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Social semiotics analysis of Palestinian mathematics textbooks for eighth grade Daher, Wajeeh; abu Thabet, Ijteyad
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 5 Issue 1 February 2020
Publisher : Department of Mathematics Education, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v5i1.8960

Mathematics textbook analysis can serve to understand the teaching and learning processes in the mathematics classroom. The present study utilizes a social semiotics framework to analyze the triangle unit of the Palestinian mathematics book for grade 8. The results of the study indicate that the authors utilized the representational aspect of the mathematical object to introduce those objects to the reader. Moreover, the nature of mathematics resulting from this unit is that of a subject that learners do not need material processes to discover, so it is enough to reason about it mentally to arrive at the mathematical objects and relations. The authors used a plural first-person pronoun to describe the need to engage with theorems and inverse theorems. They used the singular second-person pronoun to attract the attention of the reader to specific features of the mathematical objects. The authors did not use any pronoun when stating the theorem. Some of the connectors were verbs, nouns, and sentences, where the most used connector was the sentence, especially in reasoning. This use of the sentence in mathematical reasoning indicates that the authors wanted to advance the mathematical reasoning as a narrative to facilitate it for the reader.

STUDENTS' POSITIONING AND EMOTIONS IN LEARNING GEOMETRIC DEFINITION Daher, Wajeeh
Journal on Mathematics Education Vol 11, No 1 (2020)
Publisher : Department of Doctoral Program on Mathematics Education, Sriwijaya University

The purpose of the present paper is to study the positions and emotions of grade 7 students who work with technology to learn geometry. This consideration of studentsâ€™ emotions is socially based, which makes it necessary to use a socially-based theoretical framework in order to study them. One such theory is the discursive analysis framework suggested by Evans, Morgan, and Tsatsarony, which is utilized in the present paper to analyze the positioning and emotions of fifteen groups of grade seven students who utilized technology to investigate the circle topic. The findings show that the group leaders took their positions through knowledge, action, initiation, persistence and meta-processes, while the followers of directions took their positions by accepting the group leader's requests. What most distinguished the collaborator was the communication with the other members of the group. Furthermore, the insiders used pronouns that indicated their inclusion. The results show that technology nurtured students' positive emotions as a result of nurturing their positioning throughout the investigation of the circle topic.

Self-efficacy in creativity and curiosity as predicting creative emotions Daher, Wajeeh; Gierdien, Faaiz; Anabousy, Ahlam
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 6 Issue 2 April 2021
Publisher : Department of Mathematics Education, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v6i2.12667

Self-efficacy constructs could predict studentsâ€™ practices and affect in learning the sciences. Researchers have pointed at such constructs as predictors of studentsâ€™ mathematics achievement and performance. Self-efficacy was also studied as predictor of emotions in learning mathematics, though little research has done so regarding self-efficacy as predictor of creative emotions. Another predictor of creative emotions could be curiosity. The present study has a regression-based modelling design, where it examined whether a set of constructs of self-efficacy in creativity or/and a set of constructs of curiosity predict significantly creative emotions in mathematical problem solving. Five hundred Grade 8-10 students participated in the study. Data were collected using three self-report questionnaires that measured the research constructs. Data analysis used SPSS 21. Results from multiple regression indicated that the set of constructs of self-efficacy in creativity explained significantly 29.6% of the variance in creative emotions. Moreover, the set of constructs of curiosity explained 17.8% of the variance in creative emotions. Furthermore, three of the five independent variables had best prediction of creative emotions, explaining 32.9% of the variance in creative emotions. The results of the stepwise regression showed that self-efficacy in originality and stretching curiosity were the first two variables in a set of three variables that best explained the variance in creative emotions. The research results lead to the recommendation of developing the previous two constructs in classroom setting to cultivate studentsâ€™ creative emotions and thus their creative practices.

Emotions and Self-efficacy as Mediators of Pre-Service Teachers' Adoption of Digital Tools Daher, Wajeeh; Baya'a, Nimer; Anabousy, Ahlam
Emerging Science Journal Vol 5, No 5 (2021): October
Publisher : Ital Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28991/esj-2021-01301

The present research examines whether the pre-service teachersâ€™ preparation in using digital tools in their teaching develops their acceptance of these tools for teachings. The research also examines the mediation of self-efficacy, anxiety of using digital tools for teaching mathematics and science and enjoyment of this use between the constructs of acceptance of digital tools for teaching. We used the TAM questionnaire in addition to scales that measure enjoyment, self-efficacy and anxiety. Forty-eight mathematics and science pre-service teachers participated in the study. We analyzed the collected data using SPSS 21. The research results indicate that the pre-service teachersâ€™ preparation resulted in significant differences in their scores of affective and usage constructs associated with their acceptance of digital tools for mathematics and science teaching, except in the scores of anxiety. Self-efficacy proved to be a partial mediator between attitude and intention-to-use. Enjoyment proved to be a partial mediator between ease-of-use and attitude, but not between usefulness and attitude. Moreover, enjoyment proved to be a partial mediator between attitude and intention-to-use. These findings contribute to the understanding of mediators that affect the acceptance of digital tools for teaching.Â Doi: 10.28991/esj-2021-01301 Full Text: PDF

