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All Journal Journal on Mathematics Education (JME) Jurnal Elemen Indonesian Journal of Primary Science Education (IJPSE) Journal on Mathematics Education
Wanty Widjaja
Deakin University
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Journal : Journal on Mathematics Education

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Counterexamples: Challenges faced by elementary students when testing a conjecture about the relationship between perimeter and area Widjaja, Wanty; Vale, Colleen
Journal on Mathematics Education Vol. 12 No. 3 (2021): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

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Abstract

One pedagogical approach to challenge a persistent misconception is to get students to test a conjecture whereby they are confronted with the misconception. A common misconception about a ‘direct linear relationship’ between area and perimeter is well-documented. In this study, Year 4-6 students were presented with a conjecture that a rectangle with a larger perimeter will always have a larger area. Eighty-two (82) students’ written responses from three elementary schools in Victoria, Australia were analyzed. The findings revealed that Year 4-6 students could find multiple examples to support the conjecture but they struggled to find counterexamples to refute the conjecture. The findings underscored the importance of developing elementary school students’ capacity to construct counterexamples and recognize that it is sufficient to offer one counterexample in refuting a conjecture about all cases. Implications for ­teaching practice to support investigating and testing a conjecture are discussed.
Empowering early childhood educators to foster spatial and numeracy reasoning through play-based learning Winarti, Destina Wahyu; Widjaja, Wanty; Razi, Fakhrur; Huzaimah, Sitti; Prianggi, Assila; Setyawan, Iwan Aries
Journal on Mathematics Education Vol. 16 No. 3 (2025): 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.v16i3.pp871-888

Abstract

Despite the growing awareness of the importance of spatial reasoning in schooling years, there is a notable gap in research literature to promote spatial reasoning in early childhood education in Indonesia. This research aims to address this gap by building the capacity of Indonesian early childhood educators in designing play-based activities to support children’s spatial thinking and reasoning. Twenty early childhood education (ECE) educators coming from different area in Java, Indonesia participated in the study. The study employed design-based research methodology to examine the way in which research team and ECE educators work collaboratively to bring about innovative learning processes and changes in ECE’s practices. A key design principle of the study features play-based activities to promote children’s spatial reasoning skills in the early years were analyzed.  This study finds that the professional learning program provides support for ECE educators in three areas, such as foster an understanding of key numeracy concept including one-to one correspondence and cardinality and how it is being implemented, offer insights about spatial ability and its constructs, and exposure to spatially rich play-based activities that could be adopted for ECE centers.
Co-Authors Destina Wahyu Winarti Emy Yunita Rahma Pratiwi, Emy Yunita Rahma Fakhrur Razi Fatmawati, Irma Dyah Fitri Alyani Huzaimah, Sitti Maarten Dolk, Maarten Prianggi, Assila Puri Pramudiani Setyawan, Iwan Aries Vale, Colleen