Numeracy

Indigenous students in the middle-school years who experience difficulties in basic mathematics are a particularly vulnerable group. During these years gaps in performance between educationally disadvantaged students and their peers widen, potentially leading to ongoing economic and social disadvantage. This proposal reports on a teaching intervention referred to as QuickSmart, which has been particularly successful with Indigenous students from rural communities who perform in the bottom 30% of the achievement spectrum in Australia-wide tests. Evidence is drawn from the learning progress of Indigenous middle-school students who completed the QuickSmart numeracy program. These data show, based on effect-size statistics, academic growth for students of up to two years over the course of a 30-week program. The QuickSmart numeracy program is a research-based intervention program for middle-school students that addresses current educational needs in schools.

Abstract: This paper reports data from the evaluation of the numeracy component of a long-running educational intervention, covering the period from 2001 to 2008." QuickSmart" is both an intervention and research project operating in Australian schools. It is a structured ...

This research report summarises the results of an exploratory teaching program in a primary and secondary school in rural New South Wales, Australia, focused on improving basic mathematics skills. Pupils, aged 11 to 13 years, identified as consistently low-achieving in ...

The snail’s pace of the development and promotion of African indigenous languages as viable media of instruction is responsible for the linguistic marginalisation of the majority of African students in higher education. This article reports on the attempts made by one institution of higher learning in KwaZulu-Natal to address the promotion of multilingualism involving mother tongue instruction, particularly the use of isiZulu. The article is grounded on reflexive praxis where the researcher reflects on the institutional practices around the language policy. The findings indicate that whilst great strides have been made by the institution, there still remains more to be done due to the hegemony of the English language. The article recommends urgent attention to the promotion and advancement of indigenous African languages as viable media of instruction, given that isiZulu was found to be an existing example of this viability.

Creative thinking is one kind of thinking (thinking) that directs getting insight (insight) recently, a new approach, a new perspective, or a new way of resolving problems. In addition to creative thinking ability factor, factor of independence is also very important in developing the students ' ability. Independence study is an effort being made to do the learning process independently on the basis urge myself to understand a problem at hand. One of the efforts to cultivate creative thinking ability and independence student learning is done through the application of the learning model Treffinger. The purpose of this study was to describe the ability of the creative thinking and independence of learning through the application of the learning model Treffinger. This research uses qualitative descriptive method. The subject of this study, namely six grade VII-5 MTsN Tungkop Aceh Besar. Research instrument is the interview conducted researchers based on a test of the ability of cr...

In the 2012 PIAAC Survey of Adult Skills of 23 industrialised countries, the UK (England & NI) scored below average on adult numeracy. Several recommendations focus on the need for (some) individuals in the population to undergo training. Yet, even in “high-performing countries” like the Netherlands, many adults (1.5M) score at or below PIAAC Level 1 (sometimes designated as “functionally innumerate”). The question arises as to how all of these people manage in important domains of their lives. In this article we aim to consider the context of the exercise of numeracy by adults, drawing on earlier research in mathematics education. We examine a recent conception of an adult’s ‘literate environment’ (EU HLG on Literacy, 2012), and extend this to reflect on the idea of an adult’s ‘numerate environment’. We consider the range of practices that particular adults may engage in, and the demands that these may make on the adult, the affordances the practices may offer; the latter include t...

Penelitian ini bertujuan untuk mendeskripsikan langkah-langkah pembelajaran kooperatif tipe TAI (Team Assisted Individualization) menggunakan kartu soal yang dapat meningkatkan hasil belajar siswa kelas VII D SMP PGRI 6 Malang pada materi segi empat. Penelitian ini adalah penelitian tindakan kelas (PTK). Penelitian ini berlangsung dalam dua siklus yang masing-masing siklus terdiri atas tahap perencanaan, tindakan, observasi dan refleksi. Subjek penelitian adalah siswa kelas VII D SMP PGRI 6 Malang yang berjumlah 25 siswa. Teknik pengumpulan data penelitian dilakukan melalui tes berupa soal-soal yang digunakan untuk mengukur hasil belajar, observasi, wawancara dan dokumentasi. Penelitian dengan penerapan model pembelajaran TAI menggunakan kartu soal dengan langkah-langkah sebagai berikut: (1) Pemberian tes awal, (2) Pembagian kelompok secara heterogen, (3) Penjelasan materi, (4) Pembagian kartu soal, (5) Diskusi kelompok, (6) Presentasi kelompok, (7) Pemberian penghargaan, dan (8) Pengadaan tes akhir. Penelitian ini dapat meningkatkan hasil belajar siswa. Hal tersebut ditunjukkan dengan peningkatan persentase hasil belajar siswa. Pada siklus I persentase hasil belajar adalah 72% dan pada siklus II meningkat menjadi 82%. Hasil observasi siswa pada siklus I adalah 75% dan siklus II meningkat 87,5%, hasil observasi peneliti siklus I 80% dan pada siklus II meningkat menjadi 92,5%.

