数形结合思想在小学四年级数学教学中的应用现状与对策研究

No abstract available

This community service (PKM) activity aims to overcome the problems experienced by teachers at Pesisir Elementary School. new silo village, X hamlet, Silo Laut District, Asahan Regency. Namely the difficulty of teachers in cultivating students' interest in studying mathematics and the lack of a fun learning approach, one of which is the use of the Puzzle Straw mathematics props. Mathematical Straw Puzzles are puzzles that involve arranging straws to complete a challenge or achieve a certain goal. This can be a creative and fun form of puzzle or game involving the manipulation or arrangement of straws. This service activity was attended by 6 Pesisir Elementary School teachers. The results of this PKM activity are: 1) Students are more enthusiastic in learning mathematics, especially in geometric geometric material. This is because the Puzzle Straw teaching aid allows students to directly explore geometric concepts of geometric shapes. Students not only sit and listen to the teacher's explanation, but can also see directly all the objects in the props, carry out gradual exploration, and demonstrate the physical objects of the props. 2) Teachers' enthusiasm for responding to PKM program material has increased. This is indicated by the number of teachers asking questions, suggestions and criticism, as well as providing solution views on the application of Puzzle Straw teaching aids in elementary schools. 3) There has been a significant increase in teachers' knowledge and understanding of elementary school mathematics concepts, as well as the benefits of the Puzzle Straw teaching aids in elementary school mathematics learning, especially the concept of spatial geometry. This can be seen from the number of teachers who can answer questions about elementary school mathematics concepts, and can explain the benefits of the Puzzle Straw teaching aids in elementary school mathematics learning.

      This article presents findings from a classroom-based research project examining the innovative integration of the ancient board game Go in third-grade classrooms within a suburban U.S. school district. The study involved six teachers and over 100 students. In Phase 1, the Go teacher provided six weekly on-site lessons and four monthly lessons in Phase 2 . Each lesson consisted of approximately 10-15 minutes of instruction and 20 minutes of gameplay. The research sought to answer three key questions: 1) What adaptations are necessary for implementing Go as a game-based learning tool in classrooms? 2) What natural opportunities for learning and using mathematics arise from playing Go? 3) How do teachers and students perceive the game of Go?       Adapting the Go game was essential to make it better suited to the practical demands of the classroom setting. Smaller boards allow Go to fit easily within class periods and match students’ beginner levels. Emphasizing the “natural” objective of the game — ensuring stones survive forever on the board — along with a simplified scoring rule based on counting surviving stones provided a student-friendly, concrete approach to gameplay. Additionally, rearranging the remaining stones into recognizable number shapes helped students count, recognize numbers quickly, and easily calculate and verify scores. These key adaptations also created a low-pressure, interactive wayfor students to practice foundational math skills in a game-based learning environment.       Data analysis revealed that students employed essential math skills aligned with the Common Core State Standards for Mathematics (CCSS-M) during Go games. Students with varying mathematical abilities demonstrated high levels of engagement and focused attention during Go lessons and games. As the project progressed, students moved away from counting stones individually and using skip counting to more efficient approaches to calculating their final scores, such as using number shapes and arrays for multiplication. This practice allowed students to engage in perceptual and conceptual subitizing - critical number sense skills that promote mastery of arithmetic. Arrays also helped students grasp the critical concepts of commutative and distributive properties of multiplication, which are visually evident on the Go game board.       This research provided empirical support for the connections between Grades K-3 CCSS-M standards and Go. Teachers observed that their students frequently applied math skills during Go gameplay and experienced valuable opportunities to reinforce concepts from their ongoing math curriculum. Students reported using their math skills while playing Go. For example, when asked how to introduce Go to their friends, they noted that it can help them learn how to be a good leader and help them practice math skills. Some students described Go as “a cool, fun strategy game that’s sometimes challenging and uses a lot of math skills.” Notably, students with special needs, including those with Attention Deficit/Hyperactivity Disorder and Autism Spectrum Disorder, actively participated in Go games with their peers without disabilities, without needing their classroom aides. Teachers noted that Go games created an alternative low-anxiety math learning space in their mathematics classrooms. In addition to its mathematical benefits, teachers recognized that Go improved students’ attention, engagement, collaborative learning, and decision-making.

The inability of primary school students to solve mathematical problems using multiple strategies, often rigidly adhering only to methods taught by the teacher, highlights a critical issue: a low level of Divergent Thinking. This study aims to investigate the effectiveness of the Problem-Based Learning (PBL) model utilizing Dienes Blocks in enhancing the Divergent Thinking skills of fourth-grade students in whole number operations. The research employed a quantitative One-Group Pretest-Posttest Design involving a sample of 30 students from a public elementary school in Cimahi City. The intervention was conducted over two meetings, focusing on guiding students through the PBL process to discover and articulate various methods for solving calculation problems. Data were collected using a six-item essay test designed to measure the students' fluency and flexibility in problem-solving strategies, a core indicator of Divergent Thinking. The findings indicate a significant improvement in students' Divergent Thinking ability after the implementation of the PBL model with Dienes Blocks. The increase in scores, analyzed using the N-Gain method, was categorized as moderate. This suggests that the combination of authentic problem contexts provided by PBL and the concrete manipulation offered by Dienes Blocks effectively enables students to break free from rote memorization and explore alternative problem-solving pathways. The study concludes that this integrated approach is an effective strategy for fostering cognitive flexibility and creativity in elementary mathematics education.

