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In recent years, with the increase of online learning platforms, obtaining learning behavior data from students, are becoming easy. However, analyzing the data to extract meaningful information remains challenging due to the data volume and complexity. Here, we apply Self-organizing Maps (SOM) to visualize the learning characteristics of many elementary students over many online assignments in mathematics class. As a case study, this research used the data log of MONSAKUN, a digital learning environment that focuses on exercising arithmetic using story-based questions by using a problem-posing approach with the integration of mathematical sentences. Our primary objective is to give intuitive understanding to the teachers regarding the students' performance that subsequently allows the teachers to generate meaningful advices. Here, SOM generates a two-dimensional map that preserved the topological order of high-dimensional learning characteristics data, in which students with similar learning characteristics are located close to each other, while students with significantly different characteristics are distanced from each other. We are interested especially in locating low-performing students, as they are the most important to be given advice by the teachers. By locating the low-performing students and other students in their vicinity on the map, the teacher may be able to use other students as references for improving the low-performing students' performances. The idea is to mimic the learning characteristics of the students designated as references. Due to the learning characteristics similarity, the low-performing students do not need to make drastic changes in their learning styles. It can be expected that by iterating this process over many assignments, the students' performances will gradually be improved. In this paper, we utilized a digital learning platform MONSAKUN, for learning arithmetic used in Japan. In this paper, we present our preliminary results in the form a learning-visualization of characteristics students of analytical and advisory tools and described our future goals for building a more flexible and general tool that can be deployed in Indonesia. [ABSTRACT FROM AUTHOR]

In physics and mathematics educational environments, meaningful learning paths should be balanced interactive explorations of the different epistemological and cognitive phases of the modelling cycle. Our approach in this context involves sequences of interactive engagement learning activities with computational modelling that explore the different kinds of modelling, progressively introduce scientific computation, generate, and resolve cognitive conflicts in the understanding of physics and mathematics, and comparatively analyze complementary mathematical model representations. In this work we present a learning sequence about light polarization for intermediate science, technology, engineering, and mathematics (STEM) university courses during which students can create and explore in the computer relevant mathematical physics models and animations that help and complement the learning processes in theoretical lectures and problem-solving paper and pen activities. [ABSTRACT FROM AUTHOR]

The field of numerical mathematics is one of the basic mathematical areas of training of future mathematicians. It plays an important role in the sense of connecting theoretical knowledge with practice. At the same time, it is one of the courses that specifically applies students' computer knowledge in solving mathematical problems. As a number of mathematical software and programming languages are emerging with the rise of IT technology, the question arises as to how to build the concept of teaching numerical mathematics. Models that have been used for a long time are already proving to be non-functional and significant innovation is needed. The paper will describe the structure of teaching numerical mathematics at the University of Ostrava, its innovations and teaching experience. [ABSTRACT FROM AUTHOR]

Mathematical representation is one of the fundamental abilities used in mathematics to build the connection between abstract ideas and logical thinking to understand and solve mathematics problems. The level of student representation ability will affect the way students convey the idea of solving mathematics problems. This shows how important this ability is in mathematics. But in fact, the ability of mathematical representation is felt to be less comprehensively mastered. This is indicated by the large number of students having difficulty conveying their ideas in solving mathematics problems. This paper describes students' abilities in mathematical representation to solve math problems. The indicators for mathematical representation ability in this research are classified as verbal representation (written text), visual representation (picture, diagram, graph, or table), and symbolise representation (mathematical statement, numerical/algebra symbol, mathematical notation). The subject of this research was 8-grade students of one of the junior secondary schools at Bukittinggi. The results showed that 22 out of 34 students have difficulty in conveying their ideas to solve math problems, while the rest feel quite good about it. [ABSTRACT FROM AUTHOR]

This paper showcases an example of how mathematics was utilized to debunk a suspected anomaly in election returns in the aftermath of the Philippine national elections last May 2022. Initial results of the automated elections yielded numbers that the public deemed suspicious. In response to a call for experts' opinions on the matter, we processed and analyzed large samples of preprocessed data to which we have been given access. Using data analytics techniques, we examined transmission arrivals of election returns and compared them against the total votes transmitted, with the analysis performed at different aggregation levels. Our analyses showed that the seemingly suspicious numbers can be explained by examining the distributions of the transmission arrivals of election returns and analyzing those distributions using different levels of aggregation. From the perspective of critical mathematics education (CME) particularly, focusing on mathematics for critical citizenship, we highlight the importance of mathematics to help fight disinformation and spread of unfounded rumors. The paper concludes with recommendations for enriching students' mathematical experiences that could pave the way for a responsive and engaged citizenry in our country. [ABSTRACT FROM AUTHOR]

This paper aims to examine the learning of mathematics using philosophy-based teaching materials for high school students. Philosophy-based teaching materials are in the form of Student Activity Sheets (LKPD) consisting of LKPD based on Anthology, LKPD based on Epistemology, and LKPD based on Axiology. [ABSTRACT FROM AUTHOR]