Teachers' effectiveness is measured by how consistently they exhibit skills-related actions and how they apply their diverse abilities to accomplish tasks and achieve high-quality performance. Therefore, it is necessary to measure and determine the teachers' professional needs and priorities in order to provide adequate and effective professional growth and development. This study examined the capability, priorities, and teaching performance of secondary school teachers in selected high schools in the second district of Eastern Samar as input for a professional development plan. The study involved 287 high school teachers during the school year 2023-2024. Respondents answered survey questionnaires that solicited their demographic profiles, including teaching position, total years in teaching, educational attainment, and area of specialization. The findings revealed that among the 287 respondents, most held the position of Teacher II, had 4 to 7 years of teaching experience, most had earned master's units, and most specialized in TLE/TVL. The respondents demonstrated a moderate level of capability in terms of content knowledge and pedagogy (x̄=3.05), learning environment (x̄=3.20), curriculum, and planning (x̄=2.94), as well as community linkages and professional engagement (x̄= 3.22). Moreover, the 287 respondents indicated a high level of priority for development in content knowledge and pedagogy (x̄= 3.51), while a low level of priority for development was noted in learning environment (x̄=1.96), curriculum and planning (x̄=2.16), as well as community linkages and professional engagement (x̄= 1.89). Based on the results, a highly significant relationship was found between the respondents' level of capability and their teaching performance (r= .439, p-value = .000). Furthermore, a highly significant relationship was also found between the respondents' level of priority for development and their teaching performance (r= .373, p-value= .000). Among the respondents' profiles, teaching position (r= .206, p-value = .002), total years in teaching (r= .170, p-value = .040), and educational attainment (r= .185, p-value = 0.44) were found to be significantly related to teaching performance, while area of specialization showed no significant relationship. This study recommends that teachers aim to upgrade their teaching positions, either through promotion or reclassification, by fulfilling the basic requirements in accordance with DepEd policies and guidelines, as teaching position was found to be a significant contributing factor to teaching performance. Teachers should also strive to pursue higher education to update their professional skills and learn about contemporary trends in the educational system.

Embodied design is a theory-to-practice and pedagogical framework and emphasizes the role of embodied and situated activity. Since embodiment has a powerful impact on young children's learning, implementing embodied deign in kindergartens is essential and beneficial to their future mathematical learning and performance. Therefore, this qualitative study aimed to develop a professional learning community composed of eight kindergarten teachers and university teacher educators (researchers) and to co-construct a professional development model for curriculum design and instructional implementation of embodied design in mathematics. Accordingly, the main research objectives were to obtain a sustainable professional development model and summarize principles of embodied mathematics curriculum design and strategies for embodied instructional activities, which can be used both in practical settings (i.e., kindergarten and preschool) and early childhood teacher education programs in higher education. Data were gathered through participative observations, including PD meetings and classroom observations, in-depth and follow-up interviews, teachers' lesson design and reflection notes, and children's learning profiles, and then were analyzed qualitatively using a descriptive and explanatory approach with replication logic. Based on the data collection and analysis, two major sections of the findings and discussion were included in this report, which were as follows: first, a sustainable "task design professional development model" was generated for collaboratively future improvements of both in-service and pre-service teacher training programs in higher education; second, two principles of embodied mathematics curriculum design and two effective embodied teaching strategies were proposed to promote kindergarten teachers' professional knowledge and capabilities and their young children's mathematics learning capabilities.

Quality Education is the bedrock foundation of primary level of educational pyramid. It helps not only in the development of individuals but also improve their living standard at academic and professional domains. Government of Punjab has initiated a literacy and numeracy drive movement to enhance the literacy rate. English is the major focus of concern in Literacy and Numeracy drive (LND). Present study has been conducted to study the attitudes, instructional practices and difficulties faced by the English primary teachers while teaching English through quality drive. The study was descriptive in nature based on the mixed method i.e. quantitative and qualitative approach. It was conducted in the rural and urban schools of the elementary wing of tehsil Khanpur district Rahimyar Khan. The results reflected that teachers showed positive behavior towards teaching English through LND. But they faced many problems like unhealthy environment, lack of facilities, influence of mother tongue...

Despite large schooling and learning gains in many developing countries, children in highly deprived areas are often unlikely to achieve even basic literacy and numeracy. We study how much of this problem can be resolved using a multi-pronged intervention combining three interventions known to be separately effective. We conducted a cluster-randomized trial in The Gambia evaluating a literacy and numeracy intervention designed for primary-aged children in remote parts of poor countries. The intervention combines para teachers delivering after-school supplementary classes, scripted lesson plans, and frequent monitoring focusing on improving teacher practice (coaching). A similar intervention previously demonstrated large learning gains in rural India. After three academic years, Gambian children allocated to the intervention scored 46 percentage points (3.2 SD) better on a combined literacy and numeracy test than control children. Our results demonstrate that, in this type of area, aggressive interventions can yield far greater learning gains than previously shown.