Many students struggle to recognize sides and angles, especially when shapes are irregular. Since playing is a natural activity for children, it can be used as an effective learning strategy. This study aims to develop a game-based learning media to help elementary school students learn geometry. The media developed is called Tangram Sultan, a geometry game combined with folklore from the Siak Sultanate in Riau. This study presents the development of Tangram Sultan using the ADDIE development model. The Tangram Sultan game was tested at SD IT Alfityah Pekanbaru Riau. The Tangram Sultan game is used as a medium to develop students' understanding of the angles and sides of various shapes of two-dimensional figures with the following activity stages: (1) introduction of Tangram Sultan media, (2) use of media according to learning objectives, and (3) evaluation of learning process. These media have been successful in helping students to identify angles and sides and count the number of sides and angles found in various unusual two-dimentional figures. Results showed that the media successfully helped students identify and count sides and angles in irregular shapes. 66% of students correctly identified the number of sides, and 69% correctly identified the number of angles. The game also made the classroom environment more fun and engaging. This study opens up possibilities for teachers to use a combination of different games in local contexts.

The revision of the Compulsory Education Mathematics Curriculum Standards (2011 Edition) adds arithmetic ability, model thinking innovation consciousness, and geometric intuition to the six core vocabulary in the original curriculum standard, such as number sense, symbol sense, spatial concept, statistical concept, application consciousness, and reasoning ability, and puts forward clear requirements for the combination of numbers and shapes. Abstract truths are important, but they should be seen and felt by students, especially for those in the lower grades of primary school. The combination of numbers and shapes is a good method, which is not only a problem-solving method but also a mathematical idea in intuitive abstraction, which runs through the whole mathematics learning career of students. Based on this, this study focuses on the primary school mathematics classroom, focuses on the implementation of the combination of numbers and shapes, and uses the literature method, questionnaire method and observation method to find the problems in the combination of numbers and shapes in the lower primary schools, analyze the causes of the problems, and put forward improvement strategies.

This study aims to analyze students’ understanding of mathematical concepts in the material of addition and subtraction of integers by using manipulative media in the form of colored paperboard designed into rectangular shapes. This research was conducted in class IV SDN 02 Koto Tangah. The subjects in this study are class IVB students with the total number of 25 students. The instrument used in this research was a subjective test that had fulfilled mathematical concept indicators and test indicators. Data analysis was carried out by using the N-Gain formula developed by Meltzer (2002 and then was interpreted based on the classification of the N-Gain index from Hake (1999). The results of this study reveal that mathematics learning by using manipulative media in the form of rectangular shape designed paperboard can improve students’ understanding of mathematical concepts in the material of addition and subtraction of integers.

Recent studies have provided convincing evidence highlighting the strong relationship between spatial reasoning and mathematical performance. However, there is a limited body of research exploring the contributions of different spatial reasoning constructs to mathematical performance across various content domains, particularly within non-Western contexts. This study investigates the relationship between spatial reasoning skills—including mental rotation, spatial visualization, and spatial orientation—and mathematical performance across various domains (number, geometric shapes and measures and data display) among Chinese elementary school students in grade four (ages 9–10). The results indicate that overall spatial reasoning significantly predicts mathematical performance across various domains. All three spatial reasoning constructs significantly contribute to performance in the number and geometric shapes and measures domains, with mental rotation and spatial orientation being the strongest predictors of performance in these respective content domains. For data display performance, spatial orientation and spatial visualization significantly contribute, with spatial visualization being the strongest predictor. Although no significant gender differences were found in the overall link between spatial reasoning and mathematical performance, subgroup regression analysis showed variations. For male students, spatial orientation was the main predictor across content areas. For female students, mental rotation was the key predictor for number and geometry, while spatial visualization was most significant for data display.

This study aims to identify students' mistakes in answering questions about the mathematical concept of flat shapes at the elementary school level. The background of this research is based on the important role of understanding mathematical concepts in learning and the importance of overcoming student mistakes to improve learning outcomes. The research instrument used was a written test containing several questions about the concept of flat shapes that had been compiled and validated by experts in mathematics education. The data collected from this test is then analyzed using statistical methods to identify patterns of errors that are often made by students. The results showed that most students experienced errors in understanding the concept of plane shapes, especially in recognizing the geometric properties of plane shapes and calculating their area and perimeter. Some common mistakes include incorrectly identifying the number of sides and angles in certain planes, mistakes in using the area and perimeter calculation formulas, and difficulties in understanding the relationship between different planes. This finding shows the important role of educators in understanding students' mistakes and developing appropriate teaching strategies to help students improve their understanding of the mathematical concept of flat shapes. The implications of the results of this study can be used as a basis for developing learning programs that are more effective in increasing students' understanding of mistakes in answering questions in understanding elementary school mathematics concepts regarding flat shapes.

