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All Journal MaPan : Jurnal Matematika dan Pembelajaran JOHME: Journal of Holistic Mathematics Education ELSE (Elementary School Education Journal) : Jurnal Pendidikan dan Pembelajaran Sekolah Dasar Symmetry: Pasundan Journal of Research in Mathematics Learning and Education Mosharafa: Jurnal Pendidikan Matematika Inovasi Matematika (Inomatika) Indonesian Journal of Mathematics Education Mathematics Education Journal Journal on Mathematics Education
Subanji
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Journal : Journal on Mathematics Education

 1 
Exploring mathematical representations in solving ill-structured problems: The case of quadratic function Santia, Ika; Purwanto; Sutawidjadja, Akbar; Sudirman; Subanji
Journal on Mathematics Education Vol. 10 No. 3 (2019): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

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Abstract

Mathematical representation has an essential role in solving mathematical problems. However, there are still many mathematics education students who have difficulty in representing ill-structured problems. Even though the ill-structured-problem-solving tasks designed to help mathematics education students understand the relevance and meaningfulness of what they learn, they also are connected with their prior knowledge. The focus of this research is exploring the used of mathematical representations in solving ill-structured problems involving quadratic functions. The topic of quadratic functions is considered necessary in mathematics teaching and learning in higher education. It's because many mathematics education students have difficulty in understanding these matters, and they also didn’t appreciate their advantage and application in daily life. The researchers' explored mathematical representation as used by two subjects from fifty-four mathematics education students at the University of Nusantara PGRI Kediri by using a qualitative approach. We were selected due to their completed all steps for solving the ill-structured problem, and there have different ways of solving these problems. Mathematical representation explored through an analytical framework of solving ill- structured issues such as representing problems, developing alternative solutions, creating solution justifications, monitoring, and evaluating. The data analysis used technique triangulation. The results show that verbal and symbolic representations used both subjects to calculate, detect, correct errors, and justify their answers. However, the visual representation used only by the first subject to detect and correct errors.
Teachers expectation of students’ thinking processes in written works: A survey of teachers’ readiness in making thinking visible As’ari, Abdur Rahman; Kurniati, Dian; Subanji
Journal on Mathematics Education Vol. 10 No. 3 (2019): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

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The trends of teaching mathematical thinking and the existence of two thinking skills (critical dan creative thinking) the required by 21st-century skills have created needs for teachers to know their students’ thinking processes. This study is intended to portray how mathematics teachers expect their students showing their thinking processes in students’ written work. The authors surveyed Whatsapp and Telegram group of mathematics teachers. First, the authors shared the result of the literature review and the governmental regulations about the need to develop thinking skills. Second, the authors stated that the potentials of students’ written works as a tool for knowing students’ thinking processes. Third, the authors sent a simple mathematical problem with the topic of algebra and asked the mathematics teachers how should their students answer that problem such that they can easily monitor and assess their students’ thinking processes. A total of 25 teachers participated voluntarily in this survey. Results of the survey were triangulated with direct trial data in lecture classes at both undergraduate and postgraduate levels. The result indicates that participating mathematics teachers do not expect too much for their students to show their thinking processes in written work. Teacher’s focus is mostly on the accuracy and the correctness of their students’ mathematics answer.
Semiotic reasoning emerges in constructing properties of a rectangle: A study of adversity quotient Suryaningrum, Christine Wulandari; Purwanto; Subanji; Susanto, Hery; Ningtyas, Yoga Dwi Windy Kusuma; Irfan, Muhammad
Journal on Mathematics Education Vol. 11 No. 1 (2020): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

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Semiotics is simply defined as the sign-using to represent a mathematical concept in a problem-solving. Semiotic reasoning of constructing concept is a process of drawing a conclusion based on object, representamen (sign), and interpretant. This paper aims to describe the phases of semiotic reasoning of elementary students in constructing the properties of a rectangle. The participants of the present qualitative study are three elementary students classified into three levels of Adversity Quotient (AQ): quitter/AQ low, champer/AQ medium, and climber/AQ high. The results show three participants identify object by observing objects around them. In creating sign stage, they made the same sign that was a rectangular image. However, in three last stages, namely interpret sign, find out properties of sign, and discover properties of a rectangle, they made different ways. The quitter found two characteristics of rectangular objects then derived it to be a rectangle’s properties. The champer found four characteristics of the objects then it was derived to be two properties of a rectangle. By contrast, Climber found six characteristics of the sign and derived all of these to be four properties of a rectangle. In addition, Climber could determine the properties of a rectangle correctly.
Characteristics of students’ abductive reasoning in solving algebra problems Hidayah, Indriati Nurul; Sa’dijah, Cholis; Subanji; Sudirman
Journal on Mathematics Education Vol. 11 No. 3 (2020): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

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Abstract

When students solve an algebra problem, students try to deduce the facts in the problem. This step is imperative, students can draw conclusions from the facts and devise a plan to solve the problem. Drawing conclusions from facts is called reasoning. Some kinds of reasoning are deductive, inductive, and abductive. This article explores the characteristics of some types of abductive reasoning used by mathematics education students in problem-solving related to using facts on the problems. Fifty-eight students were asked to solve an algebra problem. It was found that the student’s solutions could be grouped into four types of abductive reasoning. From each group, one student was interviewed to have more details on the types. First, the creative conjectures type, the students can solve the problems and develop new ideas related to the problems; second, fact optimization type, the students make conjecture of the answer, then confirm it by deductive reasoning; third, factual error type, students use facts outside of the problems to solve it, but the facts are wrong; and fourth, mistaken fact type, the students assume the questionable thing as a given fact. Therefore, teachers should encourage the students to use creative conjectures and fact optimization when learning mathematics.
Co-Authors Aaidati, Iffanna Fitrotul Abdur Rahman As’ari Cholis Sa’dijah Dasna, Wayan Dian Kurniati Hery Susanto I Made Sulandra Ika Santia Imam Rofiki Indriati Nurul Hidayah Junianti, Ika Wulan Madzkiyah, Azizah Fathanatul Maharani, Laily Putri Marry Damayanti Muhammad Irfan Ningtyas, Yoga Dwi Windy Kusuma Permadi, Hendro Purwanto Putri, Prismadian Amalia Refni Adesia Pradiarti Slamet Arifin Slamet Arifin Sudirman Suryaningrum, Christine Wulandari Sutawidjadja, Akbar