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All Journal Journal of Honai Math Journal on Mathematics Education
Jojo, Zingiswa
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Education Mathematics Social Sciences Other

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Designing the learning trajectory for the topic of circles through a tambourine context Juniarti, Anita; Jojo, Zingiswa; Prahmana, Rully Charitas Indra
Journal of Honai Math Vol. 5 No. 1 (2022): Journal of Honai Math
Publisher : Universitas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jhm.v5i1.239

Abstract

A tambourine is one of the musical instruments commonly used in Islam. It is also used in an extracurricular activity in various schools so that many students are familiar with the instrument, making it relevant for learning mathematics. Furthermore, there is an approach to learning mathematics called Indonesian Realistic Mathematics Education (IRME), where students start the learning with contexts close to their lives. This study aims to design a learning trajectory using the IRME approach with a tambourine context to support students' understanding of circles. This learning progresses from the informal stage to the formal through the IRME approach. The study applied design research with three stages: preliminary design, design experiments, and retrospective analysis. The research subjects were 19 six-grade students in one of the elementary schools in Balangan, South Kalimantan, Indonesia. The instruments used were videos to observe the learning process and how students work on the questions given, photos to reference students’ work, and a test in a student worksheet to obtain data on students’ work. The results reveal the learning trajectory practised using the tambourine as the context seen in the student's daily activities. The learning trajectory consists of four events: assembling the tambourine, drawing an illustration of the tambourine, listing the parts of a circle, and solving a problem related to the parts of the circle. In addition, this study also shows that learning trajectory activities have essential roles in supporting students' understanding of the concept of a circle.
Disrupting school spaces to enhance mathematics teaching and learning Jojo, Zingiswa; Madikizela-Madiya, Nomanesi
Journal on Mathematics Education Vol. 13 No. 1 (2022): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.v13i1.pp87-102

Abstract

This paper is based on an argument that the disruption of school spaces can demerit the myth that Mathematics is difficult and a struggle for learners in some contexts. Combining spatial theories and the phenomenon of disruption, the paper reports from a qualitative research project that analyzed the dynamics of space and place in South African schools. From a sample of two secondary schools and three primary schools in Tshwane South, the paper reports on the data from one school where the theme of disruption of school spaces for the teaching of mathematics was drawn. Two Mathematics teachers and one Head of Department (HoD) were interviewed in the school and one classroom was observed. The findings indicate that the disruption of school spaces leads to collaboration across post levels in terms of teaching, management, and personal professional development. Such collaboration disrupts the representations of space and improves teachers’ spatial practices and a potential for better learning. The paper concludes by recommending research that will explore the applicability of the conclusions it makes to the enhancement of Mathematics learners’ results.
Co-Authors Juniarti, Anita Madikizela-Madiya, Nomanesi Rully Charitas Indra Prahmana