of Educational Research 47, no. 6 (2008): 362–71. http://dx.doi.org/10.1016/j.ijer.2008.12.002.

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Proulx, Jérôme. "Mental mathematics under the lens: Strategies, oral mathematics, enactments of meanings." Journal of Mathematical Behavior 56 (December 2019): 100725. http://dx.doi.org/10.1016/j.jmathb.2019.100725.

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Callahan, Leroy, Robert F. Nicely, Helen R. Fiber, and Janet C. Bobango. "Research Report: The Cognitive Content of Elementary School Mathematics Textbooks." Arithmetic Teacher 34, no. 2 (1986): 60–61. http://dx.doi.org/10.5951/at.34.2.0060.

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Students' acquisition of higher-order thinking skills has long been a goal of mathematics educators. The National Council of Teachers of Mathematic (1980). in recommending that “problem solving be the focus of school mathematics in the 1980s.” noted that students must learn to “formulate key questions, analyze and conceptualize problems, define the problem and the goal, discover patterns and similarities, seek out appropriate data, experiment, transfer skills and strategies to new situations, and draw on background knowledge to apply mathematics” [emphasis added]. It is imperative that the reource teachers use to teach tho e skill be equal to the challenge of this goal.

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Onoshakpokaiye, Odiri. "Early Childhood Mathematics: an Insight into Strategies for Developing Young Children Mathematical Skills." Mathematics Education Journal 7, no. 1 (2023): 16–30. http://dx.doi.org/10.22219/mej.v7i1.24534.

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The purpose of this work is to examine early childhood math and some strategies on how early childhood math can be enhanced. Math is an important subject in the school curriculum that cannot be overlooked. The young child's math abilities or skills need to be developed for future life. Some methods on how to improve young children's abilities were reviewed. It was a qualitative study. From the review, it was revealed that developing young child math abilities is vital for them to progress in future math. Also, the reviews indicated that math assists young children in building up their math ability to solve problems and think critically. The findings demonstrate the importance of early childhood mathematics programs as a foundation for subsequent math teaching. Young children require a mathematical foundation from an early age in order to develop the concepts and abilities needed to succeed in school, multiple professions, and even daily life.

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Buscano, Josel. "Motivated Strategies for Learning Mathematics and Academic Success among Secondary Students, Kajonkietsuksa School, Phuket, Thailand." Psychology and Education: A Multidisciplinary Journal 33, no. 7 (2025): 785–97. https://doi.org/10.70838/pemj.330707.

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The importance of Mathematics motivation and learning strategies cannot be overstated in the student's learning experience and success. This research aimed to investigate the students' learning motivation and their ability to use learning strategies when learning the mathematics discipline, using the Motivated Strategies for Learning Questionnaire (MSLQ) as the primary tool for data collection. The study was conducted on 30 private secondary students under the English Programme of a school in Phuket province, Thailand, specifically Mattayom 1 (grade 7) who took Mathematics Extended as classification. After analyzing the data using multiple regression, it was observed that the respondents struggled with their motivation and use of learning strategies, as indicated by their low-level projections on the MSLQ scales. Therefore, intervention is necessary to address these issues. Although most of the respondents achieved knowledge and skills in the different learning objectives, a substantial number of them still need further assistance to enhance their mastery level in Mathematics. Additionally, while most of the respondents performed above average in Mathematics, there were still a considerable number of students who needed appropriate facilitation to improve their performance. The study also found that the respondents' sex, age, and nationality had no significant relationship with their academic success in terms of Mathematics performance, nor was there a significant degree of relationship observed between the respondents' age and sex and their motivated strategies for learning Mathematics. However, a significant degree of relationship was found between the respondents' nationality and motivated strategies for learning Mathematics. Moreover, no significant correlation was found between Motivated Strategies for Learning Mathematics and Mathematics Performance, but a significant correlation was found between the level of motivation and learning strategies. Overall, this study emphasizes the need to improve students' motivation and use of effective learning strategies by using an intervention program that the researcher had suggested to enhance their academic performance in Mathematics. MSLQ proved to be a useful tool in identifying the areas that require intervention, highlighting the importance of assessing and addressing students' motivational and learning strategy needs.

