Development of mathematics manipulative for slow learner and dyscalculia student in elementary school by using Montessori’s characteristic

Aprinastuti, Christiyanti; Anggadewi, Brigitta Erlita Tri; Suharno, R; Wiyantari, W

doi:10.1088/1742-6596/1663/1/012065

Cited by 5 publications

(10 citation statements)

References 5 publications

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“…The ability to understand mathematics in dyscalculia children can also be improved with the help of simple aids or math teaching aids (Aprinastuti et al, 2020). Mathematics teaching aids can be created by teachers by utilizing simple materials and tools that are easily accessible.…”

Section: Methodsmentioning

confidence: 99%

The Use of Learning Aids for Dyscalculia: Systematic Literature Review

Fatwana

Dasari

Juandi

2023

AIJP

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The aim of this research is to examine appropriate learning aids for dyscalculia children. Systematic literature review became the method in this study. This article reviews 13 articles involving more than 4939 subjects and respondents. We reviewed articles published from 2010 to 2021 from the Sage, SpringerLink, TaylorFrancis, and Wiley Online Library databases. All articles were classified by year, research approach, research objectives and strategies offered for dyscalculia children. The selection of articles found the use of manual tools and the use of technological aids. The results of the review analysis showed that learning with the help of technology had a greater impact on the learning outcomes of dyscalculia students.

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Section: Methodsmentioning

confidence: 99%

The Use of Learning Aids for Dyscalculia: Systematic Literature Review

Fatwana

Dasari

Juandi

2023

AIJP

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“…The principle of reality is not only needed by learners in general but also a learning need by slow learners (Barnes, 2005), which focuses on understanding, involving learners using meaningful contexts, and emphasizing problemsolving. Understanding mathematical symbols will be easier to remember if they are linked to the real world through pictures or stories, real objects, or other media (Aprinastuti et al, 2020;Palinussa et al, 2021). The reality principle, which refers to events or experiences, helps slow learners understand knowledge and build concepts to solve problems because slow learners struggle to think abstractly.…”

Section: The Principle Of Realitymentioning

confidence: 99%

Analysis of implementing Realistic Mathematics Education principles to enhance mathematics competence of slow learner students

Listiawati,

Sabon,

Siswantari

et al. 2023

j. math. educ.

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One of the Education for Sustainable Development Goals is to provide equitable and inclusive access to quality education for all. However, some children with special needs, particularly slow learners, have yet to be able to enjoy inclusive and high-quality learning services. This research aims to enhance slow learners' competence by implementing the Realistic Mathematics Education Approach. It is descriptive qualitative research, with data collection techniques including focus group discussion, interview, and learning observation. The analysis involved comparing the principles of Realistic Mathematics Education in theory with those applied by teachers, as well as the learning approach used by teachers with those required by slow learners. The findings indicate that while some teachers have implemented learning based on the principles of Realistic Mathematics Education for all students, there needs to be more focus on interventions specifically tailored to the needs of slow learners. Furthermore, teachers still need to fully understand the services required by slow learners based on their unique characteristics. The implementation of Realistic Mathematics Education to meet the learning needs of slow learners in mathematics has primarily focused on activity and interactivity principles without emphasis on the understanding of concepts to enhance their competence.

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“…Mathematics plays a significant role in human existence and is utilized in numerous fields. It has been determined that the strategies and abilities gained from mathematics are necessary not only for academic success but also for effective functioning in day-to-day living (Aprinastuti et al, 2020;Kißler et al, 2021;Kunwar & Sharma, 2020;Lazo-Amado et al, 2022;Liu et al, 2022;Ziadat, 2022). This realization comes as no surprise, given the central role mathematics plays in almost every aspect of our lives (Hodaňová & Nocar, 2016).…”

Section: Introductionmentioning

confidence: 99%

“…This underscores the significance of mathematics education in institutions as well. Mathematics education plays a crucial role in preparing students for their future roles in society and the economy, as well as for their personal growth (Bakker et al, 2021) Since mathematics cannot function without the application of extremely high levels of mathematical skill and knowledge, the primary reason it is taught and practiced in schools is to benefit society (Aprinastuti et al, 2020;Kißler et al, 2021;Kunwar & Sharma, 2020;Lazo-Amado et al, 2022;Liu et al, 2022;Ziadat, 2022). The ability to perform well in school and in life generally requires a high level of mathematical skills due to the nature of modern society (Lyons & Ansari, 2015;Mitra, 2002;Vanbinst & De Smedt, 2016).…”

Section: Introductionmentioning

confidence: 99%

“…Conceptual understanding is a fundamental component of knowledge, just as it is a part of mathematical proficiency, and it can be developed through various mathematical skills, such as reasoning. Mathematical reasoning skill is important as it serves as a basis for developing new insights and promoting further study, and being able to reason is essential to understand mathematics (Crooks & Alibali, 2014;Hjelte et al, 2020;Nurjanah et al, 2021) Resminati Dinda Salisa / Conceptual Understanding and Reasoning of Students with Dyscalculia: A Literature Review Undoubtedly, the mathematics that an individual acquires during their academic years will have a significant impact on their life (Aprinastuti et al, 2020;Kißler et al, 2021;Kunwar & Sharma, 2020;Lazo-Amado et al, 2022;Liu et al, 2022;Ziadat, 2022). However, 5-8% of school-aged individuals have a learning disability that makes it challenging for them to understand the fundamental concepts of mathematics (Fauzan et al, 2022;Lazo-Amado et al, 2022;Patricia & Zamzam, 2021).…”

Section: Introductionmentioning

confidence: 99%

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Conceptual Understanding and Reasoning of Students with Dyscalculia: A Literature Review

Salisa,

Rahaya

2023

hexagon_ JIPM

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Dyscalculia is a specific learning condition that affects one’s understanding and manipulation of numerical concepts. Conceptual understanding is one of the components of mathematics proficiency that can be developed through reasoning skills. However, neither the conceptual understanding nor the reasoning abilities of students with dyscalculia have been thoroughly described. The objective of this systematic review of the relevant scientific literature is to identify and analyse existing evidence regarding the conceptual understanding and reasoning skills of students with dyscalculia by using the following procedures: (1) developing a research question; (2) selection criteria; (3) developing the search strategy; (4) study selection process; (5) appraising the quality of studies; and (6) synthesis result. Twenty articles were selected and analysed in total. It was discovered that students with dyscalculia lacked conceptual understanding and reasoning skills, which could present them with a variety of difficulties, such as processing mathematical facts and further developing their mathematical skills.

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Development of mathematics manipulative for slow learner and dyscalculia student in elementary school by using Montessori’s characteristic

Cited by 5 publications

References 5 publications

The Use of Learning Aids for Dyscalculia: Systematic Literature Review

The Use of Learning Aids for Dyscalculia: Systematic Literature Review

Analysis of implementing Realistic Mathematics Education principles to enhance mathematics competence of slow learner students

Conceptual Understanding and Reasoning of Students with Dyscalculia: A Literature Review

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