The empirical data in this study are from a series of two lessons on measurement implemented in seven classes with 119 six-year-old students in Sweden. Both problem solving and problem posing were shown to be important in early mathematics when students in this study worked on one problem-solving task and one problem-posing task on measurement. As there are few studies specifically on problem posing in early mathematics and on young children’s understanding of measurement, this study adds knowledge of value for both teachers and researchers. In the study, paper-and-pen work from the students was analysed together with interviews conducted after the students had worked on the two tasks. When solving the task on measurement, the students discerned shape, size, distance, and number as mathematical aspects of measurement. When asked to pose a similar task, only size and number reoccurred as mathematical aspects of measurement. However, other features from the problem-solving task reoccurred in the posed tasks: similar drawings were used in combination with questions on measurement as the mathematical content.

India has significantly progressed to achieve universal access up to elementary level with one of the largest schooling system in the world with almost 250 million schools going children and 9.4 million teachers. Various researches have clearly pointed out that foundational learning form the cornerstone resourceful academic development. Moreover, there are several associated long-term benefits from investing in foundational learning such as better life outcomes and higher economic growth. India has a gigantic number of Anganwadi centres and almost 3.46 Crores children of age group of 3 to 6 are enrolled in 13.87 Lakh Anganwadis. The status of foundational learning is not much different in India; learning levels have remained consistently low. As per the results of National Achievement Survey conducted in 2017, almost 18% and 13% children in language and numeracy in Class-III are below basic level and 15% and 18% children in language and numeracy in Class-V are below basic level. Only 47% and 53% children in Class-III and 47% and 44% children in Class-V have achieved proficiency in language and numeracy respectively. Thissituation requires urgent and focused attention to ensure that the students are able to achieve desired learning competency as each grade. Foundational literacy Comprise oral language development, decoding, reading fluency, reading comprehension and writing. Similarly foundational numeracy includes number concept, mathematical operations in addition, subtraction, multiplication & division, Shapes, measurement & data handling. Pedagogical approaches of Foundational Literacy includes child centred, interactive, toy based learning, play based learning, art & sport integrated learning, storytelling based teaching learning and ICT integrated learning.

Актуальность исследования по теме организация обучения математике в начальных класса заключается в том, математическое развитие играет важную роль в развитии ребенка, так как математические знания, сформированные в начальных класса являются фундаментальными для всех остальных знаний, которые человек будет приобретать в будущем и «наслаивать» их на имеющуюся базу. Интегрированный курс начальной математики включает в себя арифметические, геометрические и алгебраические разделы, что позволяет детям с младшего возраста понимать универсальность математических способов познания мира. Они усваивают начальные знания математики, связывая их с окружающей действительностью и другими учебными предметами. Разрешение задач, предлагаемых на уроках, помогает развивать познавательные способности и заинтересованность в расширении математических знаний у детей. Для комфортного преподавания математики необходимо создание благоприятных условий на уроках для общего интеллектуального развития каждого ученика. При этом важно учитывать возрастные характеристики и возможности каждого ребенка, обеспечивая достаточную математическую подготовку для дальнейшего обучения. В данной статье рассматривается теоретический аспект изучения организации обучения математике в начальных классах, методы обучения детей математике, а также программы, в которых развернуто рассматривается раздел математики. The relevance of the study on the organization of teaching mathematics in the primary grades lies in the fact that mathematical development plays an important role in the development of the child, since the mathematical knowledge formed in the primary grades is fundamental for all other knowledge that a person will acquire in the future and “layer” them to the existing base. The integrated elementary mathematics course includes arithmetic, geometric and algebraic sections, which allows children from a young age to understand the universality of mathematical ways of knowing the world. They learn the basic knowledge of mathematics, connecting them with the surrounding reality and other academic subjects. Solving the problems offered in the lessons helps to develop cognitive abilities and interest in expanding mathematical knowledge in children. For comfortable teaching of mathematics, it is necessary to create favorable conditions in the classroom for the overall intellectual development of each student. At the same time, it is important to take into account the age characteristics and capabilities of each child, providing sufficient mathematical preparation for further education. This article discusses the theoretical aspect of studying the organization of teaching mathematics in primary school, methods of teaching children mathematics, as well as programs in which the section of mathematics is considered in detail.

