<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2178-5201</journal-id>
<journal-title><![CDATA[Acta Scientiarum. Education]]></journal-title>
<abbrev-journal-title><![CDATA[Acta Educ.]]></abbrev-journal-title>
<issn>2178-5201</issn>
<publisher>
<publisher-name><![CDATA[Editora da Universidade Estadual de Maringá - EDUEM]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-52012025000100225</article-id>
<article-id pub-id-type="doi">10.4025/actascieduc.v47i1.72130</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Didactic activities among elementary school students in mathematics: urban vs rural schools in Indonesia]]></article-title>
<article-title xml:lang="pt"><![CDATA[Atividades didáticas entre alunos do ensino fundamental em matemática: escolas urbanas versus escolas rurais na Indonésia]]></article-title>
<article-title xml:lang="es"><![CDATA[Actividades didácticas en matemáticas entre estudiantes de primaria: escuelas urbanas versus escuelas rurales en Indonesia]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Haryati]]></surname>
<given-names><![CDATA[Linda Feni]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sugiman]]></surname>
<given-names><![CDATA[Sugiman]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Septiarti]]></surname>
<given-names><![CDATA[Serafin Wisni]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Maulyda]]></surname>
<given-names><![CDATA[Mohammad Archi]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universitas Negeri Yogyakarta  ]]></institution>
<addr-line><![CDATA[ Daerah Istimewa Yogyakarta 55281]]></addr-line>
<country>Indonésia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universitas Mataram  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Indonesia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>47</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-52012025000100225&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-52012025000100225&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-52012025000100225&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT. This research analyzes the differences in didactical activities in mathematics learning in elementary schools between urban and rural environments, using a mixed method approach. Participants involved teachers and fifth grade students from 10 schools (5 urban and 5 rural), with a total of 325 students. Data collection methods include classroom observations, interviews with teachers, and analysis of mathematics learning outcomes. In urban environments, with access to sophisticated technology, activities that prioritize discipline and class resistance are found to dominate, apply group assignments and technology, but tend to be individualistic. Meanwhile, in rural environments, activities focus more on the use of traditional methods and local resources, integrating students' daily experiences and the natural environment, which encourages interest and collaboration in the classroom. Statistical analysis using the Mann-Whitney U Test revealed significant differences in mathematics learning outcomes, with urban students tending to have higher scores than rural students. These findings underscore disparities in educational quality and access to resources, emphasizing the need for policy interventions to reduce educational disparities, including more equitable allocation of resources, increasing access to technology, and strengthening teaching methods that are adaptive and responsive to student needs.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO. Esta pesquisa analisa as diferenças nas atividades didáticas de aprendizagem de matemática nas escolas de ensino fundamental entre ambientes urbanos e rurais, utilizando uma abordagem de método misto. Os participantes envolveram professores e alunos do 5º ano de 10 escolas (5 urbanas e 5 rurais), num total de 325 alunos. Os métodos de recolha de dados incluem observações em sala de aula, entrevistas com professores e análise dos resultados da aprendizagem da matemática. Em ambientes urbanos, com acesso a tecnologia sofisticada, as atividades que priorizam a disciplina e a resistência de classe são dominantes, aplicam tarefas de grupo e tecnologia, mas tendem a ser individualistas. Entretanto, em ambientes rurais, as atividades centram-se mais na utilização de métodos tradicionais e recursos locais, integrando as experiências quotidianas dos alunos e o ambiente natural, o que estimula o interesse e a colaboração na sala de aula. A análise estatística utilizando o Teste U de Mann-Whitney revelou diferenças significativas nos resultados de aprendizagem da matemática, com os estudantes urbanos a tenderem a obter pontuações mais elevadas do que os estudantes rurais. Estas conclusões sublinham as disparidades na qualidade educacional e no acesso aos recursos, enfatizando a necessidade de intervenções políticas para reduzir as disparidades educacionais, incluindo uma alocação mais equitativa de recursos, aumentando o acesso à tecnologia e fortalecendo métodos de ensino que sejam adaptáveis e respondam às necessidades dos alunos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN. Esta investigación analiza las diferencias en las actividades didácticas en el aprendizaje de matemáticas en escuelas primarias entre entornos urbanos y rurales, utilizando un enfoque de métodos mixtos. Participaron docentes y estudiantes de quinto grado de 10 escuelas (5 urbanas y 5 rurales), con un total de 325 estudiantes. Los métodos de recopilación de datos incluyen observaciones en el aula, entrevistas con profesores y análisis de los resultados del aprendizaje de matemáticas. En entornos urbanos, con acceso a tecnología sofisticada, predominan las actividades que priorizan la disciplina y la resistencia de clase, aplican tareas grupales y tecnología, pero tienden a ser individualistas. Mientras, en los entornos rurales las actividades se centran más en el uso de métodos tradicionales y recursos locales, integrando las experiencias cotidianas de los estudiantes y el entorno natural, lo que fomenta el interés y la colaboración en el aula. El análisis estadístico utilizando la prueba U de Mann-Whitney reveló diferencias significativas en los resultados del aprendizaje de matemáticas, y los estudiantes urbanos tienden a obtener puntuaciones más altas que los estudiantes rurales. Estos hallazgos subrayan las disparidades en la calidad de la educación y el acceso a los recursos, enfatizando la necesidad de intervenciones políticas para reducir las disparidades educativas, incluida una asignación más equitativa de los recursos, un mayor acceso a la tecnología y el fortalecimiento de métodos de enseñanza que se adapten y respondan a las necesidades de los estudiantes.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[didactic]]></kwd>
<kwd lng="en"><![CDATA[elementary students]]></kwd>
<kwd lng="en"><![CDATA[rural]]></kwd>
<kwd lng="en"><![CDATA[urban]]></kwd>
<kwd lng="pt"><![CDATA[didático]]></kwd>
<kwd lng="pt"><![CDATA[alunos do ensino fundamental]]></kwd>
<kwd lng="pt"><![CDATA[rural]]></kwd>
<kwd lng="pt"><![CDATA[urbano]]></kwd>
<kwd lng="es"><![CDATA[didáctico]]></kwd>
<kwd lng="es"><![CDATA[estudiantes de primaria]]></kwd>
<kwd lng="es"><![CDATA[rural]]></kwd>
<kwd lng="es"><![CDATA[urbano]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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