Bibliografías temáticas / Educational: Mathematics and numeracy

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Literatura académica sobre el tema "Educational: Mathematics and numeracy"

Autor: Grafiati

Publicado: 26 de julio de 2024

Última modificación: 31 de julio de 2025

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Artículos de revistas sobre el tema "Educational: Mathematics and numeracy"

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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Tesis sobre el tema "Educational: Mathematics and numeracy"

Liu-Trofimovsky, Jia. "School Psychologists' Early Numeracy Training and Practices." Thesis, State University of New York at Albany, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3621899.

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<p> An emergent area of research pertains to early numeracy, or number sense. Early numeracy plays a significant role in the development of mathematics skills, and researchers have recognized its importance for overall academic achievement. This study surveyed practicing school psychologists to investigate current early numeracy training and practices. A nationwide sample of 279 school psychologists completed a Web-based survey modeled after the available early numeracy research. The majority of individuals reported receiving at least one professional development training for academic concerns

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Hurle, Gillian Dawn. "Numeracy support for year two students." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2013. https://ro.ecu.edu.au/theses/609.

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Research of teaching theories and intervention programs internationally and in Australia suggests that the implementation of numeracy support programs can improve student achievement levels (Fuchs, 2005; Ketterlin-Geller, Chard & Fien, 2008; Van Kraayenoord & Elkins, 2004). An intervention program was conducted for a small group of Year Two students with the aim of improving their numeracy skills over a 20 week period. Results of two mathematics assessments, together with information provided by teachers based on classroom observations and informal assessments were combined to select a group o

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Angelis, Desi. "Adult numeracy, mathematical education and social meanings." Master's thesis, University of Cape Town, 1993. http://hdl.handle.net/11427/17496.

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Bibliography: pages 74-83.<br>In sum, the theoretical framework proposed here for adult numeracy, and developed from a discourse of mathematics education, has as its task the elaboration of the social implications of principles in adult education and the pedagogic outcomes of three sets of numeracy materials.

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Norris, Kelly. "Raising Teacher Sensitivity to Key Numeracy Competencies in the Early Years." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2014. https://ro.ecu.edu.au/theses/1473.

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Mathematical competence is a key capability for success in adult life, and yet many students do not achieve functional levels of numeracy during their school lives. Furthermore, many teachers report that they lack the confidence in teaching mathematics that they have for teaching literacy. Research indicates that it is possible to predict which students are likely to have difficulties in mathematics as early as the Pre-Primary year, and interventions can be provided which are effective in minimising such difficulties. The assumption framing this project is that raising teachers’ understanding

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Walker-Glenn, Michelle L. "Leadership for School Numeracy: How School Leaders' Knowledge and Attitudes Impact Student Mathematics Achievement." Oxford, Ohio : Miami University, 2010. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1271640843.

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Thereesha, Fathimath. "Students' Perceptions of the Secondary Numeracy Project." The University of Waikato, 2007. http://hdl.handle.net/10289/2305.

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This thesis explores the perceptions and experiences of twenty four Year 9 students from two schools in New Zealand who had participated in the Secondary Numeracy Project. The two schools were in their first year of SNP at the time of data collection. The main focus was on four areas of mathematics learning: group work, equipment, communication and teachers. Data was collected mainly by using semi-structured and clinical interviews. Findings revealed that equipment was particularly important and were used more frequently by students in Low ability group. Students liked using equipment, working

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Björkhagen, Lena, and Sounia Barsoum. "Neurodidaktik och matematik : En litteraturstudie om neurodidaktikens betydelse för matematikundervisningen." Thesis, Linnéuniversitetet, Institutionen för datavetenskap, fysik och matematik, DFM, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-10471.

