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All Journal Cakrawala Pendidikan Journal on Mathematics Education (JME) Jurnal Infinity Jurnal Riset Pendidikan Matematika Journal of Honai Math International Journal on Emerging Mathematics Education Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Southeast Asian Mathematics Education Journal International Journal of Social Learning (IJSL) Journal of Mathematics Instruction, Social Research and Opinion International Journal of Mathematics and Mathematics Education (IJMME) International Journal of Essential Competencies in Education JRAMathEdu (Journal of Research and Advances in Mathematics Education) Jurnal Infinity Mathematics Education Journal Journal on Mathematics Education
Masitah Shahrill, Masitah
Sultan Hassanal Bolkiah Institute of Education, Universiti Brunei Darussalam, Bandar Seri Begawan
Arts Humanities Decision Sciences, Operations Research & Management Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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Journal : Journal on Mathematics Education

 1 
Students’ failure to understand fraction multiplication as part of a quantity Purnomo, Yoppy Wahyu; Pasri; Aziz, Tian Abdul; Shahrill, Masitah; Prananto, Irfan Wahyu
Journal on Mathematics Education Vol. 13 No. 4 (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.v13i4.pp681-702

Abstract

In the body of knowledge in mathematics education research, fractions are one of the researchers' concerns. The reason is because fractions are very difficult for students to understand. This study explores elementary school students' knowledge and obstacles in dealing with the multiplication of fractions. This study employs descriptive quantitative and qualitative approaches. Data were collected using the fractional knowledge test administered to 56 fifth-grade students and cognitive semi-structured interviews with six students depending on their test scores. The results of this study show that students’ knowledge of fractions is restricted, with challenges interpreting context-based problems and the usage of “of” terms. Another finding shows that students’ procedural knowledge is more dominant than conceptual knowledge. To develop students’ knowledge of fractions, the portion of context-based learning must be an emphasis. The importance of developing research-based textbooks based on a suitable learning trajectory is highlighted.
The integration of a problem-solving framework for Brunei high school mathematics curriculum in increasing student’s affective competency Chong, Maureen Siew Fang; Shahrill, Masitah; Li, Hui-Chuan
Journal on Mathematics Education Vol. 10 No. 2 (2019): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

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Abstract

A mathematics framework was developed to integrate problem-solving that incorporated simulation of real-life problems in the classrooms. The framework coined as the RECCE-MODEL emphasised understanding and thinking with a view on mathematics embedded in real-life. The RECCE which stands for Realistic, Educational, Contextual, Cognitive, and Evaluation encompass the underlying principles of teaching problem solving and guide teachers in planning, designing, developing, and facilitating real-life activity tasks in developing students’ problem-solving competencies in mathematics lessons. It also explores students’ cognitive competency in their application of abstract mathematical knowledge into real-life problems based on students’ developmental status of their thinking and reasoning skills correlating to Meanings, Organise, Develop, Execute and Link (MODEL). This study investigated the affective development of the students through activity tasks developed by the sampled teachers using the principles within the framework. In total, 94 students from two high schools in Brunei Darussalam responded to a students’ questionnaire constructed to address the MODEL aspect of the framework. In particular, the analyses involved the students’ affective competencies that corresponded to a 19-item instrument within the questionnaire. The findings showed that Brunei high school students have stimulated beliefs and positive attitudes towards non-routine problem-solving in the learning of mathematics. Meanwhile, meaningful activities developed by the teachers encouraged the development of cognitive-metacognitive and affective competencies of the students. The RECCE-MODEL framework paved the way towards understanding the relationships between effective pedagogical approaches and students’ learning, and between attitudes and cognitive abilities, and also for teachers to make better-informed decisions in the delivery of the curriculum.
Prospective teachers’ iceberg designs in realistic mathematics education approach: Connecting mathematics and the SDGs Sari, Yurizka Melia; Fiangga, Shofan; El Milla, Yulia Izza; Shahrill, Masitah; Yanti, Liza Puspita
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.pp981-1000

Abstract

The Iceberg Design framework has been utilized to represent the progression of students’ mathematical understanding, moving from informal, contextually grounded reasoning toward formal mathematical abstraction. This study investigates how prospective mathematics teachers develop Iceberg Designs within the Realistic Mathematics Education (RME) framework, a model that enhances contextual learning and supports mathematical literacy. Thirty prospective mathematics teachers from Universitas Negeri Surabaya participated in this qualitative study, collaboratively designing Iceberg models as part of their coursework. Data from document analysis, interviews, and observations were evaluated using content analysis, the research evaluated the depth and coherence of their designs across four key components: situational contexts which evaluates the relevance and variety of real-world situations, model-of representations which examines the assistance of mathematical representation to connect the context into mathematical concept, model-for abstractions which assess the use of mathematical models toward formalization, and formal mathematical concepts which assess the mathematical ideas being explicitly involved. The findings reveal significant variation in the quality and completeness of the Iceberg Designs. Models for equivalent ratios and quadratic equations exhibited strong integration, using multiple, varied contexts to bridge situational and formal mathematical understanding effectively. Conversely, designs for fraction multiplication and quadrilateral area conservation were often surface level, relying on a single, underdeveloped context that hindered abstraction. Importantly, the study underscores the potential of Iceberg Designs to support the Sustainable Development Goals (SDGs), particularly in fostering critical thinking, practical problem-solving, and meaningful contextual learning for high quality of education (SDG 4) and decent work for sustainable economic growth (SDG 8). These insights indicate the need for deeper integration of RME principles in teacher education and curriculum development through sustained investment in this area.
Co-Authors Abas, Nur Basmirah Haji Abbas, Nor 'Arifahwati Haji Abbas, Nor’ Arifahwati Abdul Ghani, Syahida Abdul Latif, Nurul Harizah Abdul Latif, Siti Norhedayah Abdullah, Nor Azura Abu Bakar, Najibah Pg Adnan, Mazlini Alias, Nurul Hafizah Asamoah, Daniel Chong, Jessie Siew Yin Chong, Maureen Siew Fang Didik Sugeng Pambudi El Milla, Yulia Izza Emran, Afiqah Bari’ah Haji Farida Nurhasanah Fiangga, Shofan Georgina Chua Ling Ling, Georgina Chua Ling Haji Alias, Nurul Hafizah Haji Hamdan, Muhammad Khairul Kamilin Haji Mosli, Ani Afifah Hj Ali Mashod, Mohd Khairul Azam Irfan Wahyu Prananto Ismail, Nur Fatin Haji Jaidin, Jainatul Halida Jamil, Siti Nur Amalina Japar, Irfan Jawawi, Rosmawijah Johari, Marlizayati Khanafiah, Nadiah Maimunah Khoo Jia Sian, Khoo Jia Laidin, Dalilah Farzana Haji Lee, Cheryl Li, Hui-Chuan Low, Jessica Malek, Nurafiqah Haji Abd Musa, Juraidah Norashikin Yusof, Norashikin Omar Ali, Aliamat Pasri Pengiran Omar, Dk Nurul 'Izzati Ristiana, Novita Roslinawati Roslan, Roslinawati Rully Charitas Indra Prahmana Said, Hardimah Salim, Ahmad Nashihin Salleh, Sallimah M. Sani, Hamizah Shahrum, Mohamad Bahzi Al Barakat Suhaimi, Zuhairina Tan, Sil Yin Tengah, Khairul Amilin Tian Abdul Aziz Wahyu Hidayat Yakob, Shafiee Yanti, Liza Puspita Yoppy Wahyu Purnomo Yurizka Melia Sari Yussop, Muhammad Abdul Hanif Zakir, Nordiana