The goal of this study is to outline the outcomes of analysis on the creation of useful math learning resources during the COVID-19 pandemic. The issue is that goods from the creation of math learning resources are required to counteract an acceleration in learning following the COVID-19 epidemic. Many of the results of development research, however, are only kept as study materials and are only preserved in Study Program documents or on Google Drive. The study was conducted utilizing the survey methodology, questionnaire data collection strategies, and development research outcomes papers completed by students of the Mathematics Education Study Program FKIP UPGRI Palembang during the COVID-19 epidemic. strategies for analyzing quantitatively described data. The outcomes of the development research take the form of products for math learning devices, with PBL/PBM, RME, CTL, and mathematics software being the most widely utilized learning models and methods. E-modules, LKPD/LKS, learning media in the form of video, and PPT are the most common product kinds. Algebra, Geometry, Calculus, trigonometry, statistics, and Arithmetic are among the mathematics topics covered throughout the development. The development's validity yields a product quality of 87.19%, while its practicality comes in at 85.48% and its potential impact is at 83.48%. According to the development research's findings, it should be given some thought if mathematics instruction is to be changed following the COVID-19 pandemic. [ABSTRACT FROM AUTHOR]

This paper aims to develop a valid and practice the development of PISA-Like Mathematics Problems and produce a potential effect on creative thinking skills of 7th grade junior high school students in solving the development of PISA-Like Mathematics Problems in the context of Palembang tourism. This research is type of qualitative research. The result of this research is the development of PISA-Like Mathematics Problems with the characteristics of creative thinking skills using Merdeka curriculum, which in the curriculum is related to number material. In content using Quantity content. In context using a social context, namely "Wisata Sungai Musi". In terms of difficulty level categorized as application level. To conclude, the development of PISA-Like Mathematics Problems can teach students to learn mathematics and at the same time introduce students to the culture and tourism of Palembang. [ABSTRACT FROM AUTHOR]

This paper aimed to describe the implications mathematics education in finance. Calculation of interest rates, discounts, profits, taxes, GDP growth requires basic arithmetic skills such as percentages. By imbuing financial literacy in math learning, not only do students know firsthand the use of percent in financial situations, but they are also increasingly knowledgeable about finance. Financial literacy in our study spans three dimensions: content, context, and process. By using the proportion and equation approach as well as two types of construction, namely the bar model and the circle model, we present the learning situation of monthly salary allocation table. Through this situation, students are expected to be able to construct fractional material and financial knowledge on salary and income content. [ABSTRACT FROM AUTHOR]

The effectiveness of Game-based Learning (GBL) in fostering students' motivation to learn mathematics is examined in this systematic review. Nine related papers published between 2018 and 2022 were found after an extensive search of the electronic databases of ERIC. A systematic review methodology was used to analyze the studies, and the results were then synthesized and summarized. None of the research in this review found evidence of a negative impact of GBL on students' motivation to learn mathematics; instead, all studies found evidence of a positive impact. It benefits students' motivation for several reasons, including the engaging and dynamic learning environment, the quick feedback and rewards, and the demanding and goal-oriented learning experience that games may give. The game's design, degree of difficulty, student autonomy, use of feedback and rewards, and other factors play significant roles in determining how effective GBL is at encouraging students' motivation to learn mathematics. However, this effectiveness is not guaranteed. The design and implementation of GBL in the mathematics classroom should consider these elements seriously. Generally, the results of this review point to GBL as a potentially successful strategy for increasing students' motivation to learn mathematics. Game-based Learning (GBL) is a strategy educators should consider employing to engage students and increase their interest in and love of mathematics. However, the game's design and other elements that may affect it must be carefully considered. More research is required to completely comprehend GBL's potential in mathematics education and develop efficient implementation methods. [ABSTRACT FROM AUTHOR]

COVID-19 pandemic requires professional teachers to use digital technology, but some students experience obstacles in technology so that it has an impact on their low critical thinking abilities. This paper aims to analyze mathematical critical thinking abilities between students who carry out learning models eliciting activities assisted by Edmodo and conventionally assisted by WhatsApp based on prior knowledge of mathematics. The research method used a quasi-experimental, non-equivalent pretest-posttest control group design. The sample was selected through a homogeneity test from 4 parallel classes of one junior high school in Bandung Indonesia, two classes were selected, namely class VIII A as the experimental class and VIII D as the control class. The instrument uses an initial mathematical ability test and critical thinking abilities. Data analysis uses: Two-way ANOVA test. Findings: There is a difference in the improvement of mathematical critical thinking abilities between experimental class and control class students. There are differences in the achievement of mathematical critical thinking abilities based on prior knowledge of mathematics in the smart, medium and weak categories. Learning models eliciting activities assisted by Edmodo can facilitate the process of construction, interaction and reflection so as to improve students' critical thinking abilities. [ABSTRACT FROM AUTHOR]

