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The ability to understand the concept of addition and subtraction is fundamental to all students, including students with Attention Deficit and Hyperactivity Disorder (ADHD). This study aims to produce a learning trajectory for understanding the concept of adding and subtracting whole numbers for students with ADHD using the PMRI approach. The subjects in this study were Grade 1 students with ADHD at the inclusive school or SDN 30 Palembang. The research method used was the design research method. The present research was conducted in three stages, namely the preparation stage, the two-cycle experimental design stage, (cycle I: pilot experiment, cycle II: teaching experiment), and the retrospective analysis stage. Data collection was carried out by an observation, interviews, a pre-test, written tests, documentation, and field notes. The results of the research showed that the learning activities designed could help students understand the concepts of adding and subtracting whole numbers. Some indicators of conceptual understanding that appeared in the students were the students’ abilities to classify objects according to certain characteristics, present concepts in the form of mathematical representations or images, develop the necessary and sufficient conditions for a concept, utilize and choose certain procedures or operations, and apply problem-solving concepts or algorithms. Eventually, a learning trajectory involving two activities using unique contexts of the city of Palembang supports understanding the concept of addition and subtraction.

Penelitian ini bertujuan untuk 1) Mendeskripsikan kesalahan yang dilakukan siswa dalam menyelesaikan soal penjumlahan dan pengurangan berbasis bilangan bulat HOTS, 2) Mendeskripsikan penyebab kesalahan yang dilakukan siswa dalam mengerjakan soal penjumlahan dan pengurangan berbasis bilangan bulat HOTS. Penelitian ini merupakan penelitian deskriptif kuantitatif. Teknik pengumpulan data dalam penelitian ini adalah teknik tes tertulis, observasi, wawancara, dan dokumentasi. Instrumen penelitian terdiri dari lembar tes, pedoman observasi, dan pedoman wawancara. Uji validitas data yang digunakan dalam penelitian ini menggunakan triangulasi. Teknik analisis data menggunakan analisis model Milles dan Huberman yang terdiri dari penyajian data, dan penarikan kesimpulan. Hasil penelitian ini menunjukkan bahwa kesalahan yang dilakukan siswa adalah (1) kesalahan pada jawaban akhir (31,22%); (2) kesalahan dalam memahami inti (32,18%); (3) kesalahan pada langkah penyelesaian (20,45%); (4) kesalahan dalam membaca soal (0%). Hal ini dikarenakan siswa belum memahami konsep, sehingga siswa tidak mampu menemukan solusi dalam memecahkan masalah pada soal. Sehingga siswa tidak menemukan hasil dengan benar dan menyebabkan siswa melakukan kesalahan dalam mengerjakan soal.

This study aims to describe the manufacture and use of Cuisenaire rod learning media for understanding the concepts of addition, subtraction, multiplication, and division of integers for elementary school students. The research method used is literature study, which is a series of activities related to the methods of collecting library data, reading and recording, and processing research materials. This research uses a qualitative approach. Data sources and research results in library research in the form of a description. Data sources are bibliographic or come from various literature, including books, journals, newspapers, personal documents, etc. The research results are that the utilization of Cuisenaire rod media is more optimized on learning in elementary schools, especially in addition, subtraction, multiplication, and division of integers because Cuisenaire rod media can help understand and can concrete the concept of numbers. In addition, it can be used as reference material for research on learning addition, subtraction, multiplication, and division of integers by utilizing different learning media.

The learning of addition and subtraction that usually be done in sequence impact students’ tendency to separate type of the strategies employ to solve the related problems. In fact, there are a number of situations that can be observed and solved through both lenses. Therefore, in this study we designed a simultaneous addition and subtraction of two-digit numbers learning trajectory. The learning activities were constructed based on Realistic Mathematics Education (RME) Approach. This design study was conducted in three steps consist of preliminary study, teaching experiments, and retrospective analysis. The teaching experiments were done in two cycle, the first was done with four students and the second was done with 33 students in two classes of an elementary school located in Singaraja, Bali. The data related to number sense ability were gathered from observation and students’ written work in solving worksheet and post-test. The collected data were analyzed using constant comparative method. From the results, we found that a simultaneous learning of two-digit numbers addition and subtraction were effectively develop the students’ number sense and encourage the students to develop efficient counting strategies.

This study aims to investigate an intervention in the application of the Butterfly Method Algorithm with the Bar Model Concept on the addition and subtractions of Fractions to Year 9 students in one of the Government secondary schools in Brunei Darussalam. The Butterfly Method is an alternative visual method for teaching fractions where the diagonal and horizontal multiplication of the denominators and numerators are employed by drawing the Butterfly. A mixed-method approach was used to explore the impact of the intervention with data gathered from the students’ written pre- and post-tests and interview transcripts. The tests conducted before and after the intervention were used to analyze students’ errors and misconceptions. The students’ written analyses of the post-test results revealed that not all of the students applied the Butterfly Method. A few students were selected for interviews in order to gain deeper insights into how they developed the errors and misconceptions from both tests. Findings from the students’ interview transcripts revealed they were not confident with the Butterfly Method, and they needed more time to be familiar with the concept. Another factor for not applying the Butterfly Method is due to students’ confusion on subtracting fractions that has the same denominators as well as subtracting a proper fraction from a whole number. This study concluded that students who applied the Butterfly Method helped them to remember the new method from the intervention satisfactorily in comparison to those who lack the confidence in applying it.

The aim of this study was to describe arithmetic algorithm on transaction em­ployed by Blij h. The study was a qualitative approach by means of case study in Madurese community. The data were gathered through observation and interviews. The partisipants of this study were 8 Blij h living in Paiton, Probolinggo. The data were analyzed using Miles & Huberman model. The results of this study obtained some arithmatics algorithm of addition, subtraction, multipication, and division. This paper, however, will only focus on addition and subtraction algorithm. The data reveals that there are several differences in the algorithm used by Blij h and the one taught at school. The results of this study could be used as one of teaching and learning approach to develop numerical and mental calculation skills.

To describe mental computation strategies of the dyslexic student in performing the addition and subtraction of 1-digit and 2-digit integer. Mental computation is a process of doing arithmetic calculations without using other tools. This strategy will help dyslexic students find more accurate and flexible solution while solving the arithmetic problem because it can minimize their weaknesses in terms of reading and writing. This research uses the qualitative approach. Data were collected by using a task-based interview for two dyslexic students. The results of this study indicate that dyslexic students use the spin-around strategy to solve the addition for the 1-digit number and the working from the right and from the left strategies to solve the addition for the 2-digit number. Meanwhile, to solve the subtraction problem, dyslexic students use think addition and counting back strategies for the 1-digit number and Working from The Right strategy for the 2-digit number.