Many students still face difficulties in learning mathematics, especially in plane geometry materials that require strong visualization skills. To overcome these obstacles, teaching materials are needed that can support the visual representation process and facilitate students' learning needs. This study aims to analyze and develop a plane geometry e-module (EDUNTAR) based on Culturally Responsive Teaching (CRT) using a valid, practical, and effective flipbook format as a learning medium. This research is a development research with the ADDIE model, involving fourth-grade students as trial subjects. Data were collected through interviews, questionnaires, and tests using expert validation instruments, practicality sheets, and learning outcome tests. Data analysis was carried out quantitatively and qualitatively. The validation results showed that EDUNTAR was in the very valid category, with a score of 94.64% from material experts and 97.91% from teaching material experts. The practicality test obtained a score of 100% from teachers and 99.10% from students, indicating a very practical category. The effectiveness test showed that EDUNTAR was able to improve students' understanding of plane geometry materials. Thus, it can be concluded that the EDUNTAR e-module based on the CRT approach is suitable for use, supports a more meaningful learning process, and has the potential to strengthen students' visualization abilities and understanding of mathematical concepts.

The development of learning media can be enhanced by utilizing technology, one of which is Augmented Reality (AR). AR allows students to interact directly with three-dimensional models, facilitating the understanding of abstract concepts through concrete visualization and interactive learning experiences. This study aims to determine the effectof AR-based learning media in enhancing higher-order thinking skills among fourth-grade elementary school students. A quantitative method with a quasi-experimental design was employed, with the sample divided into experimental and control groups to compare mathematics learning outcomes on the topic of geometry. The research instrument consisted of HOTS-based questions administered in pretests and posttests. The results showed a significant difference in the average posttest scores, with the experimental class achieving higher scores than the control class. The t-test using the independent sample t-test indicated a significance value of p = 0.003 < 0.05, confirming a significant difference between the experimental and control groups. Therefore, it can be concluded that AR is positively influences higher-order thinking skills, including analysis, evaluation, and creation. This technology offers an engaging and in-depth learning experience, particularly in understanding geometric concepts.

This research aims to examine the effect of using Medume board media on increasing fourth grade elementary school students' understanding of data processing material. Medume Board, a visual-based learning aid, is designed to make it easier for students to understand the concepts of mean, mode, and median. The method used in this research is descriptive qualitative with data collection techniques through literature studies from various sources, such as books, journals and scientific articles. This research shows that using the Medume board can improve students' abilities in processing and analyzing data through interactive and concrete visualization. In addition, Medume boards are also effective in increasing students' active participation, development of analytical skills, and learning motivation. The research results are expected to contribute to the development of innovative learning media in the field of basic mathematics, especially in data processing material. Medume boards not only act as visual aids, but also as tools that support the development of critical thinking and problem solving skills. By utilizing simple but effective data visualization, students can more easily understand basic statistical concepts. In addition, this research illustrates that the integration of visual media such as Medume boards into the learning process can serve as a model for other teaching methods in subjects that require an understanding of abstract concepts.

The prevalent use of monotonous learning media in elementary mathematics, particularly for difficult topics like fractions, often leads to low student engagement and suboptimal understanding. Game-based learning media, such as domino cards, offer a potential solution by transforming abstract concepts into interactive activities. This study aimed to develop and evaluate the validity and practicality of domino card media for teaching fractions to fourth-grade students. The research followed the Research and Development (R&D) method using the Borg and Gall model. The product underwent a systematic process including expert validation (linguist, media specialist, material expert) and attractiveness testing through individual, small-group, and field trials. The results demonstrated that the domino card media was highly valid, with validation scores of 95% (linguistic), 80% (media), and 85% (material), and highly attractive to students, with trial scores of 96.6% (individual), 94.5% (small group), and 95.7% (field). These findings indicate that the developed media is a valid, practical, and engaging tool for fraction instruction. While this study establishes a strong foundation for its use, the findings warrant further investigation through a quasi-experimental design to empirically verify its impact on student learning outcomes.

The lack of students’ understanding during mathematics learning requires teachers to focus on using appropriate learning models. This study aims to determine the effect of the probing prompting learning model assisted by geoboard media on the mathematics learning outcomes of fourth-grade public elementary school students. This research employed a quantitative method with a quasi-experimental design in the form of a post-test-only control group design. The study population consisted of 514 fourth-grade students. Samples were selected using cluster random sampling, resulting in an experimental class of 30 students and a control class of 29 students from two different schools. Data were collected using a multiple-choice test instrument. The research data were analyzed using inferential statistical techniques (t-test) with pooled variance. The results showed that the average post-test score in the experimental class was 88.33, categorized as high, while the control class scored 70.69, categorized as moderate, based on the five-point evaluation scale. The t-test analysis revealed tcount = 9.255 and ttable = 2.002 at a 5% significance level with df = 57, showing tcount > ttable. This indicates a significant difference in mathematics learning outcomes between students taught using the probing prompting model assisted by geoboard media and those who were not. In conclusion, the probing prompting learning model assisted by geoboard media significantly influences the mathematics learning outcomes of fourth-grade elementary school students, making it a viable innovative learning model for teachers and a subject for further research in education.

