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All Journal International Journal of Mathematics and Mathematics Education (IJMME) JRAMathEdu (Journal of Research and Advances in Mathematics Education) International Journal of Geometry Research and Inventions in Education
Gürbüz, Ferit
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Education Mathematics

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Empowering Students with Discovery Learning in Circle Geometry for Better Problem-Solving Usmayati, Uum; Gürbüz, Ferit
International Journal of Geometry Research and Inventions in Education Vol. 1 No. 1 (2024)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/gradient.v1i01.1142

Abstract

The objective of discovery-based teaching aids that use circular material is to assist young individuals in improving their mathematics skills. The ADDIE technique, which encompasses analysis, design, development, implementation, and evaluation, is considered during development. The objective of analysis is to ascertain the specific knowledge and skills that students desire to acquire and the most effective methods for instructing them. Learning about the circle and the components that make it up and then applying that knowledge to the problem-solving process is one of the goals. Learning approaches focused on exploration are established during the project's design phase. In order to facilitate learning about the circular notion, visual aids and environments are currently being developed—the development process results in the production of learning modules, student workbooks, and interactive instructional materials. The designs are what determine the final result. The implementation process entails analysing learning, interactions between students, and the materials used in the classroom. Every effective method of evaluation incorporates the results of student learning as well as input from both the instructor and the students. This strategy aims to discover problems with the quality of the course content. According to the findings of several studies, students who participate in discovery-based training demonstrate improvements in their understanding of circles and their ability to solve mathematical problems on their own. Involving kids in the learning process makes it more exciting and enjoyable.
Students' Proficiency in Computational Thinking Through Constructivist Learning Theory Angraini, Lilis Marina; Kania, Nia; Gürbüz, Ferit
International Journal of Mathematics and Mathematics Education (IJMME) Vol. 2 No. 1 (2024)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/ijmme.v2i1.963

Abstract

This study aims to assess students' mathematical computational thinking skills in the Mathematics Education program, focusing on the constructivist learning paradigm. The primary objective of this study is to investigate the impact of the constructivist learning approach on enhancing students' mathematical computational thinking skills. This study is a qualitative descriptive research that investigates students' learning process in the context of acquiring computational understanding and applying computational principles in mathematics education. The study was conducted in the Department of Mathematics Education, focusing on students enrolled in the Algebraic Structure course during the academic year 2023/2024. A total of 34 students were included as the subjects of this investigation. The study's findings offer a valuable understanding of the efficacy of the constructivist learning paradigm in enhancing the mathematical computational thinking abilities of Mathematics Education students. The findings indicated that the students' overall mathematical computational thinking proficiency was satisfactory. Additionally, prior mathematical knowledge was found to have a differentiating effect on students' mathematical computational thinking ability, particularly within the context of constructivism learning theory.
Assessing cognitive obstacles in learning number concepts: Insights from preservice mathematics teachers Kania, Nia; Saepudin, Aep; Gürbüz, Ferit
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 10 Issue 3 July 2025
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.v10i3.8638

Abstract

Persistent difficulties in learning abstract algebraic concepts—particularly among preservice mathematics teachers—continue to hinder students’ mathematical development. While prior studies have documented general misconceptions, few have grounded their analysis in comprehensive learning theories. Addressing this gap, the present study adopts the APOS (Action, Process, Object, Schema) theoretical framework to examine the cognitive obstacles encountered in understanding logarithmic, matrix, and quadratic function concepts. This qualitative study employed a descriptive case study design involving six preservice mathematics teachers with varying levels of mathematical ability (high, moderate, and low). Data were collected through written responses, semi-structured interviews, classroom observations, and cognitive mapping. The findings revealed that most participants were at the action stage, relying on procedural steps without deep conceptual understanding. Key cognitive obstacles included errors in applying logarithmic properties, difficulties integrating logarithms with matrices, and an inability to perceive systems of equations as unified entities. Group discussions proved effective in helping participants transition through the learning stages. Collaborative interactions enabled participants to identify errors, correct misconceptions, and strengthen conceptual understanding through reflection and validation. Furthermore, the use of visual tools, graphical representations, and real-world contexts supported deeper conceptual integration. This study underscores the importance of implementing APOS-based instructional strategies, including group discussions, exploratory exercises, and problem-based learning, to facilitate transitions between stages. The implications of these findings highlight the need for developing APOS-based diagnostic tools and innovative instructional designs to address cognitive obstacles effectively.
Co-Authors Aep Saepudin Lilis Marina Angraini Nia Kania Usmayati, Uum