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Kalpana, Abhay Ghatpande. "Innovative Teaching Strategies in Mathematics and Statistics." International Journal of Trend in Scientific Research and Development 3, no. 2 (2019): 323–26. https://doi.org/10.31142/ijtsrd20331.

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During II world war the Military Officials used the system of planning the war material for the future days, that was actually system of Mathematical Modeling. The idea of Statistical Methods. The impact of this has started to change course content and structure, in both introductory and advanced courses for statisticians as scientists and academicians . So for future directions in the teaching and learning of statistics must take into account new innovative pedagogical instructions, educational technologies and the abundance of Web resources that are now available. With the Statistics, Mathematics is very much important Subject to study but much hard to learn and study. This paper gives the new solution to this problem. And currently identified challenges in the teaching and learning of statistics and Mathematics of useful strategies and innovations for developing research based statistics courses in the context of recommendations for reforms, outlining the place of information technology within this framework. and a review of the literature on the topic of statistics and Mathematics education and gives instructors a set of guidelines for generating new and effective teaching material. Kalpana Abhay Ghatpande "Innovative Teaching Strategies in Mathematics and Statistics" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-2 , February 2019, URL: https://www.ijtsrd.com/papers/ijtsrd20331.pdf

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Kaldo, Indrek, and Kandela Õun. "GENDER DIFFERENCES FAVOURING FEMALES IN LEARNING STRATEGIES IN MATHEMATICS." Problems of Education in the 21st Century 78, no. 4 (2020): 595–611. http://dx.doi.org/10.33225/pec/20.78.595.

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Most universities teach mathematics in the first year and the complexity of the subject demands also different levels of mathematics. Although students understand the reason why they need to learn mathematics, there are more than half of students struggling during the math classes. It is also interesting to compare male and female students` study habits and differences. The aim of this research is to report first-year Estonian university students’ views on mathematics by gender. The quantitative data were collected from 440 university students of different disciplines. The participants completed the LIST questionnaire what measures several aspects of learning strategies of mathematics conducted by factor analysis of 69 questions in 4-point Likert scale. In this research, in two of nine factors, females hold a more positive view of learning strategies than did male students. This research indicates which learning strategies in mathematics are preferred by males and females. Factors Organizing and Repeating were the factors in which we found statistically significant gender difference. Females showed more powerful organizing skills and had better repeating strategies than males. Females try to order the subject matter in a way that makes it easy for them to remember, they go over their notes and structure the most important points more than males. In all the other factors, statistical differences were found only in some questions. Keywords: learning strategies, LIST-questionnaire, mathematics education, mathematics related effect, university mathematics.

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Dhakal, Bed Prasad. "Student's Empowerment in Mathematics Classroom: Perception, Strategies, and States." Curriculum Development Journal 30, no. 44 (2022): 1–10. http://dx.doi.org/10.3126/cdj.v30i44.54970.

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Whatever the existing teaching-learning practices of mathematics education in our classroom, it is a time to escalate its effectiveness through sincere exploration of students’ empowerment. Empowering our students in mathematics classroom is a psychological, strategic and contingent to both mathematics’ teachers and students. This article argues that exploration of understanding of students’ empowerment, empowering strategies, and state of empowered mind are not fully studied yet. To capture the belief, understanding, perception, and practices of students’ empowerment in mathematics teaching and learning is the core concern of this paper. The secondary level mathematics teachers from the community schools of Kathmandu valley and mathematics educators were purposively selected. Descriptive exploration was made to discuss the information on three key focuses; perception of students’ empowerment, strategies for empowerment, and states of empowered students within the classroom premises. Opportunity of collaborative and cooperative engagement which accept the individual voice of students in the mathematics classroom is perceived as the strategies of students’ empowerment. Sufficient cognitive as well as affective actions that help to build the students’ strength in learning mathematics are the fundamental empowering strategies and the condition of happiness, satisfaction, and on task behaviour are the states of empowered students. Policy maker, academicians, and even the managers would take benefit from finding of this article. There are still many spaces to reduce the gap of existing and expecting strategies for students’ empowerment in the mathematics classroom.