No abstract available

This research explores the implementation of the Realistic Mathematics Education (RME) approach assisted by papan takalintar media to enhance mathematics learning outcomes among fourth-grade students at MIN 8 Southwest Aceh. The study was motivated by students' difficulties in performing multiplication calculations, especially with large-digit numbers, and their lack of accuracy in solving problems. The research aimed to analyze teacher activities, student engagement, and student learning outcomes following the application of this approach. Using a Classroom Action Research (PTK) methodology, the study involved 31 students from class IVA. Data collection techniques included observations and tests, with results analyzed using percentage techniques. The findings showed a significant improvement in teacher activity, which increased from 57.64% in cycle I to 94.11% in cycle III. Similarly, student activity rose from 58.82% in cycle I to 91.76% in cycle III. Student learning outcomes also showed a steady increase, from 48.38% in cycle I to 83.87% in cycle III, meeting the criteria for classical completeness. These results suggest that the integration of the RME approach with papan takalintar media is an effective strategy for improving students' mathematical understanding and accuracy in multiplication operations. This study highlights the potential of contextual learning tools in enhancing student engagement and performance in mathematics education.

Students' low learning outcomes in understanding angle concepts in Mathematics are caused by the lack of innovative and contextual learning media. Learning is still dominated by lecture methods, making it difficult for students to grasp the material. This study aims to design, assess feasibility, and evaluate the effectiveness of e-comic media based on the local wisdom of jejaitan in enhancing students' understanding. This research employs Research and Development (R&D) using the ADDIE model. The study involved 24 fourth-grade students from elementary school and several experts as validators. Data were collected through questionnaires and tests, then analyzed using validity, reliability, and effectiveness tests with a one-sample t-test. Results showed that the e-comic received a very high validation score, exceeding 90%. The effectiveness test demonstrated a significant improvement, with tvalue = 2.314 greater than ttable = 1.714 (p < 0.05). This study concludes that e-comic media based on local wisdom of jejaitan is effective for Mathematics learning. The implication is that digital and culture-based media can enhance learning quality and encourage educators to develop more engaging and contextual strategies.

Students' understanding of fractions in fourth-grade elementary school remains low due to the lack of contextual and engaging teaching materials. This study aims to develop teaching materials based on Realistic Mathematics Education (RME) to enhance students' understanding of fractions. The research method used is Research and Development (R&D) with the 4D model (Define, Design, Develop, Disseminate), though it was limited to the Develop stage due to time constraints. Expert validation results indicate that the teaching material has a very high level of validity. A limited trial conducted on 10 fourth-grade students showed an improvement in understanding by 45%-54%. Additionally, teacher feedback revealed that this teaching material is highly practical and easy to use in learning. The RME approach, which emphasizes the mathematization of real-world situations, has proven to help students grasp fraction concepts more effectively than conventional methods. Thus, RME-based teaching materials can serve as an innovative alternative to improving the quality of mathematics learning in elementary schools.

Improving students' learning outcomes in mathematics, particularly multiplication, remains a challenge in elementary education. This study investigates the effectiveness of the rabdology board as a visual and interactive learning tool to enhance the multiplication skills of fourth-grade students at SD Negeri 16 Panjak, West Kalimantan. A combination of quantitative and qualitative approaches was used. The intervention included introducing the rabdology board, demonstrating its use, providing directed practice, facilitating group discussions, and evaluating student learning outcomes. Data were collected through learning outcome tests and classroom observations. Findings indicate a significant improvement in students' multiplication learning outcomes, increasing from 58% to 80% after using the Rabdology Board. Additionally, students demonstrated higher motivation and active engagement in learning. The study highlights the effectiveness of interactive and visual teaching aids in enhancing students’ comprehension and engagement in mathematics. The rabdology board provided a structured approach that facilitated faster multiplication calculations and improved conceptual understanding. The rabdology board is an effective tool for improving multiplication learning outcomes in elementary students. Its integration into mathematics education can serve as an alternative strategy to enhance student performance and engagement. Further research could explore its application in other mathematical concepts and educational settings.

Purpose of the study: The aim of this research is to improve mathematics learning outcomes by using image media for angle measurement material for fourth grade elementary school students. Methodology: This classroom action research used observation sheets, essay-type achievement tests, lesson plans, and image-based learning media. The method used followed two cycles of Classroom Action Research (planning, action, observation, and reflection). Data were collected through student achievement tests and then analyzed descriptively using percentage calculations without special software. Main Findings: The use of image-based learning media improved mathematics learning outcomes of fourth-grade students. Classical mastery increased from 25% in the pre-action stage to 50% in Cycle I, showing a 25% improvement. In Cycle II, classical mastery reached 83.3%, indicating a further increase of 33.3% and exceeding the minimum mastery criterion of 75%. Novelty/Originality of this study: This study offers novelty by systematically applying image-based learning media within a classroom action research framework to improve elementary students’ understanding of angle measurement. It provides practical evidence of step-by-step improvement across cycles, enriching empirical knowledge on effective visual media integration in primary mathematics learning.

