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All Journal Journal on Mathematics Education
Kovács, Zoltán
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Education Mathematics Social Sciences Other

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Perspectives on the problem-posing activity by prospective teachers: A cross-national study Fitriana, Linda Devi; Ekawati, Rooselyna; Kovács, Zoltán
Journal on Mathematics Education Vol. 13 No. 1 (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.v13i1.pp149-172

Abstract

There is an ongoing research interest to disclose factors that influence problem-posing performance by involving cross-national backgrounds. This research extends that effort by conducting a comparative analysis on the performance of Indonesian and Hungarian prospective teachers in a problem-posing task. A total of eighty-three prospective teachers from Indonesia and Hungary were asked to pose a problem based on the current calendar. For more in-depth insights, an interview was conducted with a representative participant. The obtained data were analysed quantitatively using Fisher's exact test and qualitatively in nature. Their mathematical background seems to influence the characteristic of their proposed problem and the solution approach they utilized. The typical tasks proposed by Indonesian prospective teachers are exercise and mostly related to arithmetic operations, while those by Hungarian prospective teachers are challenging problems and generally connected to arithmetic sequences. Moreover, in solving their problems, Indonesians tend to show arithmetic reasoning while Hungarians often denote algebraic reasoning. These disparities might be attributed to the types of problems that each group typically encounters during their mathematics lessons.
Translating mathematical representations through cultural contexts: Affective responses of Indonesian preservice teachers Aprinastuti, Christiyanti; Kovács, Zoltán
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.pp765-782

Abstract

Research on mathematical representations has predominantly emphasized their cognitive and conceptual benefits; however, limited attention has been given to their emotional dimensions, especially within culturally grounded or ethnomathematical contexts. This gap is critical because emotions play a significant role in shaping preservice teachers’ engagement and long-term attitudes toward mathematics. Addressing this issue, the present study introduces a novel perspective by examining how mathematical representations influence the affective responses of prospective primary teachers when tasks are embedded in cultural practices. Employing a mixed-methods design, the study involved 62 preservice teachers who completed a patterning task based on the Javanese Sedekah Bumi ceremony, followed by a researcher-developed questionnaire measuring enjoyment. The results reveal that 79.03% of participants successfully translated verbal descriptions into graphical forms, reflecting a strong visual preference, and that flexible use of multiple representations (72.54%) enhanced both conceptual understanding and positive emotional engagement. Conversely, reliance on a single representation was associated with lower confidence and reduced enjoyment. Notably, 19.35% of participants explicitly reported that the integration of cultural elements increased their motivation and interest. These findings highlight the potential of culturally embedded mathematical tasks not only to foster representational fluency but also to enrich the affective domain, offering valuable implications for the design of teacher education curricula that promote both cognitive and emotional development in mathematics learning.
Co-Authors Christiyanti Aprinastuti, Christiyanti Fitriana, Linda Devi Rooselyna Ekawati