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Dhakal, Bed Prasad. "Students Empowerment in Mathematics Classroom: Perception, Strategies, and States." Innovative Research Journal 1, no. 1 (2022): 141–50. http://dx.doi.org/10.3126/irj.v1i1.51823.

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Whatever the existing teaching-learning practices of mathematics education in our classroom, it is time to escalate its effectiveness through sincere exploration of students’ empowerment. Empowering our students in the mathematics classroom is psychological, strategic, and contingent on both mathematics teachers and students. This article argues that the exploration of understanding students’ empowerment, empowering strategies, and state of empowered mind are not fully studied yet. Capturing the belief, understanding, perception, and practices of students’ empowerment in mathematics teaching and learning is the core concern of this paper. The secondary-level mathematics teachers from the community schools of Kathmandu valley were purposively selected. Descriptive exploration was made to discuss the information on three key focuses; perception of students’ empowerment, strategies for empowerment, and states of empowered students within the classroom premises. The opportunity for collaborative and cooperative engagement which accept the individual voice of students in the mathematics classroom is perceived as the strategy for students’ empowerment. Sufficient cognitive, as well as effective actions that help to build the students’ strength in learning mathematics, are the fundamental empowering strategies, and the condition of happiness, satisfaction and on-task behavior are the states of empowered students. Policymakers, academicians, and even managers would take benefit from the finding of this article. There are still many spaces to reduce the gap between existing and expected strategies for students’ empowerment in the mathematics classroom.

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Mrs.C. Mattuvarkuzhali, Mrs C. Mattuvarkuzhali. "Remedial Teaching in Mathematics through Multisensory Strategies." IOSR Journal of Mathematics 1, no. 5 (2012): 1–4. http://dx.doi.org/10.9790/5728-0150104.

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Rosyada, Munaya Nikma, and Heri Retnawati. "Challenges of Mathematics Learning with Heuristic Strategies." Al-Jabar : Jurnal Pendidikan Matematika 12, no. 1 (2021): 161–73. http://dx.doi.org/10.24042/ajpm.v12i1.8730.

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Problem solving is an essential aspect of students' mathematical activities. This ability could practice by using heuristic strategies in learning. Besides, these are assured to be able to promote metacognitive skills. In the implementation, teachers faced several challenges. This research aims to describe the challenges of teachers in implementing learning with heuristic strategies. This research is a descriptive qualitative. Participants of this research were 12 junior high school mathematics teachers from 12 high schools in the Special Region of Yogyakarta and Central Java. Data collection was taken by questionnaire and added with documentation. Data were analyzed using the Miles and Huberman stage-data reduction, data display, and drawing conclusion/verification. The data then validated using triangulation technique. The results revealed that some of teacher has already implement heuristic strategy in the learning process, but unable to define the heuristic strategy correctly. In its implementation, teachers experience several obstacles. These obstacles were found in providing non-routine problems to students, solving problems by students, and in discussions conducted to solve problems.

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Tee, Kiew Nee, Kwan Eu Leong, and Suzieleez Syrene Abdul Rahim. "Self-Regulation Test-Taking Strategies for Mathematics." MUST: Journal of Mathematics Education, Science and Technology 3, no. 2 (2018): 105. http://dx.doi.org/10.30651/must.v3i2.1788.