Social semiotics analysis of Palestinian mathematics textbooksfor eighth grade Daher, Wajeeh; Thabet, Ijteyad abu
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 5 Issue 1 February 2020
Publisher : Lembaga Pengembangan Publikasi Ilmiah dan Buku Ajar, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v5i1.8960

Mathematics textbook analysis can serve to understand the teaching and learning processes in the mathematics classroom. The present study utilizes a social semiotics framework to analyze the triangle unit of the Palestinian mathematics book for grade 8. The results of the study indicate that the authors utilized the representational aspect of the mathematical object to introduce those objects to the reader. Moreover, the nature of mathematics resulting from this unit is that of a subject that learners do not need material processes to discover, so it is enough to reason about it mentally to arrive at the mathematical objects and relations. The authors used a plural first-person pronoun to describe the need to engage with theorems and inverse theorems. They used the singular second-person pronoun to attract the attention of the reader tospecific features of the mathematical objects. The authors did not use any pronoun when stating the theorem. Some of the connectors were verbs, nouns, and sentences, where the most used connector was the sentence, especially in reasoning. This use of the sentence in mathematical reasoning indicates that the authors wanted to advance the mathematical reasoning as a narrative to facilitate it for the reader.

Self-efficacy in creativity and curiosity as predicting creative emotions Daher, Wajeeh; Gierdien, Faaiz; Anabousy, Ahlam
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 6 Issue 2 April 2021
Publisher : Lembaga Pengembangan Publikasi Ilmiah dan Buku Ajar, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v6i2.12667

Self-efficacy constructs could predict students’ practices and affect in learning the sciences. Researchers have pointed at such constructs as predictors of students’ mathematics achievement and performance. Selfefficacy was also studied as predictor of emotions in learning mathematics, though little research has done so regarding self-efficacy as predictor of creative emotions. Another predictor of creative emotions could be curiosity. The present study has a regression-based modelling design, where it examined whether a set of constructs of self-efficacy in creativity or/and a set of constructs of curiosity predict significantly creative emotions in mathematical problem solving. Five hundred Grade 8-10 students participated in the study. Data were collected using three self-report questionnaires that measured the research constructs. Data analysis used SPSS 21. Results from multiple regression indicated that the set of constructs of self-efficacy in creativity explained significantly 29.6% of the variance in creative emotions. Moreover, the set of constructs of curiosity explained 17.8% of the variance in creative emotions. Furthermore, three of the five independent variables had best prediction of creative emotions, explaining 32.9% of the variance in creative emotions. The results of the stepwise regression showed that self-efficacy in originality and stretching curiosity were the first two variables in a set of three variables that best explained the variance in creative emotions. The research results lead to the recommendation of developing the previous two constructs in classroom setting to cultivate students’ creative emotions and thus their creative practices.

Social semiotics comparison between old and new Palestinian mathematics curriculum for the ninth grade Dawoud, Husam; Daher, Wajeeh
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 7 Issue 1 January 2022
Publisher : Lembaga Pengembangan Publikasi Ilmiah dan Buku Ajar, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v7i1.16006

This research aimed to analyze Algebra unit in both the old and new Palestinian curriculum for the ninth grade by using deductive content analysis based on the social semiotic approach. The results of this study showed that, in both books, the mental, behavioral, and verbal processes were more frequent than the relational, existential, and material processes. Moreover, the most frequent object used in both curriculums were the initial description, the rule, and the official definition. The most frequent representation of the mathematical object in both curriculums, was the algebraic representation, then the verbal, the numerical and the graphic representations. The research findings also indicate that in both books, the use of the pronoun “I” was the most frequent, then the pronoun “we” and then other pronouns. The imperative was frequent in the Algebra unit in the old curriculum, but less frequent in the new curriculum. The research findings, regarding the textual function in both books, indicated that the text orientation ‘previous knowledge to new knowledge’ was the most frequent in Algebra. This demonstrates that the author in both books cared about applying the new knowledge and assessing it, what means that the text progresses horizontally in both curriculums.

Students' positioning and emotions in learning geometric definition Daher, Wajeeh
Journal on Mathematics Education Vol. 11 No. 1 (2020): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar

The purpose of the present paper is to study the positions and emotions of grade 7 students who work with technology to learn geometry. This consideration of students’ emotions is socially based, which makes it necessary to use a socially-based theoretical framework in order to study them. One such theory is the discursive analysis framework suggested by Evans, Morgan, and Tsatsarony, which is utilized in the present paper to analyze the positioning and emotions of fifteen groups of grade seven students who utilized technology to investigate the circle topic. The findings show that the group leaders took their positions through knowledge, action, initiation, persistence and meta-processes, while the followers of directions took their positions by accepting the group leader's requests. What most distinguished the collaborator was the communication with the other members of the group. Furthermore, the insiders used pronouns that indicated their inclusion. The results show that technology nurtured students' positive emotions as a result of nurturing their positioning throughout the investigation of the circle topic.

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