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Ämnet neurodidaktik bygger på hjärnforskning och etablerade teorier inom det pedagogiska området. Syftet med vår studie är att dra slutsatser av de rön vi finner inom hjärnforskningen som studerar hur hjärnan fungerar i inlärningssammanhang. Vi har lyft fram ett antal förutsättningar för lärande i vår studie som alla får stöd i aktuell hjärnforskning. Dessa förutsättningar har vi kopplat samman med hur hjärnan utvecklas ur ett matematiskt perspektiv. Litteratursökningen har ägt rum i faktaböcker och databaser och för att få vägledning har vi kontaktat experter inom området. De slutsatser vi dr

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Alamu, Adrian. "Teacher beliefs, knowledge, and reported practices regarding numeracy outcomes in the Solomon Islands : a thesis submitted to the Victoria University of Wellington in partial fulfilment of the requirements for the degree of Master of Education /." ResearchArchive@vuw.ac.nz, 2010. http://hdl.handle.net/10063/1314.

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Kelly, Angela. "Mathematics teachers' pedagogy in preparation for OLNA numeracy high-stakes testing: A Western Australian case study." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2022. https://ro.ecu.edu.au/theses/2513.

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In Western Australia (WA), all secondary students are required to demonstrate their readiness to leave school and enter further studies or the workplace by achieving a minimum standard of numeracy and literacy. This minimum standard can be demonstrated by passing one of two assessments, the National Assessment Program – Literacy and Numeracy (NAPLAN), an annual national assessment for all students in Years 3, 5, 7, and 9; or, if not having reached a high enough standard on the NAPLAN Year 9 test, the Online Literacy and Numeracy Assessment (OLNA). The latter is high stakes test unique to WA wh

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Tshabalala, Phillip Masibi. "Numeracy performance of Grade 3 learners in rural and urban primary schools." Diss., Pretoria : [s.n.], 2009. http://upetd.up.ac.za/thesis/available/etd-06302009-171742.

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Libros sobre el tema "Educational: Mathematics and numeracy"

Savard, Annie, and Alexandre Cavalcante, eds. Financial Numeracy in Mathematics Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-73588-3.

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Tout, David. Foundation Numeracy in Context. Australian Council for Educational Research, 2006.

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Andrew, Steeds, Great Britain. Department for Education and Skills., and Basic Skills Agency, eds. Adult numeracy: Core curriculum. Cambridge Training and Development Ltd. on behalf of the Basic Skills Agency, 2001.

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Adjiage, Robert. Mathematics education: A numerical landscape. Nova Science Publishers, 2009.

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Haylock, Derek. Numeracy for teaching. Paul Chapman, 2001.

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Iddo, Gal, and Educational Resources Information Center (U.S.), eds. Instructional strategies for teaching adult numeracy skills. National Center on Adult Literacy, University of Pennsylvania, 1996.

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Ward, Robin A. Numeracy and literacy: Teaching K-8 mathematics using children's literature. APD Press, 2007.

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Compton, Ashley. Supporting numeracy: A guide for school support staff. PCP/Sage Publications, 2007.

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McAnaney, Elaine. Mathematics education: Using action research to improve the delivery of numeracy. The Author), 2002.

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Walton, K. M. (Kathleen M.), ed. Teaching numeracy: 9 critical habits to ignite mathematical thinking. Corwin Press, 2011.

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Capítulos de libros sobre el tema "Educational: Mathematics and numeracy"

Simpson, Michelle. "Numeracy and Mathematics." In A Practical Guide to Play in Education. Routledge, 2024. http://dx.doi.org/10.4324/9781003486602-14.

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Fitzsimons, Gail E., Helga Jungwirth, Jeurgen Maaß, and Wolfgang Schloeglmann. "Adults and Mathematics (Adult Numeracy)." In International Handbook of Mathematics Education. Springer Netherlands, 1996. http://dx.doi.org/10.1007/978-94-009-1465-0_23.

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Goos, Merrilyn, Anne Bennison, Helen Forgasz, and Keiko Yasukawa. "Research in Numeracy Education." In Research in Mathematics Education in Australasia 2020–2023. Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-97-1964-8_4.

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Cavalcante, Alexandre, and Annie Savard. "Making Sense of Mathematics: Two Case Studies of Financial Numeracy in Grade 11 Mathematics Classrooms." In Financial Numeracy in Mathematics Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-73588-3_9.