Background: Low education levels are endemic in much of the developing world, particularly in rural areas where traditional government-provided public services often have difficulty reaching beneficiaries. Providing trained para-teachers to teach regular after-school remedial education classes has been shown to improve literacy and numeracy in children of primary school age residing in such areas in India. This trial investigates whether such an intervention can also be effective in a West African setting with similarly low learning levels and difficult geographic access. Methods/Design: Design: cluster-randomized controlled trial. Clusters: villages or groups of villages with 15-300 households and at least 15 eligible children in the Lower River and North Bank Regions of The Gambia. Participants: children born between 1 September 2007 and 31 August 2009 planning to enter the first grade, for the first time, in the 2015-2016 school year in eligible villages. We anticipate enrolling approximately 150 clusters of villages with approximately 6000 children as participants. Intervention: a program providing remedial after-school lessons, focusing on literacy and numeracy, 5 to 6 days a week for 3 years to eligible children, based on the intervention evaluated in the Support To Rural India's Public Education System (STRIPES) trial (PLoS ONE 8(7):e65775). Control: both the intervention and control groups will receive small bundles of useful materials during annual data collection as recompense for their time. If the education intervention is shown to be cost-effective at raising learning levels, it is expected that the control group villages will receive the intervention for several years after the trial results are available. Outcomes: the primary outcome of the trial is a composite mathematics and language test score. Secondary outcomes include school attendance, enrollment, performance on nationally administered exams, parents' spending on education, spillover learning to siblings and family members, and school-related time use of parents and children. Subgroup analyses of the primary outcome will also be carried out based on ethnic group, gender, distance from the main highway, parents' education level, and school type. The trial will run by independent research and implementation teams and supervised by a Trial Steering Committee.

In the wake of neo-liberal informed global trends to set performance standards and intensify accountability, the Dutch government aimed for 'raising standards for basic skills'. While the implementation of literacy standards was hardly noticed, the introduction of numeracy standards caused a major backlash in secondary schools, which ended in a failed introduction of a high stakes test. How can these major differences be explained? Inspired by Foucault's governmentality concept a theoretical framework is developed to allow for detailed empirical research on steering processes in complex systems in which many actors are involved in educational decision-making. A mixed-methods multiple embedded case-study was conducted comprising nine school boards and fifteen secondary schools. Analyses unveil processes of responsibilisation, normalisation and emerging dividing practices. Literacy standards reinforced responsibilities of Dutch language teachers; for numeracy, school leadership created entirely new roles and responsibilities for teachers. Literacy standards were incorporated in an already used instrument which made implementation both subtle and inevitable. For numeracy, schools distinguished students by risk of not passing the new test affirming the disciplinary nature of schools in the process. While little changed to address teachers main concerns about students' literacy skills, the failed introduction of the numeracy test usurped most resources.

Objectives As personal health data are being returned to patients with increasing frequency and volume, visualizations are garnering excitement for their potential to facilitate patient interpretation. Evaluating these visualizations is important to ensure that patients are able to understand and, when appropriate, act upon health data in a safe and effective manner. The objective of this systematic review was to review and evaluate the state of the science of patient-facing visualizations of personal health data. Methods We searched five scholarly databases (PubMed, Embase, Scopus, ACM Digital Library [Association for Computing Machinery Digital Library], and IEEE Computational Index [Institute of Electrical and Electronics Engineers Computational Index]) through December 1, 2018 for relevant articles. We included English-language articles that developed or tested one or more patient-facing visualizations for personal health data. Three reviewers independently assessed quality of i...

Improving student learning outcomes is essential for academic achievement in India. Learning outcomes in the education system of the country need to be addressed. ASER 2021 shows that there are still gaps in foundational learning. Many Classes 5 children cannot even read the simplest of texts. There is, thus, an urgent need to come up with strategies of addressing these gaps. NEP 2020 recognizes such gaps and points out how they can be filled. It focuses on activity-centered learning and use of technology for better interaction. In some parts of rural India, programs conducted by communities such as the Pratham Foundation have worked. Using simplistic techniques, these programs aim to improve literacy and numeracy. The achievement of improved student outcomes however begins with teacher training. There are capacity issues of teachers identified by research of the Azim Premji Foundation. Deeply rooted within them are a plurality of teachers who have no exposure to contemporary teaching practices. Workshops together with CPD programs have reported some successes. For example, interactive pedagogical practices in schools of Madhya Pradesh led to a 20% increase in test scores (Misra, 2016).

human capacity-known alternatively as mathematical literacy, numeracy, or quantitative literacy-is not innate but rather a learned set of competencies linked to language and culture . Quantitative literacy enriches a person's life and allows the person to engage critically in the public sphere. Such literacy and the confidence to use it in everyday situations (i.e., subjective numeracy) affect an individual's comprehension, decisions, and outcomes related to health and financial stability (Peters, 2020). Numeracy prepares people to participate thoughtfully as citizens at home, at work, and in society . By contrast, innumeracy leaves many individuals, demographic groups, and even entire nations vulnerable in our contemporary world . Thus, there is cause for deep concern that the results of the Programme for the International Assessment of Adult Competencies 2017 and the Programme for International Student Assessment 2018 both show substantial differences across nations and between demographic groups within nations in adult numeracy and adolescent mathematical literacy, respectively.

A number of research studies have suggested that specific pedagogic strategies can have a positive impact on learning, and in turn, have a positive impact on school performance, in particular for children being schooled in disadvantaged contexts. This analysis describes and measures how four of these pedagogic strategies identified in research – the pacing of a lesson, the sequence and coherence of a lesson, cognitive demand and the nature of feedback within a lesson – are displayed in higher and lower performing schools located in lower-income communities in the Western Cape. The analysis forms part of a broader research project, SPADE (Schools Performing Above Demographic Expectation), and is based on fifteen video-recorded Grade 3 numeracy lessons. The analysis suggests a relationship between specific pedagogic strategies and higher performance for individual learners and for schools. The analysis also identifies further effective pedagogic strategies in higher performing schools...