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The present study aims at exploring various self-regulation test-taking strategies used by the grade 11 students for their mathematics tests which is observed from three aspects, they are before, during, and after test-taking. The data were collected from 86 students in a private school which located in Malaysia. The goal-setting and planning, help-seeking, seeking information, rehearsal, memorization, reviewing, peer pressure, adult influence, self-consequences, self-motivated, and environment setting were the strategies that is used for test preparation. Outline formulas, recall and identify key information, keep trying, and checking were the strategies used during test-taking. In addition, correction and self-evaluation were the strategies used after the test-taking. The study further examined differences of various test-taking strategies used across three performance groups, high, medium, and low achievers, and also for male and female students. The results showed that there were statistical differences in goal-setting and planning, help-seeking, keep trying, checking, and correction strategies among high, medium, and low achievers. There were also statistical differences in goal-setting and planning, rehearsal, self-motivated, outline formulas, checking, and correction strategies between male and female students. The result of this research showed that the groups of using goal-setting and planning, rehearsal, help-seeking, recall and identify key information, keep trying, checking, and correction strategies have higher scores in mathematics performance rather than those groups which do not use these strategies.

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Kerrigan, John. "Active Learning Strategies for the Mathematics Classroom." College Teaching 66, no. 1 (2018): 35–36. http://dx.doi.org/10.1080/87567555.2017.1399335.

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Malika, BENDERBAL. "Modern strategies and trends in teaching mathematics." INTERNATIONAL JOURNAL OF EARLY CHILDHOOD SPECIAL EDUCATION 16, no. 3 (2024): 27–33. http://dx.doi.org/10.48047/intjecse/v16i3.3.

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The current era is witnessing many rapid changes and successive developments in various fields; this development has been reflected in the teaching and learning process, curricula and teaching methods in general, including the field of teaching and learning sports in particular. Where traditional methods of teaching are no longer suitable to face changes and meet needs and requirements.

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Clark, H. Clifford, and Marvin N. Nelson. "Improving Mathematics Evaluation through Cooperative Learning Strategies." Middle School Journal 24, no. 3 (1993): 15–18. http://dx.doi.org/10.1080/00940771.1993.11495889.

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Rosenthal, Jeffrey S. "Active learning strategies in advanced mathematics classes." Studies in Higher Education 20, no. 2 (1995): 223–28. http://dx.doi.org/10.1080/03075079512331381723.

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Talasi, Tatolo, and Anilkumar Krishnanair. "Reconceptualising Mathematical Problem – Solving Strategies: A Case of Pre – Service Mathematics Teachers Solving Non–Routine Problems on Financial Mathematics." Journal of Educational Studies 2024, si1 (2024): 149–66. http://dx.doi.org/10.59915/jes.2024.si1.10.

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Agbata, B. C., W. Obeng-Denteh, S. Abraham, et al. "Advancing mathematics education in Africa: Challenges, strategies, and prospects." Science World Journal 19, no. 3 (2024): 808–18. http://dx.doi.org/10.4314/swj.v19i3.28.

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This study deals with an investigation into the multifaceted landscape of mathematics education in Africa, exploring its historical development, current challenges, and promising prospects. By examining the nature of mathematics and its significance in society, the study identifies key challenges hindering effective mathematics education across the continent. These challenges include inadequate resources, limited access to quality education, cultural barriers, and insufficient teacher training. Through an extensive review of the literature and analysis of existing initiatives, the study presents a range of strategies to enhance mathematics education in Africa. These strategies encompass leveraging modern technologies, fostering collaborative learning environments, promoting culturally relevant pedagogies, and investing in teacher professional development. Furthermore, the study underscores the vital importance of mathematics education in Africa, emphasizing its role in fostering critical thinking skills, problem-solving abilities, and socio-economic development. It highlights the necessity of equipping African learners with mathematical competencies to address contemporary challenges and participate in the global knowledge economy. Drawing upon these insights, the study offers recommendations for policymakers, educators, and stakeholders to strengthen mathematics education in Africa. These recommendations include increasing investment in educational infrastructure, expanding access to digital resources, promoting interdisciplinary approaches, and fostering partnerships between academia, industry, and government. This study serves as a comprehensive guide for advancing mathematics education in Africa, offering actionable insights to address challenges, harness opportunities, and cultivate a thriving mathematical culture across the continent. By prioritizing mathematics education, Africa can unlock its full potential and contribute significantly to global scientific and technological advancement.