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Savard, Annie, and Alexandre Cavalcante. "Financial Numeracy as Part of Mathematics Education." In Financial Numeracy in Mathematics Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-73588-3_2.

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Cavalcante, Alexandre. "Mathematics Teachers’ Financial Numeracy Representations and Practices." In Financial Numeracy in Mathematics Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-73588-3_8.

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Turineck, Louis-Philippe, and Annie Savard. "Some Financial Numeracy Tasks for Secondary-School Mathematics Classes." In Financial Numeracy in Mathematics Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-73588-3_11.

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Turineck, Louis-Philippe, and Alexandre Cavalcante. "Using Tasks to Elicit Mathematics Teachers’ Thinking in Financial Numeracy." In Financial Numeracy in Mathematics Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-73588-3_6.

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Savard, Annie, and Alexandre Cavalcante. "Financial Education and Mathematics Education: A Cross-Cutting Analysis of the Epistemological Intersection of Financial Numeracy." In Financial Numeracy in Mathematics Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-73588-3_1.

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Brosseau, Benoit, and Jean-François Blanchet. "Financial Numeracy in Secondary Schools in Quebec: Implications for Leadership." In Financial Numeracy in Mathematics Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-73588-3_10.

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Actas de conferencias sobre el tema "Educational: Mathematics and numeracy"

Chen, Yan, Wensheng Yu, and Ru Zhang. "The Application of Coq in Mathematics Teaching." In 2024 4th International Conference on Educational Technology (ICET). IEEE, 2024. https://doi.org/10.1109/icet62460.2024.10868348.

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Bansilal, Sarah, Ratu Ilma Indira Putri, Vince Geiger, Bo Zhang, and Kathy O’Sullivan. "Mathematical Literacy, Numeracy and Competency in Mathematics Education." In The 14th International Congress on Mathematical Education. WORLD SCIENTIFIC, 2024. http://dx.doi.org/10.1142/9789811287152_0043.

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France, Ilze, Marta Mikite, Girts Burgmanis, and Dace Namsone. "The Development of Numeracy Test Using Three-Dimensional Framework to Assess Numeracy Skills in Grade 7." In ATEE 2022 Annual Conference. University of Latvia Press, 2023. http://dx.doi.org/10.22364/atee.2022.42.

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A growing body of evidence including international level studies (e.g. PISA, TIMSS) demonstrate that numeracy skills (also known internationally by other terms such as mathematical literacy) is crucial for a person’s educational achievements and for informed and participatory citizenship. Early and successful interventions to improve students’ numeracy skills lie in developing and using valid and reliable diagnostic tests for numeracy skill assessment. This study explored how developing a numeracy test based on three-dimensional framework could be used for numeracy diagnostic purposes in grade

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Sa’dijah, Cholis, Heri Purnomo, Abdul Halim Abdullah, et al. "Students’ numeracy skills in solving numeracy tasks: Analysis of students of junior high schools." In THE 5TH INTERNATIONAL CONFERENCE ON MATHEMATICS AND SCIENCE EDUCATION (ICoMSE) 2021: Science and Mathematics Education Research: Current Challenges and Opportunities. AIP Publishing, 2023. http://dx.doi.org/10.1063/5.0113664.

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Siregar, Tiur Malasari, Arnah Ritonga, and Linda Septi Yanti Sianipar. "Analysis of Economics Mathematics Literacy and Numeracy in Supporting the Implementation of Distance Learning." In 6th Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2021). Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.211110.117.

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Nusantara, Duano Sapta, Zulkardi, and Ratu Ilma Indra Putri. "Designing PISA-like numeracy problem using a COVID-19 context." In THE 2ND NATIONAL CONFERENCE ON MATHEMATICS EDUCATION (NACOME) 2021: Mathematical Proof as a Tool for Learning Mathematics. AIP Publishing, 2023. http://dx.doi.org/10.1063/5.0142282.