Public health nurses (PHNs) are community residents' access points to health information and services in Japan. After the Fukushima nuclear accident, they were challenged to communicate radiation-related health information to best meet community needs. We previously developed and evaluated the outcome of a single-site health literacy training program to augment PHNs' ability to improve community residents' access to written health information. This paper presents an evaluation of an identical training program using data combined from multiple sites, and further included proximal and distal evaluations to document the impact of health literacy training in a post-disaster setting. A total of 64 participants, primarily experienced PHNs, attended one of three multi-session health literacy workshops conducted in multiple sites across Fukushima. Quantitative and qualitative data on PHNs' training satisfaction, self-evaluation of achievements regarding training goals, and application of learned skills were collected and analyzed. Each workshop consisted of two 2-hour sessions introducing health literacy and assessment tools and developing skills to improve written materials, followed by a one-month follow-up assessment on PHNs' application of the gained skills in the field. Post-training evaluations on the appropriateness and usefulness of the workshop were highly positive. At the end of the one-month follow-up, 45% of participants had gained confidence in assessing and revising written materials and had applied the skills they had gained to develop and communicate health information in various settings and modes. This increase in confidence was associated with further application of the learned skills at the municipal level. However, participants reported difficulties in explaining risks, and the need to learn more about plain language to be able to paraphrase professional terms. This paper highlighs the positive outcomes of health literacy training among PHNs. Practical strategies to reinforce their skills to use plain language and communicate the epidemiological concept of risk are also recommended.

Health literacy comprises not only an individual's ability to gain access to, understand and use health information, but also health care providers' ability to make health information accessible and usable. The Fukushima nuclear accident has posed challenges related to the communication of radiation-related health information. Public health nurses are gatekeepers of community health in Japan, and have primary responsibility for communicating this complex information about science and risk to lay members of the community. A health literacy training program was designed to augment communication skills of participating nurses with two primary goals: changing communication practices and norms among public health nurses, and improving access to information for community residents. Training content incorporated an overview of health literacy skills (including numeracy), processes for assessing written materials and visual displays, as well as guidelines for text improvement. The workshop was spread across two days with two-hour sessions each day. A proximal post-training evaluation survey was conducted, followed by a more distal one-month follow-up evaluation to assess the application of learned skills in practice. Twenty-six nurses in Fukushima City attended the first trial. Post-training evaluations were highly positive, with agreement from 85-100% of participants on the appropriateness and usefulness of the workshop. During a one-month follow-up, the nurses reported applying new knowledge and skills to develop written materials. However, they faced difficulties sharing their new skills with colleagues and challenges changing work norms. Participants also encountered difficulties using graphics and explaining risks in practice. This paper highlights the importance of providing health literacy training opportunities for professionals to strengthen health system's ability to accessible information and services. This program also serves as important reference for future disaster management efforts.

This conference paper was originally published as: Cranley, L., & Hine, G. (2016). Are there any winners in high-stakes mathematics testing? A qualitative case study exploring student, parent and teacher attitudes towards NAPLAN numeracy tests in years 3 and 5. MAV (Mathematical Association of Victoria Annual Conference) 2016. https://www.mav.vic.edu.au/files/2016/2016_MAV_conference_proceedings.pdf

Educational researchers advocate the use of an effect size and its confidence interval to assess the effectiveness of interventions instead of relying on a p-value, which has been blamed for lack of reproducibility of research findings and the misuse of statistics. The aim of this study is to provide a framework, which can provide direct evidence of whether an intervention works for the study participants in an educational trial as the first step before generalising evidence to the wider population. A hierarchical Bayesian model was applied to ten cluster and multisite educational trials funded by the Education Endowment Foundation in England, to estimate the effect size and associated credible intervals. The use of posterior probability is proposed as an alternative to p-values as a simple and easily interpretable metric of whether an intervention worked or not. The probability of at least one month's progression or any other appropriate threshold is proposed to use in education outcomes instead of using a threshold of zero to determine a positive impact. The results show that the probability of at least one month's progress ranges from 0.09 for one trial, GraphoGame Rime, to 0.94 for another, the Improving Numeracy and Literacy trial.

Students' learning abilities related to implementing literacy and numeracy as knowledge and abilities that are closely related to understanding numbers, symbols and analysis of quantitative data such as graphs, tables, charts, generation which are very important to have at this time. By having good literacy and numeracy skills, students are capable of applying their mathematical knowledge in real life. The teaching campus program is part of the Merdeka Campus program. The aim is to provide opportunities for students and self-development through actions outside the lecture period. students will be placed in elementary schools throughout Indonesia and will assist in the learning process at school. Literacy and numeracy are important concepts needed in efforts to develop Indonesia's human resources (SDA). In the current situation, literacy and numeracy do not only cover the ability to read, write and count. However, literacy and numeracy are defined as life skills that cover ma...

This longitudinal study, with urban and rural preschool children, examines the relationship between executive function (EF) and mathematics. A panel of direct and indirect measures of EF were used to determine which EF measures were most predictive and a measure of mathematics assessed both numeracy and geometry skill. One hundred eighteen children, ages 39 to 68 months, and their preschool teachers were included, with assessments given twice, about six months apart. EF measures were compared by the amount of variance in mathematics skill each claimed, including the influence of a child's age, gender, and rural-urban context. Results suggest the child's age determines if a panel of direct EF measures is a better predictor of numeracy and geometry skills than the use of a single EF measure. Different EF measures were more strongly related to numeracy versus geometry at Time 1 and Time 2. Differences unrelated to income were found between rural and urban children on numeracy skill but not geometry skill. These results are particularly important to state and regional early childhood directors who work across urban and rural areas, legislators and policymakers, teachers and parents.

