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All Journal JRAMathEdu (Journal of Research and Advances in Mathematics Education) Journal on Mathematics Education
Lo, Jane-Jane
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Education Mathematics Social Sciences Other

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Using international large-scale assessment for learning: Analyzing U.S. students’ geometry performance in TIMSS Liu, Jinqing; Zhou, Lili; Bharaj, Pavneet Kaur; Zhou, Da; Lo, Jane-Jane
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 9 Issue 3 July 2024
Publisher : Lembaga Pengembangan Publikasi Ilmiah dan Buku Ajar, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v9i3.4019

Abstract

The data from international large-scale assessments, such as The Trends in International Mathematics and Science Study (TIMSS), is often designed and used as an assessment of learning rather than an assessment for learning. This research employed TIMSS 2011 data, focusing on the geometric performance of fourth-grade students in the United States,  to demonstrate how large-scale assessments can be utilized qualitatively to identify students' learning challenges, providing valuable insights to inform geometry teaching practices. Using van Hiele’s levels of geometric thinking as a guiding framework, the 24 released geometry items were analyzed to identify students’ struggle points in geometry nationwide. Our analysis revealed that students performed well on tasks that were visual, contextually grounded, and had clearly defined manipulative expectations.. However, students needed further support to solve items requiring a deep understanding of geometrical concepts, such as finding the perimeter of a square. Additionally, students excelled at solving tasks involving the identification of relative positions of objects on a map and recognizing lines of symmetry in regular shapes. However, they struggled with measurement-related tasks. Our analysis also identified a range of item features that might cause difficulties that impacted the way students responded to these items. Instructional implications for elementary mathematics education are discussed.
Designing area of circle learning trajectory based on “what-if” questions to support students’ higher-order thinking skills Payadnya, I Putu Ade Andre; Prahmana, Rully Charitas Indra; Lo, Jane-Jane; Noviyanti, Putu Ledyari; Atmaja, I Made Dharma
Journal on Mathematics Education Vol. 14 No. 4 (2023): 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.v14i4.pp757-780

Abstract

The study material on circle areas is contextually oriented and aids students in comprehending their surrounding environment. Higher-order thinking skills are imperative for the success of circular learning, as they help students grasp concepts holistically and solve concept problems. "What-if" questions can enhance students' higher-order thinking skills through problem-solving activities, fostering critical and creative thinking. However, applying "what-if" questions is limited to serving as problem-posing triggers, resulting in minimal variation in the material. Therefore, this study aims to design a learning trajectory for the area of circles based on "what-if" questions to enhance students' higher-order thinking skills. This research also addresses the gap by utilizing "what-if" questions to construct and evaluate circle area learning activities. We employed design research as the research method, conducted in three stages: preliminary design, experimental design, and retrospective analysis. The results demonstrated that the designed learning trajectory enhanced higher-order thinking skills in various aspects. Students exhibited critical thinking and profound analysis when working on worksheets and addressing the provided problems. Moreover, students showcased creative and divergent thinking abilities, enabling them to generate alternative problem solutions. Furthermore, optimizing technology usage and emphasizing reasoning in learning should be augmented to enhance student motivation and foster innovative learning.
Co-Authors Bharaj, Pavneet Kaur I Made Dharma Atmaja Liu, Jinqing Noviyanti, Putu Ledyari Payadnya, I Putu Ade Andre Rully Charitas Indra Prahmana Zhou, Da Zhou, Lili