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Savard, Annie, and Alexandre Cavalcante. "Beyond Financial Literacy and Financial Mathematics: Conceptualizing Financial Numeracy." In The 14th International Congress on Mathematical Education. WORLD SCIENTIFIC, 2024. http://dx.doi.org/10.1142/9789811287152_0112.

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Sari, Eka Puspita. "The role of numeracy in financial literacy: A case study from Indonesia." In PROCEEDINGS OF THE 6TH INTERNATIONAL CONFERENCE OF MATHEMATICS AND MATHEMATICS EDUCATION, 2022: Innovative Research of Mathematics and Mathematics Education to Face the 4th Industrial Revolution Challenges. AIP Publishing, 2024. http://dx.doi.org/10.1063/5.0204767.

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Hidayah, Irma Rachmah, Tri Atmojo Kusmayadi, and Laila Fitriana. "E-Book Based on Local Wisdom to Improve Students’ Numeracy Skill: Is It Effective?" In International Conference of Mathematics and Mathematics Education (I-CMME 2021). Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.211122.020.

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Alan, Rifqi Kamal, and Istiyono Edi. "Analysis of numeracy ability test item characteristics grade VIII students with mixed model item response theory (IRT) approach." In Challenges of Science. Institute of Metallurgy and Ore Beneficiation, 2023. http://dx.doi.org/10.31643/2023.22.

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Basic knowledge of mathematics is essential for solving problems contextually. Mathematics has a function for the development of the ability to calculate, measure, find, and use mathematical formulas that can provide students with an understanding of concepts related to life phenomena. One ability that is synonymous with understanding problems contextually is numeracy ability. Numeration has a main focus, namely the ability of students to formulate, apply, and be able to interpret mathematics in various contexts that include mathematical reasoning and using mathematical concepts, methods, fact

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Informes sobre el tema "Educational: Mathematics and numeracy"

Näslund-Hadley, Emma. Numeracy Education in Latin America and the Caribbean: Summary Report. Inter-American Development Bank, 2010. http://dx.doi.org/10.18235/0005981.

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On June 7, 2010, the Inter-American Development Bank (IDB) hosted an expert seminar in Washington DC entitled "An Even Start: Numeracy Education in Latin America and the Caribbean." The seminar aimed to share some of the initiatives implemented under the IDB's Numeracy initiative, which is focused on implementing policies to help children reach their full potential in mathematics and the natural science.

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Valverde, Gilbert, and Emma Näslund-Hadley. The State of Numeracy Education in Latin America and the Caribbean. Inter-American Development Bank, 2010. http://dx.doi.org/10.18235/0008690.

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Through this review we have sought to further understanding of the state of preprimary, primary, and secondary numeracy education in Latin America and the Caribbean (LAC). Research on the opportunities available to students in the region presents a troubling picture. Young people are not being properly prepared for the numeracy requirements of an increasingly interconnected world economy. Culprits include weak curricula, inadequate learning materials, and teachers¿ lack of proficiency in mathematics and the natural sciences.

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Näslund-Hadley, Emma. An Equal Start: Numeracy Education in Latin America and the Caribbean. Inter-American Development Bank, 2010. http://dx.doi.org/10.18235/0005962.

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This art exhibit, held at IDB's headquarters on June 7-11, 2010, embodies the hope and aspiration that all students will gain a level of numeracy essential for successful participation in school, work and everyday life. The artworks on exhibit were selected from over 250 pieces submitted by artists representing nineteen Latin American and Caribbean countries. The exhibition constitutes the visual launch of a new IDB effort focused on implementing policies that help children reach their full potential in mathematics and natural science.

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Tiruneh, Dawit T., John Hoddinott, Caine Rolleston, Ricardo Sabates, and Tassew Woldehanna. Understanding Achievement in Numeracy Among Primary School Children in Ethiopia: Evidence from RISE Ethiopia Study. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/071.