The teaching campus program is one of the independent learning independent campus (MBKM) programs in the form of collaborative activities between students and target schools in teaching and developing literacy, numeracy, school administration and technology adaptation skills. This program is implemented in several elementary schools (SD) and junior high schools (SMP) throughout Indonesia, one of which is Yapena'45 Private Middle School in Medan. In this program, students are assigned to assist the school in learning, school administration, and technology adaptation, as well as improving students' literacy and numeracy skills with the programs that have been prepared. The research method used is the participation method by directly involving students in the Yapena'45 private junior high school environment. After making observations, the results of the analysis show that students are still less motivated in learning, especially literacy and numeracy. In addition, the appli...

The authors investigated how 2-digit Arabic numerals are named by looking at the effects of masked primes on the naming latencies. Target numerals were named faster when prime and target shared a digit at the same position (e.g., the target 28 primed by 18 and 21). In contrast, naming latencies were slower when prime and target shared 1 or 2 digits at noncorresponding places (e.g., the target 28 primed by 82, 86, or 72). Subsequent experiments showed that these priming effects were situated at the level of the verbal production of the Arabic numerals. The data point to a nonsemantically mediated route from visual input to verbal output in the naming of 2-digit Arabic numerals.

The aim of this article is to show how an approach focusing on the dynamics of the relationship between land and politeia-an aspect not often adequately considered in recent studies on the conceptualisation of citizenship as "sharing (metechein) in the polis"-can offer new elements for the analysis of institutionalisation within the Greek city. After pointing out that in Homeric society land ownership is much less exclusive than in the polis of the classical age, the first part of the essay examines, through a substantial number of epigraphic documents, aspects such as arbitration concerning the boundaries of the polis, land distributions, confiscations and expropriations of real properties, the protection of boundaries, as well as various forms of legal limitation of property rights, that all together reflect, since the sixth century BCE, the intervention of public institutions in regulating property relations within the territory of the Greek city. As a parallel and complementary phenomenon, the second part of the article looks into the various forms of property registers and records and, in particular, concentrates on the need for archival lists of citizens and properties as a prerequisite for the institutional functioning of the polis. * This essay was written as a part of the PRIN 2020 research project "'Sharing in the Community': Citizenship and Society in the Greek World (VII-II Century BC)". I would like to thank the two anonymous reviewers for their stimulating comments and helpful suggestions.

his study examined numeracy corners and lower basic public primary school T pupils' twenty-first century skills acquisition with their implications for achieving Sustainable Development Goals in Lagos State, Nigeria. A descriptive survey research design was used for the study. Simple random sampling technique was used to select 20 lower basic public primary schools and 60 teachers. Two research instruments, titled "Observation Schedule for Availability of Numeracy Corners and Materials" and "Questionnaire on Teachers' Perception of Numeracy Corners and Acquisition of 21st Century Skills", designed by the researchers and validated by research experts were used to collect data for the study. The instruments yielded reliability coefficients of 0.91 and 0.85, respectively. The data was collected by the researchers and some trained research assistants. The data was analysed using descriptive statistics of frequency counts, percentages, mean, and standard deviation. Findings revealed that numeracy corners and materials were not adequately available in the lower basic public primary schools covered. Teachers had positive perceptions on the extent to which numeracy corners promote the acquisition of twenty-first century skills. It is recommended that the federal government of Nigeria, through the Lagos State commissioner for education, should adopt a proactive approach to ensuring that provision is made for numeracy corners at each lower basic public primary school. The corners should be well equipped with learning facilities that would enhance the acquisition of twenty-first century skills.

Methodology: The study used a combination of quantitative and qualitative research since it utilized both descriptive statistics and thematic analysis. For quantitative research, it used and utilized one-group pretest-post test experimental research design. It was analyzed using Statistical Packages for Social Sciences (SPSS) version 25. For qualitative research, it utilized face-to-face interviews, journal makings and observations. It was analyzed through thematic analysis. Result: The findings revealed that the numeracy level of grade 8 learners before the intervention was "low proficient" (M=11.8333 & SD= 3.2258) while after using project NUMEROS was nearly proficient (M=24.8750 & SD=4.6468). Findings in qualitative approach led to "positive perception" of the grade 8 learners towards project NUMEROS. It developed their foundation and basic skills to understand mathematical concepts. Conclusion: The researchers concluded that project NUMEROS benefited the non-numerate learners to learn the basic concepts of Mathematics to the fullest. These finding developed plans and programs such as integrative program instruction, community plan partnership with the stakeholders in teaching Mathematics, and capability building in crafting contextualized instructional worksheets and materials used for non-numerate Learners.

This paper focuses on some of the most important factors that appear to have strongly influenced the development of the dominant research designs used in mathematics education research. Factors discussed that have influenced research design in mathematics education include a concern about increasing the relevance of research to practice and the recognition of the complexity of all aspects of teaching and learning. Some relevant assumptions about student development, teacher development, and program development are also examined. (DDR) Reproductions supplied by EDRS are the best that can be made from the original document.

