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All Journal Kreano, Jurnal Matematika Kreatif-Inovatif AKSIOMA: Jurnal Program Studi Pendidikan Matematika Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Jurnal SOLMA (JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Proximal: Jurnal Penelitian Matematika dan Pendidikan Matematika Jurnal Ilmiah Ar-Risalah: Media Ke-Islaman, Pendidikan, dan Hukum Islam Journal of Didactic Mathematics Lumbung Inovasi: Jurnal Pengabdian Kepada Masyarakat Journal of Nusantara Education JNPM (Jurnal Nasional Pendidikan Matematika) Journal of Education Method and Learning Strategy Jurnal Ilmiah Ar-Risalah: Media Ke-Islaman, Pendidikan dan Hukum Islam Jurnal Didaktik Matematika
Lia Ardiansari
Universitas Pendidikan Indonesia
Religion Humanities Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Journal : Journal of Didactic Mathematics

 1 
Thinking about the equal sign: What do students see about the equal sign? Lia Ardiansari; Didi Suryadi; Dadan Dasari
Journal of Didactic Mathematics Vol 3, No 3 (2022): December
Publisher : Mahesa Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34007/jdm.v3i3.1569

Abstract

The equal sign seems to be interpreted differently by students depending on the learning experiences they have had in the early grades. In fact, the interpretation of the equal sign as a relational symbol does not seem easy or fast for many students to understand. This study aims to explore how students from elementary school to college students describe their understanding of the equal sign. The Qualitative Comparative Analysis can be used to analyze several cases in complex situations so that it fits the purpose of this study. The process of collecting data through the method of written assignments, semi-structured interviews, and documentation was carried out in one time period. This study involved 30 participants in Bandung, Indonesia. The results show that although there are substantial differences in viewing the equal sign, there are similarities in terms of dependence on computational methods in drawing conclusions. This is related to how their experience of number sentences in lower grades places more emphasis on rules than on the meaning of concepts.
Zoom in: Exploring perceptions of the multiplication symbol (×) up close Ardiansari, Lia; Rozi, Mohammad Sahrul; Herdiyanti, Shellyna
Journal of Didactic Mathematics Vol 5, No 2 (2024): August
Publisher : Mahesa Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34007/jdm.v5i2.2281

Abstract

This study explored the perceptions of 51 prospective elementary school teachers selected using purposive sampling technique regarding the multiplication symbol (×) in arithmetic operations. Using a qualitative hermeneutic phenomenological approach, data were collected through task-based interviews administered to education students specializing in elementary education. The tasks were designed to explore candidates’ understanding and interpretation of the ‘×’ symbol, including uncovering conceptual images, understanding the ‘×’ symbol in different contexts, ability to represent the ‘×’ symbol, flexibility in relating the ‘×’ symbol among concepts, and problem-solving skills. Data analysis involved thematic coding and interpretive analysis to uncover patterns and insights into candidates’ cognitive frameworks. The findings revealed significant variation in candidates’ understanding of the ‘×’ symbol, influenced by their educational background and personal experiences with mathematics. This study highlights the need for improved mathematics instruction and curriculum design to equip future teachers with a deep and accurate understanding of arithmetic symbols, which is critical for effective mathematics teaching at the elementary level.
Beyond (+) and (-): Investigating prospective elementary school teachers’ misconceptions in mathematical operations Ardiansari, Lia; Siagian, Muhammad Daut
Journal of Didactic Mathematics Vol 6, No 1 (2025): April
Publisher : Mahesa Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34007/jdm.v6i1.2604

Abstract

This study investigates prospective elementary school teachers' misconceptions of the (+) and (?) symbols by exploring their perceptions in various mathematical contexts. The aim is to understand how students interpret these fundamental operations and identify potential challenges in their conceptualization. Since teachers’ understanding of mathematical symbols plays a crucial role in shaping students’ learning experiences, it is essential to uncover gaps between their conceptual and procedural knowledge. This study involved 65 undergraduate students majoring in elementary teacher education, selected to ensure a diverse range of academic backgrounds and experiences. Data were collected through written assessments and semi-structured interviews, then analyzed thematically to identify recurring misconceptions. The findings indicate that while students demonstrate procedural fluency in basic arithmetic, significant misunderstandings arise when dealing with negative numbers, inverse operations, and algebraic expressions. Many students perceive the minus sign solely as an operator rather than a representation of a negative value, leading to difficulties in interpreting mathematical expressions in different contexts. These results highlight the need for instructional approaches that emphasize conceptual understanding alongside procedural skills. The study contributes to mathematics education research by providing insights into how prospective teachers interpret mathematical symbols and offering recommendations for improving teacher preparation programs.
Co-Authors Anjarwati , Ani Anjarwati, Ani Aprilia, Raisa Ariyanti, Dyah Ary Analisa Rahma Assiddiqi, Muhammad Fajar Dadan Dasari Dian Anisa Rokhmah Wati Didi Suryadi Didi Suryadi Didi Suryadi Didi Suryadi Faradilah, Azmi Nur Fikri, M. Hisam Herdiyanti, Shellyna Hermin Arista Kharisma, Kharisma Ludfi Arya Wardana Muhammad Daut Siagian Muhammad Muslim, Muhammad Nisa, Adelia Khoirol Nourma Ulva Kumala Devi Qomariyah, Ryzca Siti Retno Eka Pramitasari Rini Sulastri Rozi, Mohammad Sahrul S, Meylinda Halimatus Swari, Utami Ratna Syahbana, Wildan