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All Journal International Journal on Emerging Mathematics Education
Ordiz, Joshua Edson Gorme
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Education

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Emergence of Contrast of Cognitive-Valuing Features of Mathematics Across Global Classrooms Ordiz, Joshua Edson Gorme
International Journal on Emerging Mathematics Education IJEME, Vol. 4 No. 1, March 2020
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijeme.v4i1.15820

Abstract

Processes and patterns in mathematics education are shaped into dynamic complex systems – referred to as a new structure because of the close interplay and networks of different social atoms. The study attempts to understand the interactions at the macro level using exploratory data analysis  of secondary data from an international assessment organization in order to discover and fathom the interrelationship of the characteristics namely achievement in mathematics and valuing attitude towards math. Findings showed that global classroom displayed a decline of performance as the valuing to the discipline intensifies. Further analysis found out that presently, the nature of valuing is extrinsic which focuses in the practical use of the subject. With this, behavior in learning mathematics is not positive when geared towards usefulness; but it will dramatically change the achievement when approach is modified to being a desirable disciple.
Exploring Proficiency of Solving Mathematical Problem Among Mathematics Major Ordiz, Joshua Edson Gorme; Costillas, Jasper Grant Tiempo
International Journal on Emerging Mathematics Education IJEME, Vol. 7 No. 1, March 2023
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijeme.v7i1.21939

Abstract

Learning problem-solving in mathematics was a challenge for both learners and teachers because of its complexity. Development of the skill necessitates understanding towards common observable predictors to depict the viable actions of typical students. This study created a model that determines the predictors' direct and indirect effects on mathematics problem-solving efficiency. It utilized predictive correlation design using multiple regression analysis to examine the hypothesized predictors. Results showed that self-efficacy and English proficiency did not directly influence the ability to perform in problem-solving; analytical-logical does otherwise. Notable findings displayed an inverse relationship of study habits among students. With that, improving analytical-logical skills promotes greater learning along with the development of English proficiency and self-efficacy. Furthermore, the study habits of mathematics majors were not meaningful because of the potential exposure to problem-solving.
Co-Authors Costillas, Jasper Grant Tiempo