This study responded to one key research question: What are the accountability relationships between the actors in implementing the 3Rs curriculum reform? A qualitative research approach informed the study, using key informant interviews, focus group discussion and document review. The data were analysed using thematic and content analysis. The study established that the key actors in implementing the 3Rs curriculum are the government institutions and the development partners. These actors provide teaching, learning materials and support in the provision of in-service teacher training. Yet, the pupils’ and teachers’ materials prepared by the donor programmes were never authorised by the Commissioner for Education. The study also found that the implementation of the 3Rs was very uneven across the country, with some regions receiving support from both the government and donors, and others receiving support from the government only. Consequently, schools in areas that were exposed to m...

Basic numeracy abilities are crucial for elementary school kids because they provide a foundation for grasping mathematical concepts. By studying and mastering certain concepts for solving mathematical problems, students in basic education can continue to comprehend ideas that are more challenging to utilise in learning mathematics. In order to determine whether 115 year 1 to year 3 pupils across the nation agreed with the following constructs, a needs analysis survey was provided to them. The three subjects covered in this essay are as follows: 1. The learning of math problem-solving skills for primary school students; 2. The tendency to learn using technology; and 3. The propensity of primary school students in Malaysia towards technology devices. Descriptive analysis was used to analyze the survey results. The findings indicate that respondents support the use of augmented reality in the teaching of numeracy to primary school students, and a sizable percentage of respondents also...

Mathematics education is characterized by its variability and cultural basis, a quality that is equally evident in educational practices. This review methodically analyzes the salient features of mathematics education, with a particular focus on curriculum, training, and problem-solving. The examination of these subjects offers several benefits. Primarily, it provides pre-service teachers with insights into lesson planning and reflection. Additionally, it enables pre-service and in-service teachers to delve more profoundly into pedagogical issues and mathematical comprehension. Furthermore, those involved in teacher professional development can enhance their developing pedagogical understanding. Finally, individuals responsible for teacher training can gain a more comprehensive understanding of these matters. The benefits of this for their students, alongside gaining some useful materials that connect research to practice for their students; and, also, that researchers gain from these examples of action research, or seeing how mathematics educational research translates into classroom activity. It is imperative for all Mathematics Educators to be cognizant of the ways that can help learning and teaching Mathematics.

The lack of numeracy knowledge among students at State Elementary School 013 Kaliamanting Island Village is a problem so further learning is needed The aim of this research was to assess the impact of using the Jarimatika method on students' multiplication abilities in classes V and VI of the Kalimanting Island State Elementary School. This research focuses on the application of Jarimatika as a tool in solving multiplication problems. The motivation for this research arose because students did not have adequate skills in dealing with multiplication, and monotonous teaching methods made learning mathematics difficult. The method used in this research is an experiment with a quasi-experimental design known as a nonequivalent control group design. The experimental group was treated with the Jarimatika method, while the control group continued to use conventional methods which included expository, question and answer and rote memorization methods. Data was collected through tests, and research results were analyzed using descriptive statistical techniques. The research results showed an increase in the average score on the pretest and posttest. From the test results, it can be seen that there is a different increase between the control group and the experimental group. The increase in the average score in the control group was 19 points, increasing from 52 to 71, while the experimental group experienced an increase of 22 points, increasing from 54 to 76. Also, the increase in multiplication calculation ability in the control group was lower than in the experimental group. These findings show that the use of the Jarimatika method has more impact on the multiplication abilities of class VI students in elementary school.

The lack of numeracy knowledge among students at State Elementary School 013 Kaliamanting Island Village is a problem so further learning is needed The aim of this research was to assess the impact of using the Jarimatika method on students' multiplication abilities in classes V and VI of the Kalimanting Island State Elementary School. This research focuses on the application of Jarimatika as a tool in solving multiplication problems. The motivation for this research arose because students did not have adequate skills in dealing with multiplication, and monotonous teaching methods made learning mathematics difficult. The method used in this research is an experiment with a quasi-experimental design known as a nonequivalent control group design. The experimental group was treated with the Jarimatika method, while the control group continued to use conventional methods which included expository, question and answer and rote memorization methods. Data was collected through tests, and research results were analyzed using descriptive statistical techniques. The research results showed an increase in the average score on the pretest and posttest. From the test results, it can be seen that there is a different increase between the control group and the experimental group. The increase in the average score in the control group was 19 points, increasing from 52 to 71, while the experimental group experienced an increase of 22 points, increasing from 54 to 76. Also, the increase in multiplication calculation ability in the control group was lower than in the experimental group. These findings show that the use of the Jarimatika method has more impact on the multiplication abilities of class VI students in elementary school.

Kedung. This study aims to determine the implementation of the teaching campus program in improving the numeracy literacy of phase B students at SD Negeri 3 Kedung. This research was conducted at SD Negeri 3 Kedung in the 2022/2023 academic year. This research is a qualitative research with descriptive method. Data analysis using observation techniques, interviews and documentation. An important finding from this study is that there is an increase in the numeracy literacy quality of phase B students at SD Negeri 3 Kedung through the teaching campus program, with innovation programs to improve literacy and numeracy for students such as the calistung learning program, teaching assistance, and STEAM-based learning which implemented when the campus teaching program is running. This means that the implementation of the teaching campus program is in accordance with the needs of the target school. So it can be concluded that there is an increase in the numeracy literacy quality of phase B students at SD Negeri 3 Kedung in the implementation of the teaching campus program.

