Mathematical creative thinking ability is one of the capabilities that need to be owned anddeveloped in students who study mathematics from primary to university level. This is due to thoseabilities in accordance with the vision of mathematics, national education goals and learningobjectives of the school mathematics. This paper is a contribution of new ideas for implementingthe curriculum in education so as to develop mathematical creative thinking ability in school.Information about mathematical creative thinking ability derived based on a literature review. Thestudy results are expected that mathematical creative thinking ability can progress throughdiscovery learning based scientific approach.

21st century mathematical learning emphasizes the importance of developing creativity, critical thinking, cooperation and communication skills. The aims of Mathematics are to trained students to think critically, systematically, logically, analytically, and creatively and have an effective willingness to work which is a Higher Order Thinking Skills. The development of Higher Order Thinking Skills (HOTS) in learning is one manifestation of the implementation of the 2013 curriculum, so that learning and evaluation activities carried out should be oriented to HOTS. HOTS especially in mathematics was born from a continuous process and not only results oriented. A continuous and consistent process is needed to train and familiarize students. This should start from the beginning of the learning activities to take place until the completion of even the process of reflection and evaluation. Teachers must be able to facilitate students to become good thinkers and problem solvers

Some elementary school students have learning difficulties. Dyscalculia is a student's inability to count. Thus, efforts that can be made by teachers are to use theories and learning methods that lead to the cultivation of concepts that involve student activity. The theory in question is Bruner's Theory with the Drill Method. According to Bruner, learning is an active process that allows humans to explore things that they consider new. While the Drill Method is a presentation of material that is carried out repeatedly. So the purpose of this paper is to add insight into the application of Drill-assisted Bruner Theory for dyscalculia students. The writing method used is a literature review on dyscalculia, Bruner's theory, and the Drill Method. Learning that can involve student activity, especially for dyscalculia students who have difficulty in counting. The use of Bruner's theory with the help of concrete objects with the Drill method will make it easier for students to learn, especially solving story problems in the Multiplication material.

Slow learner have difficulties in mathematics subjects

One of the goals of learning mathematics is that students have the ability to solve mathematical problems. The objectives of this research are to: (1) Analyze students' errors in categories of low basic mathematical ability in completing tests of mathematical problem solving skills; and (2) to know the cause of the mistakes made by the students on the category of low basic mathematical ability. This research uses descriptive qualitative approach. The subjects of the study were 9 students of grade 5th SD N 4 Puyoh, Kabupaten Kudus selected from the category of early mathematical ability of low level students. Subjects are selected by considering the teacher's explanation in the research class about the students' ability to express opinions or the oral way of thinking. The determination of research subjects is based on the results of students 'problem solving skills tests and students' maths early test. Methods of data collection in this study are early mathematical ability test, problem solving test, and interview. Data analysis in this research is done with stages that include data reduction, data presentation, and draw conclusion and verification. The results showed that the cause of the mistakes made by students in completing the test of mathematical problem solving ability in the low student group are: (1) Students do not read the problem carefully so that there is information that is missed; and (2) Students can not mention what is known completely, do not identify what is known exactly so that it causes incorrect interpretation. ABSTRAKSalah satu tujuan pembelajaran matematika adalah agar siswa memiliki kemampuan pemecahan masalah matematis. Penelitian ini bertujuan untuk: (1) Menganalisis kesalahan siswa pada kategori kemampuan awal matematis rendah dalam menyelesaikan tes kemampuan pemecahan masalah matematis; dan (2) Mengetahui penyebab terjadinya kesalahan yang dilakukan siswa pada kategori kemampuan awal matematis rendah. Penelitian ini menggunakan pendekatan kualitatif deskriptif. Subjek penelitian adalah 9 siswa kelas V SD N 4 Puyoh, Kabupaten Kudus yang dipilih dari kategori kemampuan awal matematis siswa tingkat rendah. Subjek dipilih dengan mempertimbangkan penjelasan guru di kelas penelitian mengenai kemampuan siswa mengemukakan pendapat atau jalan pikiran secara lisan. Penentuan subjek penelitian didasarkan pada hasil tes kemampuan pemecahan masalah siswa dan tes kemampuan awal matematis siswa. Metode pengumpulan data dalam penelitian ini adalah tes kemampuan awal matematis, tes kemampuan pemecahan masalah, dan wawancara. Analisis data pada penelitian ini dilakukan dengan tahap-tahap yang meliputi reduksi data, penyajian data, dan menarik kesimpulan dan verifikasi. Hasil penelitian menunjukkan bahwa penyebab terjadinya kesalahan yang dilakukan siswa dalam menyelesaikan tes kemampuan pemecahan masalah matematis pada kelompok siswa rendah adalah: (1) Siswa tidak membaca soal dengan seksama sehingga ada informasi yang terlewat; dan (2) Siswa tidak bisa menyebutkan apa yang diketahui dengan lengkap, ...