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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]

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 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]

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]

This paper attempts to provide information about designing digital holographic learning media especially in teaching and learning mathematics at University. To be detail, this study was conducted to provide educators at university information towards things need to be considered in designing such instrument. In this case, we depict several activities in making holograms to deliver mathematical insights for students for Calculus course. The study was carried out through developmental steps ADDIE, such as Analysis, Design, Development, Implementation, and Evaluation. This study was conducted at Mathematics Education Program, Medan State University, especially for students who enrolled Calculus course. The activities were described explicitly in each phase. The results of this study show that it takes time to make holographic digital media in teaching and learning process of mathematics, including university. In this case, there are several aspects that need to be considered in designing the media, such as (1) the learning topics; (2) contents; (3) object video/animation; (4) hologram application. [ABSTRACT FROM AUTHOR]

This paper report was part of a bigger project that aimed to develop the ethno mathematics module using blended learning for students of mathematic educational program in IAIN Batusangkar. The research question of this article is do the researcher needs to developing ethnomathematics module using the blended learning model. The type of this research was descriptive with a quantitative approach. Research instruments were questionnaires and research participants were 46 students and 29 teachers who had been taught mathematics in high school. The data analysis technique used descriptive statistics. The results of the study were proven that needs to develop an ethnomathematics module using the blended learning model although there were different views in integration IT on mathematics education. [ABSTRACT FROM AUTHOR]

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]