Viðfangsefni þessarar ritgerðar er tengsl markvissrar tónlistarþjálfunar við framfarir í lestri og staerðfraeði hjá börnum. Margvíslegum heimildum um erlendar rannsóknir á þessu sviði var safnað saman og er fjallað um þaer í textanum. Rannsókn var síðan gerð til að athuga hvort um tengsl vaeri að raeða milli framfara í lestri og/eða staerðfraeði og markvissrar tónlistarþjálfunar í 2. til 3. bekk grunnskóla og þá hvers konar tengsl. Rannsóknin var byggð á nokkrum erlendum rannsóknum sem hafa sýnt fram á tengsl milli þessara þátta, en þaer virðast benda til þess að tónlistarþjálfun hraði framförum í lestri og ákveðnum þáttum staerðfraeðinnar, sérstaklega rýmis-og tímaskynjun (spatial-temporal reasoning) og hlutfallsreikningi. Rannsóknarspurningin er því: Eru tengsl milli framfara í staerðfraeði og/eða lestri og markvissrar tónlistarþjálfunar í 2. til 3. bekk grunnskóla og þá hvers konar tengsl? Með markvissri tónlistarþjálfun er átt við einn kennslutíma í hópi á viku þar sem hreyfing, taktaefingar, söngur og hlustun er lögð til grundvallar ásamt hálftíma einkatíma í píanóleik á viku en auk þess hlustuðu börn í meðferðarhóp á valda tónlist við heimanám og þegar þau gengu til náða. Rannsóknin fór fram í fjórum skólum í Kópavogi. Þar sem börn í nokkrum grunnskólum Kópavogs njóta forskólakennslu á vegum Tónlistarskóla Kópavogs í sínum skóla var meðferðarhópurinn valinn með slembiaðferð úr þessum skólum. Samanburðarhópurinn var valinn með slembiaðferð úr þeim grunnskólum Kópavogs sem ekki enn njóta kennslu forskóla tónlistarskólans en þau börn voru undanskilin sem þegar voru í tónlistarnámi annars staðar. Þau áttu kost á að taka þátt í meðferðarhópi. Lýðfraeðileg dreifing var góð, þar sem menntun, tekjur og aðrir lýðfraeðilegir þaettir, svo sem fjárhagsleg staða, eru breytilegir innan þeirra hverfa sem um raeðir. Úrtakið aetti því að gefa skýra mynd af þýðinu. Þátttakendur í tilrauninni voru 80 talsins, þar af 40 í meðferðarhóp og 40 í samanburðarhóp. Brottfall var lítið úr hópunum meðan á tilrauninni stóð. Börnin tóku öll stöðupróf í ákveðnum þáttum staerðfraeðilegrar hugsunar, nánar tiltekið í þremur einstaklingsprófum úr Wechsler Intelligence Scale for Children, 3. útgáfu (WISC III). Þau voru myndaröðun, litafletir og hlutaröðun. Þau tóku einnig Laesispróf fyrir 2. bekk ásamt hraðlestrarprófum áður en meðferðin hófst og einnig við lok fimm mánaða tónlistarþjálfunar sem aðeins meðferðarhópurinn gekkst undir. Sú þjálfun fór fram í tveimur hlutum vegna naerri þriggja mánaða langs sumarfrís. Þá voru framfarir meðferðarhópsins bornar saman við framfarir samanburðarhópsins. Niðurstöður voru skoðaðar í SPSS með SPANOVA og t-prófum. Niðurstöður sýndu að ekki var marktaekur munur á frammistöðu tónlistarhóps og samanburðarhóps. Rannsóknin fór fram á þeirri vorönn sem börnin voru í 2. bekk og haustönn 3. bekkjar. Vegna þessa gekk illa að halda ytri aðstaeðum stöðugum meðan á tilrauninni stóð og voru áhrifabreytur til vandraeða. Samanburðarhópurinn hóf baeði þátttöku í dansi og kórstarfi í upphafi 3. bekkjar, og á sama tíma missti tónlistarhópurinn úr tónlistarþjálfuninni vegna veikindaforfalla tónmenntakennara. Lítið fór fyrir heimaaefingum sumra barna á milli píanótímanna. Ef til vill er heppilegra að vinna rannsókn sem þessa á leikskóla þar sem auðveldara er að stjórna þeim breytum sem gaetu haft áhrif á niðurstöðurnar. Ekki er útilokað að tengsl séu milli markvissrar tónlistarþjálfunar og framfara í námi þótt það hafi ekki komið fram í þessari rannsókn. Því verður hún vonandi sú fyrsta í röð fleiri rannsókna því ástaeða er til að kanna betur hvort tengsl séu á milli markvissrar tónlistarþjálfunar og framfara í námi.

This study aims to look at the effectiveness of project-based learning on literacy skills and digital literacy of students in elementary schools. This study used a quantitative approach with the control group research method and the pretest-posttest research design. The students used in this study were grade II elementary school students with a selected population of 5 classes consisting of 120 students, randomly selected to meet the control class consisting of 20 students and 1 experimental class in each class who realized that the ability to understand numerical concepts and arithmetic operational skills in everyday life is not in accordance with numerical literacy indicators. The overall results described in the Manova test (Multivariate Analysis of Variance) show that the project-based learning model has proven effective in increasing students' digital literacy and numerical literacy skills. This can be seen from the results of the experimental class using the Project Based ...