The Al-Akbar National Mosque in Surabaya was constructed with various forms of buildings and ornaments where ethnomathematics can be studied, particularly for drawing pattern material in fourth-grade elementary school. The objectives of this study are to describe: (1) the ethnomathematical links in the architecture of the Al-Akbar National Mosque, Surabaya, and (2) the material of image patterns for fourth-grade elementary school found in parts of the Al-Akbar National Mosque. This research utilizes qualitative methods with an ethnographic approach and was conducted at the Al-Akbar National Mosque in the Pagesangan area of Surabaya City. The objects studied include parts of the buildings and decorations of the Al-Akbar Mosque. Data collection methods included observation, interviews, and documentation. The results of the study show that (1) the Al-Akbar National Mosque has ethnomathematical relationships evident in its architecture, layout, and decorations. The concept of image patterns at the Al-Akbar National Mosque is found in the main dome, both outer and inner, as well as the outer pyramid dome. These structures demonstrate the concept of enlarged and smaller image patterns. (2) There are mathematical concepts, especially the pattern of enlarging and shrinking images, present in the Al-Akbar National Mosque, Surabaya. In conclusion, this study underscores the significance of ethnomathematics in architectural design and its potential educational applications in elementary school settings.

Teachers’ cognition and affect can influence their pedagogical choices, which in turn can shape the development of their students’ spatial skills. Here we examined the relations between primary teachers’ spatial cognition, affect, and their inclination for choosing teaching practices, such as models and diagrams, that engage and facilitate spatial learning. Seventy-seven K-6 teachers completed measures of spatial skills, spatial anxiety, spatial habits of mind, and a measure of preferences for spatial pedagogy. Additionally, we assessed and controlled for their general reasoning and general anxiety. Results revealed primary teachers’ spatial skills were positively associated with their spatial habits of mind and their preference for using spatial strategies for teaching science content. Yet, their pedagogical preferences for teaching math content varied with their teaching experience. Teachers’ spatial skills and spatial anxiety were not related. These findings have implications for how to leverage teacher education programs to bolster primary STEM learning and outcomes.

Helping primary school students visualize abstract mathematical concepts remains a significant challenge. This study presents the design and implementation of an automated visualization tool to address this issue. The tool operates by leveraging an artificial intelligence (AI) to convert text-based math problems or concepts into Mermaid syntax. This process automatically generates intuitive diagrams like flowcharts and mind maps. The research focuses on the system's architecture and a user-friendly interface, ensuring the tool is practical and accessible for teachers. Results show the tool can generate accurate visual aids, enhancing teaching effectiveness and enriching learning materials. This work offers a tangible solution, applying existing technology to meet the demands of digital transformation in education.

The importance of imagination in the process of education is unquestionable - by developing the ability to create and retain images, sounds, feelings as a reflection of one’s thoughts, the basis of thinking is constructed. All this helps students to discover and create something completely new, solve problems, move to other spaces, understand others.The article theoretically substantiates the importance of developing children’s imagination and empirically reveals the opinion of primary school teachers about the aspects of developing imagination and visualization skills in the educational process.The written questionnaire study was carried out in January – July of 2020. The study involved 390 primary school teachers which shows the validity of the data and reflects the opinion of the majority of Lithuanian primary school teachers in the context of the analysed object. The data were processed using descriptive statistics (frequency) and analytical statistics (Mann Whitney U Test).The results of the research reveal that the imagination of primary school students is usually developed through fairy tales, character role plays, and in language teaching subjects, images are usually conveyed through verbal codes. In Maths, language teaching and Science lessons, students usually depict fantastic objects, diagrams, tables and charts, draw folk symbols, and produce visual instruments. 

No abstract available

Learning academic vocabulary is a crucial task for all students, but especially challenging for students with speech, language, and communication needs (SLCN) and those who are multilingual. Following a participatory research strategy, we analyze whether iconic gestures can be integrated in teaching routines in an inclusive elementary school and whether the presentation of iconic gestures supports novel word learning over the period of four math lessons. One hundred and sixteen students (44% boys), the majority (91%) with SLCN, participated in the study. We conducted a control group design in eight classes with pre- and post-testing of a target academic vocabulary on the topic “Geometric surfaces and solids.” Results show a significant increase in the acquisition of the receptive and expressive target academic vocabulary for all students, but a predominance of expressive learning performance in favor of students who observed iconic gestures during lessons. Iconic gestures can be easily implemented into teaching, improve novel word learning in students with SLCN and serve as a cuing strategy for naming words in students with severe SLCN.

