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All Journal Unisda Journal of Mathematics and Computer Science (UJMC) Early Childhood Development Gazette
Diana Putri Prahasti
Universitas Nurul Jadid
Humanities Computer Science & IT Education Mathematics

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Pencacah Bobot Lengkap dari Kode Ternari Diana Putri Prahasti; Nur Hamid
UJMC (Unisda Journal of Mathematics and Computer Science) Vol 11 No 2 (2025): Unisda Journal of Mathematics and Computer Science
Publisher : Mathematics Department, Faculty of Sciences and Technology Unisda Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52166/ujmc.v11i2.10134

Abstract

This paper presents the explicit forms of complete weight enumerators (CWEs) for ternary self-dual codes of lengths 4, 8, 12, 16, and 20. Complete weight enumerators polynomials describe the distribution of the symbols 0, 1, and 2 in each codeword, making them essential for analyzing non-binary codes. The results focus on the complete weight enumerators polynomials that form a basis for each code. This documentation serves as a concrete reference for further research in ternary code theory.
Mathematics in the Sandbox: Investigating Spontaneous Mathematical Talk During Free Play Diana Putri Prahasti; Muhammad Furqon; Vivi Anggraini; Fachri Aldin; Qisthi Efridita
Early Childhood Development Gazette Vol. 3 No. 1 (2026): January-June
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/gazette.v3i1.2054

Abstract

Children often explore mathematical ideas naturally while playing, yet these moments are rarely captured in early childhood classrooms. The purpose of this research is to investigate how spontaneous mathematical talk emerges during free play in a sandbox environment and to understand the types of mathematical ideas children express. A qualitative observational approach was used to document children’s conversations and interactions during unstructured sandbox play. Data were collected through field observations and audio recordings of children’s dialogue while they built, measured, compared, and organized materials in the sand. The recorded interactions were then coded and analyzed to identify patterns of mathematical language and concepts. The findings show that children frequently used informal mathematical talk such as counting, comparing sizes, estimating quantities, and describing shapes while collaborating with peers. These conversations appeared naturally without direct instruction and often emerged when children negotiated roles, shared materials, or solved small problems during play. The study suggests that free play spaces can become rich contexts for early mathematical thinking. Recognizing and supporting these moments may help educators encourage mathematical language in more natural and meaningful ways during everyday classroom activities.
Co-Authors Fachri Aldin Muhammad Furqon Nur Hamid Qisthi Efridita Vivi Anggraini