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Ethiopia has succeeded in rapidly expanding access to primary education over the past two decades. However, learning outcomes remain low among primary school children and particularly among girls and children from disadvantaged backgrounds. Starting with a systematic review of quantitative studies on the determinants of learning outcomes among primary school children in Ethiopia, this study then examined key determinants of students’ numeracy achievement over the 2018-19 school year. The study focused on Grade 4 children (N=3,353) who are part of an on-going longitudinal study. The two questio

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Ali, S. M. Zulfiqar, and Siban Shahana. The Quality Crisis: New Evidence on Learning In Primary Education in Bangladesh. Bangladesh Institute of Development Studies, 2024. http://dx.doi.org/10.57138/bemw2865.

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Aimed at understanding the current competencies of students to inform sector strategies for recovery and future resilience, the study evaluated over 62,000 students across 1,661 government primary schools (GPSs), revealing profound insights into the pandemic's impact on primary education. The methodology, inspired by ASERs and NSAs, involved a multi-faceted analysis, including individual question performance, content domain-based analysis, and composite score assessment, to provide a nuanced understanding of third and fourth-grader student abilities across various cognitive levels, from basic

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Nietschke, Yung, Adeola Monty, Anna Dabrowski, et al. Strengthening foundational learning in the ASEAN region: A review of promising practices. Australian Council for Educational Research, 2024. http://dx.doi.org/10.37517/978-1-74286-740-3.

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In the Association of Southeast Asian Nations (ASEAN) region, there is a learning crisis. Children from the most marginalised groups face insurmountable barriers to accessing a quality education, while many of those who are in school are not learning. Foundational learning is often described as the essential skills and knowledge that serve as the basis for further learning and development, and includes basic literacy (reading and writing) and numeracy (mathematics), and more recently, a focus on critical thinking, problem-solving, and socioemotional skills. In collaboration, ASEAN and the Unit

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Sharpe, Pamela, Susan Wright, Sirene May Yin Lim, et al. Early intervention of Malay preschool teachers in promoting children’s mathematics learning. National Institute of Education, Nanyang Technological University, Singapore, 2020. https://doi.org/10.32658/10497/22766.

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The study focused on improving kindergarten teachers’ ability to nurture early numeracy development and learning in K2 children. An intervention involving the experimental group included teachers who had already attended in-service training, as part of the initial pilot project, to assist them to understand pedagogical principles, practices and strategies to assist children’s development of numeracy skills, problem solving and reasoning. Further teacher guidelines, detailed lesson plans and mentorship were also provided on how to implement this in the classroom. The research adopted a pre-test

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Busso, Matías, and Samuel Berlinski. Challenges in Educational Reform: An Experiment on Active Learning in Mathematics. Inter-American Development Bank, 2015. http://dx.doi.org/10.18235/0011680.

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This paper reports the results of an experiment with secondary school students designed to improve their ability to reason, argument, and communicate using mathematics. These goals are at the core of many educational reforms. A structured pedagogical intervention was created that fostered a more active role of students in the classroom. The intervention was implemented with high fidelity and was internally valid. Students in the control group learned significantly more than those who received treatment. A framework to interpret this result is provided in which learning is the result of student

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Osypova, Nataliia V., and Volodimir I. Tatochenko. Improving the learning environment for future mathematics teachers with the use application of the dynamic mathematics system GeoGebra AR. [б. в.], 2021. http://dx.doi.org/10.31812/123456789/4628.

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Immersive technologies and, in particular, augmented reality (AR) are rapidly changing the sphere of education, especially in the field of science, technology, engineering, arts and mathematics. High- quality professional training of a future mathematics teacher who is able to meet the challenges that permeate all sides, the realities of the globalizing information society, presupposes reliance on a highly effective learning environment. The purpose of the research is to transform the traditional educational environment for training future mathematics teachers with the use of the GeoGebra AR d

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Ingber, Marc, and Peter Vorobieff. Localized Scale Coupling and New Educational Paradigms in Multiscale Mathematics and Science. Office of Scientific and Technical Information (OSTI), 2014. http://dx.doi.org/10.2172/1123377.

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