This study aims to analyze the teacher's strategy in delivering grade IV math story problems in elementary schools. The research method used is descriptive qualitative research, with an empirical research design (Empirical Research). The population was taken from students of SD Unggulan Tahfizh Assabilillah and SDN Kemuning. The selected sample is fourth grade students from each elementary school. Data collection techniques used are observation, interviews, and documentation. The data analysis used is an inductive and continuous analysis. Data analysis in this study uses the stages of Miles and Huberman. The results of this study are three strategies used by the teacher in conveying story questions, while the results are 1) The teacher needs to open students' understanding of thinking concretely by including teaching aids; 2) Associating with everyday life; 3) Re-explaining the purpose of the story problems presented. So it was concluded that these three strategies could be used by teachers in conveying math story problems in class IV of SD Unggulan Tahfizh Assabilillah and SDN Kemuning.

Learning media plays a very important role in teaching Mathematics at the elementary school level because it helps students transform abstract concepts into more concrete and understandable forms. However, the low understanding of Grade III students regarding long division material is caused by the limited availability of engaging and contextual learning media. This study aims to analyze the effectiveness of the interactive multimedia “Porogapit Math” based on bar diagrams, which is feasible and effective for use in Mathematics learning. The development model employed in this study was the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The research subjects consisted of 28 Grade III students. Data collection methods and instruments included questionnaires to test the validity and practicality of the multimedia, as well as essay tests to measure its effectiveness. Data analysis techniques were conducted using quantitative descriptive, qualitative, and inferential methods. Based on the results of the t-test, the obtained t-value was 2.287, while the t-table value with df = (n – 1) = 27 at a 5% significance level was 2.052, indicating that tvalue > ttable, meaning that H₀ was rejected. Therefore, it can be concluded that the interactive multimedia “Porogapit Math” based on bar diagrams is effective for teaching division material in Grade III. The implication of this study is that “Porogapit Math” can serve as an innovative learning alternative that facilitates students’ understanding of long division concepts in a visual, interactive, and enjoyable way.

The ability to solve mathematical problems in fraction material in the form of story problems is an issue faced by elementary school students, especially in the fourth-grade students. Analysis, reasoning, and understanding in solving students' story problems are still weak, besides that students assume that learning mathematics is difficult and unpleasant before trying it. This is the research’s background with the aim of knowing the effect of the Contextual Teaching and Learning (CTL) model on the ability to solve mathematical problems in telling fraction material. This research used the Literature Study. Data collection techniques obtained from the study of literature by collecting data and references from a number of books, journals and theses that fit the purpose of the study. The research results obtained in this study by using literature studies are 1) Student learning is more meaningful by linking the material to the real world, 2) Pressing students to be able to exchange knowledge and learn to work together, 3) Give students the ability to solve mathematical problems in the matter of fraction material stories. This research was conducted by comparing arguments, ideas, opinions and research results from 54 references taken by researchers in this study. This shows that there is The Effect of Contextual Teaching and Learning (CTL) Model in Math Problem Solving Ability in Story Fractional Material Story in Grade IV Elementary Students.

No abstract available

Difficulties in understanding mathematics are often caused by its abstract nature, exacerbated by learning methods that lack variety. The use of animated media offers a potential solution to facilitate abstract concepts through visualization. The purpose of this study is to analyze how Alan Becker's video “Animation vs. Math” represents mathematical concepts and to examine its relevance to the learning outcomes of mathematics in the Merdeka Curriculum. This study uses a descriptive qualitative approach with Charles Sanders Peirce's semiotic analysis method, which refers to sign analysis (index, icon, and symbol). Data were collected through visual observation and documentation in the form of screenshots. The analysis was conducted in four stages, namely: segment identification, semiotic analysis, interpretation of mathematical concepts, and analysis of meaning and educational implications triangulated with learning theory. The results of the analysis identified seven segments that represent mathematical concepts, including: numbers, addition, subtraction, multiplication, exponents, division, and circles. These findings were synthesized with Duval's register conversion theory, which shows continuous conversion between registers of representation and is aligned with Bruner's cognitive stages (enactive, iconic, symbolic) as a form of visual scaffolding. This visual representation is also relevant to the Learning Outcomes of the Merdeka Curriculum Phases A to F. Thus, this study contributes to enriching theoretical studies on the use of popular digital media as pedagogical tools in mathematics. As a development, future research is expected to implement the use of this video directly in classroom learning practices to empirically test its effectiveness on student learning outcomes, interest, and mathematical representation abilities.        

Geometry is considered a fundamental component to be mastered in the elementary school mathematics curriculum. Lower primary school pupils frequently experience obstacles because of the abstract nature of geometric concepts and the requirement for spatial visualization skills, which are necessary for strengthening their conceptual understanding. Augmented reality (AR) technology offers a promising solution by providing visual representations of geometric shapes. Thus, this study aimed to investigate the effects of AR technology in primary school education on pupils’ spatial visualization abilities in geometry. Employing a quasiexperimental pre- and post-test research design, this study involved 61 second-grade pupils from two Northern Malaysian primary schools. The selection of schools followed cluster sampling techniques, while intact groups were utilized to select samples. Data were collected from two groups: an experimental group that utilized the LearnGeoAR applications and a control group that employed conventional teaching methods to learn geometric shapes. This study used the spatial visualization ability test (SVAT) instrument, grounded in Van Hiele’s theory of geometric thinking. The findings revealed that the experimental group, which utilized AR applications, exhibited a higher mean score in pupils’ spatial visualization ability in geometry compared to the control group. Additionally, the experiment demonstrated a moderate effect on both groups. This finding highlights the potential of AR technology in enhancing pupils’ spatial visualization skills in geometry instruction, providing valuable insights for instructional methodologies.