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Bulut, Neslihan, and Gözdegül Karamık. "Preservice mathematics teachers’ ways of using problem solving strategies while solving mathematical word problems." International Journal of Human Sciences 12, no. 2 (2015): 1180. http://dx.doi.org/10.14687/ijhs.v12i2.3420.

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The aim of this study is to investigate the variety of problem solving strategies used by preservice mathematics teachers while solving different mathematical word problems which require representation standards and to identify which strategy is functional for pre-service teachers to apply with middle-school students.The study was a case study and conducted during the 2009 spring semester. For this study, 150 senior class pre-service teachers of elementary mathematics education were chosen from a public university in Turkey by convenient sampling. Data were collected through an open-ended test developed by researchers. The test was consist of ten mathematical word problems selected from the five sub-learning areas. The test was given to the pre-service teachers and they were asked to solve each problem in different ways. It took 60 minutes for preservice teachers to complete the test. Strategies that pre-service teachers used for solving word problems were categorized by using content analyze. Also interviews were conducted with pre-service teachers in order to identify their opinions about the usability of strategies in middle-school classrooms.Findings revealed that participants are lack of using different strategies while solving word problems. In general the participants did not apply more than one strategy and they used traditional solving strategies instead of extreme ones. Findings of this study will be a guiding spirit to teacher educators for the enhancement of preservice teacher education programs.

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Perlwitz, Marcela. "Two Students' Constructed Strategies to Divide Fractions." Mathematics Teaching in the Middle School 10, no. 3 (2004): 122–26. http://dx.doi.org/10.5951/mtms.10.3.0122.

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Students need opportunities to make connections among different concepts in mathematics throughout their mathematics education (NCTM 2000). For example, research has shown that students build their knowledge of fractions from their knowledge of whole numbers (Saenz-Ludlow 1990; Greer 1994).

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Laamena, Christina M., and Theresia Laurens. "MATHEMATICAL LITERACY ABILITY AND METACOGNITIVE CHARACTERISTICS OF MATHEMATICS PRE-SERVICE TEACHER." Infinity Journal 10, no. 2 (2021): 259. http://dx.doi.org/10.22460/infinity.v10i2.p259-270.

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This study aims to determine the characteristics of students' metacognition in solving mathematical literacy problems. The metacognitive traits explored are related to awareness in planning, monitoring, and evaluating the design of the thinking process used. The research method used is a mixed-method (sequential explanatory), which uses quantitative research results to conduct qualitative research. The research subjects were 80 early semester students who took the literacy test and chose six respondents representing the upper, middle, and lower groups, with two people in each group to be interviewed. The results showed that the mathematical literacy skills of prospective teachers were at a low level. Metacognitive characteristics that appear in the low group are (1) realizing that the solution of strategy is not right but not improved; (2) planning to develop a settlement strategy, but are not sure, (3) do not carry out the re-check process, and (4) do not believe what is being thought and do not understand the concept. Metacognitive traits in the middle group are (1) aware of what they are thinking, (2) consciously plan various strategies to improve thinking accuracy, but do not always use these strategies, (3) tend to monitor the thinking process, and (4) show tendency to master the basic mathematical concepts of the problems at hand.The characteristics of metacognition in the high group during problem-solving are (1) Using various strategies to demonstrate or improve the accuracy of thinking (sketching, drawing), (2) Analyzing the problem before solving it, and (3)Understanding and mastering the mathematical concepts that underlie the problem which is given.

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Journal articles on the topic 'Strategies in Mathematics'

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