Connections and Knowledge Integration in Math Trail Activities: A Gender Analysis of Elementary School Students from the Perspective of Islamic Education

Abstract

This study aims to explore the mathematical connection processes of elementary school students with high mathematical ability in solving real-world problems through math trail activities, analyze differences in these processes based on gender, and examine them from the perspective of Islamic education. The study employed a qualitative method with a descriptive approach. Data were collected through a mathematical connection test based on math trail activities and interviews with fourth-grade students who demonstrated high mathematical ability. Data analysis involved data reduction, data presentation, and conclusion drawing. The findings indicate that mathematical connections emerged from the problem-understanding stage through the looking-back stage, encompassing connections between problems and mathematical knowledge, relationships among mathematical concepts, and connections between mathematics and other fields of knowledge. Mathematical modeling played an important role in bridging abstract mathematical concepts and real-world situations while facilitating students’ mathematical connection processes. In terms of gender, both male and female students demonstrated mathematical connection indicators at every stage of problem-solving, although differences were observed in how they constructed these connections. From the perspective of Islamic education, the findings emphasize the equitable development of students’ intellectual potential, appreciation of diverse learning characteristics, and integration of knowledge with real-life contexts. However, students’ mathematical connections remained limited to simple mathematical content and did not yet extend to relationships among more complex mathematical topics. These findings support the development of inclusive, meaningful, and context-based learning.