Nowadays, one effective learning method is board game-based learning, which is particularly appealing to fourth-grade Thai elementary students. This research and development (R&D) study, grounded in the design thinking approach and game-based learning principles, aimed to develop a fundamental math board game on addition, subtraction, multiplication, and division to enhance the arithmetic achievement and motivation of fourth-grade Thai students through the design thinking approach. For this purpose, researchers investigated the effects of a fundamental math board game on the academic achievement and experience of the fourth-grade Thai students. The developed board game, based on the concept of design thinking, was evaluated by three academic experts, who rated its instructional quality as high level (𝑥̅ = 4.61, SD = 0.15). Thirty-six fourth-grade students from Thanyasit Silpa School, participating in the second semester of the 2024 academic year, were selected through a Cluster sampling method to learn fundamental mathematics using this board game-based approach. Researchers collected all data, consisting of pretest and post-test achievements and performances, to be analyzed. The results of a dependent t-test comparison indicated that the students' post-test scores (𝑥̅ = 16.75, SD = 1.83) were significantly higher than their pretest scores (𝑥̅ = 7.11, SD = 2.14). Additionally, the students expressed high satisfaction with the learning experience (𝑥̅ = 4.75, SD = 0.52). These findings confirm that the developed fundamental math board game effectively enhances academic achievement and attracts interest in math learning for fourth-grade Thai students, and suggest that the developed boardgame can serve as on effective pedagogical tool for enhancing arithmetic competency and fostering motivation in elementary mathematics education.

ABSTRACT Despite the growing attention to the technology-enhanced embodied learning approach in mathematics education and its pedagogical potential, much remains unexplored regarding its implementation in real-world classroom contexts and student engagement in embodied learning activity. Addressing this gap, we introduce an embodied learning game leveraging computer vision and Augmented Reality (AR) techniques. We implemented the embodied AR game into fourth-grade classrooms to explore its impact on students’ geometry understanding, attitudes, and engagement patterns. Our analysis revealed significant enhancements in students’ geometry understanding from pre- to post-test, whereas their attitudes remained unchanged. A multiple regression analysis on students’ in-game log and hand gesture data showed that only time spent on making-angle activities predicts students’ cognitive learning gain, suggesting that not all hand gestures were meaningful to students’ learning. In addition to demonstrating the pedagogical benefits of cost-effective AR-based embodied learning in classroom settings, our findings highlight the importance of thoughtfully designing embodied actions that are both educational and engaging.

No abstract available

This study investigates the effectiveness of the problem-solving method in enhancing mathematics performance among fourth-grade primary school students in Shanghai. Integrating quantitative and qualitative research methods offers a nuanced understanding of the methodology’s impact on student learning. Utilizing a rigorous mixed-methods approach, the study meticulously develops a problem-solving model grounded in the latest curriculum standards, ensuring its alignment with contemporary educational objectives. The study quantitatively and qualitatively assesses the impact of this methodology. With 80 students, including 20 in an experimental group, pre-tests and post-tests show that the method significantly stimulates learning interest, promotes logical thinking, and improves mathematics performance. Notably, the qualitative data illustrates how problem-solving pedagogy can be helpful and understandable in the primary maths classroom, revealing a shift from passive learning to active engagement.In conclusion, this study provides new perspectives and effective strategies to enhance primary school students’ learning ability in mathematics, which has important theoretical and practical significance.

Formal notation of fractions is a critical stumbling block for students, impeding their progress to acquire flexible number sense beyond integers and greatly impacting their success in algebra. Conflicting and vague definitions of fractions are a major cause of confusion and frustration among students and their teachers. A team consisting of a veteran fourth-grade teacher, a professional development leader/university instructor, a math educator, and a mathematician developed an experiential learning module called Produce Basket (PB) for elementary grades fraction learning. Since its inception 5 years ago, PB has been taught in about a dozen elementary classrooms in north central Ohio and is woven into the preservice teaching program at Ohio State University Mansfield. Given the high stakes and strong claims for this approach, there is now a pressing need to assess the strengths and weaknesses of Produce Basket’s approach. The aim of this article is to report research conducted with two classes (total n = 22) of preservice teachers that were instructed over an 8-week period with PB. The study finds initial evidence that PB improves student understanding of fractions. The authors used both quantitative and qualitative instruments to measure student understanding.