The origins of mathematics accompanied the evolution of social systems. Many, many social needs require calculation and numbers. Conversely, the calculation of numbers enables more complex relations and interactions between peoples. Numbers and calculations with them require a well organized operational system. Such systems were perhaps the earliest models of complex rigorous systems. As we will see, not just one but several number systems come to us from antiquity. However, as interesting as the basic notions of counting may be, the origins of mathematics include more than just enumeration, counting, and arithmetic. Thus, also considered are other issues of mathematics to be considered. Number provides a common link between societies and a basis for communication and trade. This chapter illustrates various entries into our ancient knowledge of how our number system began. Examples range from prehistory to contemporary. The ancient evidence is easy to accept, but the modern examples yield more conclusions. It is remarkable that even though mathematics achieved its first zenith twenty three hundred years ago, more than a hundred generations, there are peoples today that still count with their fingers or with stones, that have no real language for numbers, and moreover have not the general concept of number beyond specific examples. There is every reason to believe that in the future, near or distant, there will exist a far more credible theory for the origin of counting than there may ever for the development of geometric proof, the PythagoreanTheorem in particular. The human needs that inspired mankind's first efforts at mathematics, arithmetic in particular were • counting, • calculations, • measurement 1 c °2000-03, G. Donald Allen

Numerasi memilki peranan yang penting bagi masa depan siswa. Melatih kemampuan numerasi dasar siswa sejak dini untuk mempersiapkan generasi penerus. faktor dorongan motivasi dalam belajar merupakan salah satu hal yang perlu dibangkitkan dalam upaya pembelajaran di sekolah. Jenis penelitian yang digunakan adalah penelitian kuantitatif. Populasi penelitian ini adalah 33 siswa kelas 4 di SDN Sindanglaka Kabupaten Cianjur. instrumen angket motivasi belajar siswa untuk motivasi belajar sebanyak 25 pernyataan, sedangkan untuk pemecahan masalah menggunakan tes sebanyak 2 soal. Sedangkan variabel terikat yaitu kemampuan numerasi pada kelas 4 SD, dengan bentuk instrumen tes sebanyak 2 soal. Hasil penelitian menyimpulkan bahwa tidak adanya pengaruh kemampuan pemecahan masalah matematika dan motivasi belajar terhadap numerasi pada siswa kelas 4 di SDN Sindanglaka. Karena penerapan numerasi di sekolah baru saja diterapkan di dalam kurikulum merdeka sehingga siswa belum memahami numerasi.

This paper discusses a research study that focused on middle grades students' abilities to read and to move between different graphical representations before and after instruction. The data analyzed were collected from a group of 76 sixth grade students who were in 3 different mathematics classes in a middle school located in central North Carolina. The ways that students made sense of information presented through graphical representations and made connections between related pairs of graphs were investigated. General conclusions indicate that students need to talk more about graphs, including talking about the structure of graphs and how this informs the statements that can be made about: (1) the information depicted by the graphs and/or (2) the predictions or inferences that can be drawn from the graphs. Contains graphs and questions used on written pre- and posttests. Contains 26 references. (MKR)

This research is motivated by the lack of understanding of teachers on the assessment of reading comprehension, as well as banykanya Siwa in III, IV, and V class who experience barriers / difficulties in reading comprehension. This study aims to develop the competence of teachers in the assessment of reading comprehension in students with difficulty reading comprehension. Subjects in this study were 3 teachers III, IV, and V grade teachers who had students having difficulty reading comprehension. The research approach used in this research is qualitative approach with two stages of research. The result of this research is the change of teacher understanding about comprehension reading comprehension and the improvement of teacher competence in conducting assessment of reading comprehension to students having difficulty reading comprehension. Teacher Competency Development Program in Reading Assessment Understanding on Students Reading Difficulty The designed understanding has been im...

Introduction:Dissemination of results to research participants is largely missing from the practices of most researchers. Few resources exist that describe best practices for disseminating information to this important stakeholder group.Methods:Four focus groups were conducted with a diverse group of individuals. All participants were part of a Patient-Centered Outcomes Research Institute-funded survey study. Focus groups aimed to identify participants’ preferences about receiving research results and their reactions to three different dissemination platforms.Results:Four focus groups with 37 participants were conducted, including: (1) adults with one comorbidity, at least a college education, and high socioeconomic status (SES); (2) adults with one comorbidity, less than a college education, and lower SES; (3) adults with low health literacy and/or numeracy; and (4) Black or African American adults. Participants discussed their preferences for research results delivery and how each...

This article reports the results of research concerned with students’ statistical anxiety and confidence to both complete and learn to complete statistical tasks. Data were collected at the beginning and end of a quantitative method statistics module. Students recognised the value of numeracy skills but felt they were not necessarily relevant for graduate employability and preferred to study with words rather than numbers. A significant reduction in anxiety and increase in confidence to complete statistical tasks were found. Students seemed to feel more confident about doing and learning less complex procedures. Results reinforce the need to provide students with additional mathematical and statistical support outside of quantitative method courses as well as that numeric learning materials and study tasks need to be embedded across the curriculum within substantive disciplinary modules. The design of numeric study tasks needs to be carefully considered to ease the transition for st...

I declare that "An Exploration of the Design and Development of a Semi-Integrated curriculum for a Mathematical Literacy First Year Course Offered in a B.Ed Programme at a South African University" is my own work and that it has not been submitted previously for degree purposes at any higher education institution.