Spatial Reasoning Profile of The Students with Good Number Sense Ability

Wulandari, Nourma Pramestie; Ekowati, Dyah Worowirastri; Novitasari, Dwi; Hamdani, Deni; Gunawan, Gunawan

doi:10.1088/1742-6596/1933/1/012077

Cited by 5 publications

(3 citation statements)

References 13 publications

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“…Previous research on numeracy has focused on assessing students' numeracy abilities in general (Barham et al, 2019;Kuperman et al, 2022;Richards & Islam, 2018) and by gender (Aune et al, 2018;Souza & Fonseca, 2013;Suryadarma, 2015). The same concerns research about number sense that examines students' skills generally (Cheung & Yang, 2018;Mohamed & Johnny, 2010;Purnomo et al, 2014;Wulandari et al, 2021;Yang & Sianturi, 2021) and depending on gender (Gonzalez et al, 2021;Yilmaz, 2017). However, few studies have explicitly examined these factors in relation to the impact of number sense.…”

Section: Introductionmentioning

confidence: 99%

Relationship between Elementary School Students' Numeracy and Number Sense

Rahmawati,

Sulistyani,

Purnomo

et al. 2023

TNER

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Numbers are fundamental mathematical concepts that underlie various other mathematical principles. This research investigates the relationship between number sense and the numeracy abilities of fifth-grade elementary school students. A cross-sectional survey method was used, with 205 respondents voluntarily participating. The results showed a reciprocal relationship between number sense and numeracy in elementary school students. Emphasising number sense can enhance flexibility in numeracy solutions. Number sense can be developed through assigning math tasks related to the students' environment or associating it with other learning processes. The study emphasises the importance of number sense in the primary school mathematics curriculum.

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Section: Introductionmentioning

confidence: 99%

Relationship between Elementary School Students' Numeracy and Number Sense

Rahmawati,

Sulistyani,

Purnomo

et al. 2023

TNER

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“…Especially in studying abstract subjects such as mathematics (Ekowati et al, 2021;. This is because the language in mathematics is in the form of terms, symbols, signs, or symbols Wulandari et al, 2021). It is hoped that the existence of learning media can bridge the abstractness of mathematics (Juan D Godino et al, 2011;Pino-Fan et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

Bead Maze Media Semiotics Objects: A Study of Mathematics Teaching for Autism Students in Elementary School

Putriana Wati,

Dyah Worowirastri Ekowati,

Nusantara

et al. 2023

j. ilm. sekol. Dasar

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Mathematics learning for autistic students needs to be done concretely and interestingly. If this is implemented, it is hoped that autistic students will be able to understand and even use mathematics in everyday life. This study aimed to analyze semiotic objects in the bead maze media for learning mathematics for autistic students in elementary schools. The research was conducted in a descriptive qualitative manner. Methods of data collection through observation, documentation, and interviews with elementary school mathematics teachers and assistants for autistic students. Observations were made by observing the bead maze adaptive media. Objects that can be observed are the beads in it, such as different shapes and colors. Interviews were conducted with one third-grade autistic student, an elementary school math teacher, and an assistant teacher. Data obtained from observation, documentation, and interviews were then analyzed using triangulation. The triangulation methodology is carried out by comparing the information obtained from observation, documentation, and interviews. The study results found that six primary semiotic objects, namely language, problem situations, concepts, procedures, properties, and arguments, have been identified based on basic mathematical concepts (numbers, algebra, geometry, measurement) being studied in the third grade. Each semiotic object in bead maze media can potentially increase students' mathematical activities, which are contextual, interesting, and meaningful for autistic students in elementary schools.

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“…Knowing the relationship between the Malangan batik cloth object and mathematical concepts increases teachers' confidence in teaching contextual mathematics (Pratiwi et al, 2022). In addition, if students learn mathematical concepts through contextual objects, they will gain much experience solving mathematical problems in everyday life (Wulandari et al, 2021). Based on the description above, the purpose of this study is to conduct a semiotic analysis on Malangan batik for elementary school mathematics learning.…”

Section: Introductionmentioning

confidence: 99%

Semiotic analysis on Malangan Batik for elementary school mathematics learning

Ekowati

Restian²,

Yayuk³

et al. 2022

jel

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Among the cultural richness in Indonesia, one of which is the Malangan batik cloth. The use of Malangan batik cloth is not only for clothing and decoration needs but also becomes part of the subject matter. In elementary school learning, Malangan batik cloth is one of the learning materials for Arts, Culture, and Crafts. In the thematic learning applied in elementary schools, Arts, Culture, and Crafts subjects do not stand alone. However, it must be related to other subjects, one of which is mathematics. The reality, on the ground, most teachers find it difficult to link the two. Bridging the link between these two subjects is carried out through semiotic analysis with its six primary objects. This study aimed to conduct a semiotic analysis of Malangan batik for elementary mathematics learning. The research was conducted in a qualitative descriptive manner with an ethnographic approach. Data were collected through observation, documentation, and interviews with two elementary school mathematics teachers and two Malangan batik makers. The research period is January-March 2022. The results of the study found that elementary mathematics concepts (numbers, algebra, geometry, measurement, statistics, and capital selection) have been identified according to six primary semiotic objects, namely language, problem-situation, concepts, procedures, properties, and arguments. By understanding each semiotic object, Malangan batik has the potential to increase students' mathematical activities that are contextual, interesting, and meaningful for students.

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Spatial Reasoning Profile of The Students with Good Number Sense Ability

Cited by 5 publications

References 13 publications

Relationship between Elementary School Students' Numeracy and Number Sense

Relationship between Elementary School Students' Numeracy and Number Sense

Bead Maze Media Semiotics Objects: A Study of Mathematics Teaching for Autism Students in Elementary School

Semiotic analysis on Malangan Batik for elementary school mathematics learning

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