In this paper proposed, a novel subclass of meromorphic univalent functions has been introduced and defined. 풥(a, ℷ, A, B, μ) using convolution operator in U*. We have obtained some properties, like, coefficient inequality, growth and distortion bounds, radii of starlikeness and convexity, linear combination, closure theorems and extreme points. Mathematics Subject Classification: Primary 30C45 [ABSTRACT FROM AUTHOR]

Students' pattern of learning that does not involve active thinking will make it difficult for them to master the elements of higher order thinking skills (HOTS) in mathematics. Therefore, more effective learning methods need to be implemented to help students deal with this problem. This paper presents the results of a study after a cooperative method through paired learning was conducted on a selection of Year 6 students for the subject of Mathematics. The purpose of the study was to see the effectiveness of paired learning methods in the teaching and learning process of mathematics that apply the elements of HOTS. A total of twenty-eight Year 6 students from a school in Penang were selected as the sample for this study. Students' performance was tested before and after treatment to see if there was a difference between their performances. After that, a questionnaire was given to see the level of students' motivation and identify the factors contributing to their difficulties in mastering HOTS. From the results of this study, all students (100%) have shown an improved performance in the post-test. The mean scores from the questionnaire responses also indicated that students had a positive perception of the paired learning method. [ABSTRACT FROM AUTHOR]

Teaching and Learning Mathematics in the 21st centuries highly related to the digital technology used in the classroom. Mathematics is the best practice in the standard teaching and learning (T&L) process where the teacher and student physically attend the class. There is where the interaction and discussion on subject matter happened. However, due to the COVID-19, the practice needs to be changed drastically in which both sides of teacher and student are not allowed to have a physical class to avoid any contact. The learning process must proceed and adapt well to the current situation. A Learning Management system must be developed as a platform to digitally organize educational material. Due to that, this paper aims to illustrate the development of a website that is beneficial in T&L Mathematics courses. The content of the mathematics course chosen is Linear Algebra. There are various learning management systems, but the one that customizes the purpose and requirement of our class content can be developed by ourselves. Google offers a good package where google sites can be easily set up for that purpose. The content is arranged according to based on topics. In addition, the interactive learning environment is also embedded in developing the system to attract the student's attention during class hours. Live chat is also provided for the student to ask questions at their convenience time. Developing a customized learning management system can be an alternative for teachers to provide a digital environment to their students so that the process of T&L can be continued. Our website has been introduced to students, and their feedback is recorded. The result shows that students show positive responses while describing the website [ABSTRACT FROM AUTHOR]

Prior to the COVID-19 pandemic, majority of universities in Malaysia commonly implement the teaching and learning practices on physical face to face basis. However, the pandemic had drastically changed the norm of the teaching and learning practices into online teaching and learning as one of the measures to curb the spread of the virus among the community. The drastic move had greatly affected the academic communities particularly the students. Some of the possible factors influencing online learning difficulties faced by the students include poor internet accessibility, lack of self-motivation, lack of active interaction with lecturers and peers, lack of conducive learning environment and poor time management. In this paper, the technique of Fuzzy DEMATEL is employed in analyzing the level of influence and relationships of the aforementioned factors in contributing to learning difficulties particularly among fifty mathematic students at a public university in Shah Alam, Selangor, Malaysia. The cause-and-effect analysis that take into consideration the interactions or interrelationships between factors discovered that poor internet accessibility was classified in the cause group whereas the remaining factors which are lack of self-motivation, lack of active interaction with lecturers and peers, lack of conducive learning environment and poor time management were in the effect group. The results indicate that poor internet accessibility has the highest degree of relation in terms of influencing other factors. Based on the prominence value, the lack of self-motivation turns out to be the leading factor contributing to online learning difficulties. [ABSTRACT FROM AUTHOR]

The document is a preface to the 5th International Seminar of Innovation in Mathematics and Mathematics Education (5th ISIMMED) and the 7th International Seminar on Science Education (7th ISSE). The seminar, held virtually in November 2021, focuses on the theme of "Technological pedagogical content knowledge (TPACK) in the current trend of science technology engineering mathematics (STEM) Education." The seminar aims to provide practical solutions for teachers facing challenges in integrating technology into their classrooms, such as increasing student motivation and creating a visual and engaging learning atmosphere. The seminar has accepted 186 papers and 145 participants from Indonesia and the Philippines, with selected papers published by AIP Publisher. The preface expresses gratitude to keynote and invited speakers, as well as organizers, reviewers, authors, and committee members. [Extracted from the article]

The 6th International Conference on Mathematics and Mathematics Education (ICM2E 2022) was held in Padang, Indonesia on September 3rd-4th, 2022. The conference focused on the theme of "Innovative Research of Mathematics and Mathematics Education to Face the 4th Industrial Revolution Challenges." It provided a platform for researchers, educators, and students to exchange ideas and discuss advancements in the field. The conference proceedings, published by AIP Proceedings, contain high-quality papers selected through a blind review process. The organizers express gratitude to all participants, authors, reviewers, keynote speakers, and committees for their contributions to the success of the conference. They look forward to the next ICM2E and hope it will be as exciting as its predecessors. [Extracted from the article]