The purpose of this research is to analyse the mathematical communication skill of student by using essay test. The method of this research is a quantitative approach with descriptive. We assess the communication skill from the students who take calculus course. The results showed the percentage of achievement of mathematical communication skill indicators of students were: 1) 45.7% students can express mathematical ideas in oral or written form into images, algebraic expressions, and graphics; 2) 34.3% students can state mathematics problem in daily life into a symbol or model in mathematics; and 3) 51.4% students can interpret figures into mathematical ideas. Based on the percentage, the mathematical communication skills of students in calculus course is still low and need to be improved for further research.

This study aims to design case-based learning with lesson study learning trajectory with the help of teaching aids to make students understand Prim’s, Cruscal’s, and Djiksra’s Algorithms. The validation study was selected because it is a suitable method for this research. The research subjects were 41 Mathematics Education Study Program Students at Universitas Negeri Padang.  This research data were collected using Interview guidelines, journals, and observation sheets. Data analysis was carried out by transcribing interviews, reducing, presenting, and drawing conclusions from the data. A lesson study was chosen as an alternative to improve and reflect on the learning process. Moreover, two expert lecturers supervised the groups during the learning process. A proper design of case-based learning with lesson study learning trajectory with the help of teaching aids development process is obtained. Using a case-based learning method can make students understand Prim’s, Cruscal’s, and Djiksra’s Algorithms. This design can be used by the other lecturers to provide a learning process of Prim’s, Cruscal’s, and Djiksra’s Algorithms or other topics.

The purpose of this research is to analyze the correlation between mathematics anxiety and mathematical problem-solving skill. The data was collected by using a mathematics anxiety questionnaire and a problem-solving test. There were seven questions for the test of mathematical problem-solving and 25 questions for the mathematics anxiety questionnaire. The questionnaire was arranged by using the Likert Scale. The data were analyzed using the Pearson correlation formula. The population is the students in the calculus class. The samples are 200 students that were chosen by using a purposive random sampling technique. The results showed that there was a negative correlation between mathematics anxiety and mathematical problem-solving.

Many factor influence mathematics learning outcomes, such as students’ attitude, interest and motivation. The aim of this research was to describe students’ characteristics, learning outcomes and geometry media tools that was been used in Junior High School at Padang. Type of study was descriptive research with qualitative approach. Instruments were questionnaire, test, observation and interview. The result shows that students’ attitude, interest and motivation to learn are in well category.

Abstract-This research aims to develop the mathematics instruction using color chips at elementary school based on Lesson Study. This research was conducted at fifth grade of State Elementary School 23, Padang Timur. The development is adapted from Plomp's model. There are three phases of the development: preliminary research, development/prototype phase, and assessment phases. This research is focused on development/prototyping. The first step of the research is to distribute questionnaires to three teachers for the sake of getting some information about the problems in mathematics instruction at the school. The problem is that the teachers still have the difficulties in showing the real process of addition and subtraction operations on the integers. The second step is to prepare the color chips and create the booklet about the use of color chips. In this prototyping phase the booklet is corrected by the teacher and expert. This phase had micro-cycle until the teacher and the students find the booklet useful. In the first prototype, validation is conducted by self evaluation and expert's review. After the revision of the first prototype, the second prototype is created, and then it is used to know its practicality through implementation in small group evaluation.