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All Journal Union: Jurnal Ilmiah Pendidikan Matematika Indonesian Journal of Science and Mathematics Education Journal of Educational Technology and Learning Creativity SIGMA DIDAKTIKA: Jurnal Pendidikan Matematika Jurnal Pendidikan Progresif Journal on Mathematics Education
Sani Sahara
Universitas Negeri Jakarta
Computer Science & IT Education Mathematics Social Sciences Other

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Meaning in transition: A didactic–hermeneutic inquiry into how the concept of variables transposed from teaching to student understanding Nadya Syifa Utami; Hafsah Adha Diana; Sani Sahara; Phoong Seuk Yen
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 13 No 4 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v13i4.21568

Abstract

The concept of variable is central to algebraic thinking, yet many students struggle to understand it due to how it is introduced in classroom practice. This study investigates the didactic transposition of the meaning of variable from the knowledge intended by the teacher to the knowledge constructed by students. Employing a qualitative approach grounded in the Anthropological Theory of the Didactic (ATD) and hermeneutic analysis, the study examines teaching materials, teacher and student interviews, and students’ written assessments in a junior high school context. The findings reveal an epistemic shift in the meaning of variable: although the teacher intended to introduce variables as unknown quantities within algebraic relationships, classroom instruction predominantly emphasized symbolic manipulation and procedural equation solving. As a result, students interpreted variables as static placeholders for fixed values rather than as quantities that can vary. This led to a restricted, object-based understanding of variables, limiting students’ ability to engage with generalization and relational reasoning. The study concludes that prevailing didactical practices unintentionally simplify and constrain the conceptual richness of variables. This study contributes to the field of mathematics education by advocating for a pedagogical shift that explicitly bridges procedural equation solving with the dynamic and varying nature of algebraic reasoning.
The Role of Digital Technology in the Design of Mathematics Teaching and Learning: A Systematic Literature Review Fitriana, Laila; Hendriyanto, Agus; Sahara, Sani; Muhaimin, Lukman Hakim; Wintarti, Atik; Listiawan, Tomi; Saputro, Anip Dwi; A Dewi, Deshinta
Journal of Educational Technology and Learning Creativity Vol. 3 No. 2 (2025): December
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jetlc.v3i2.2503

Abstract

Purpose of the study: This study systematically reviews the role of digital technologies in the design of mathematics teaching and learning over the past decade. It aims to evaluate how digital tools have been integrated into task and lesson design, identifying emerging trends, challenges, and innovations. Methodology: A systematic literature review (SLR) following the PRISMA framework was conducted, analyzing studies published between 2014 and 2023. A total of 32 studies were included, sourced from various academic databases. These studies were examined to explore the use of digital technologies such as GeoGebra, Dynamic Geometry Environments (DGE), mobile apps, and others in mathematics instruction. Main Findings: The review found that digital technologies, particularly GeoGebra and DGE, were frequently used to enhance mathematical exploration and conjecturing. Other tools, including mobile applications, augmented reality (AR), and AI, have contributed to innovative teaching strategies, increasing student engagement and understanding. However, challenges such as unequal access to technology and the need for teacher training in tool integration were identified. Novelty/Originality of this study: This study provides a unique contribution by focusing not only on the use of digital tools but also on their role within the broader teaching design context. It offers insights into how these technologies shape pedagogical strategies, helping educators design more effective and inclusive mathematics education environments.
Co-Authors A Dewi, Deshinta Anip Dwi Saputro, Anip Dwi Atik Wintarti, Atik Dadan Dasari Dadang Juandi Didi Suryadi Fitriana, Laila Fizar Indrawijaya Hafsah Adha Diana Hendriyanto, Agus Jarnawi Afgani Dahlan Krida Singgih Kuncoro Kusharyadi, Rahmat Laila Fitriana Lukman Hakim Muhaimin Lukman hakim muhaimin Maarten Dolk, Maarten Mohammad Idham Chaled Muhaimin, Lukman Hakim Phoong Seuk Yen Rahmat Kusharyadi RR. Ella Evrita Hestiandari Siswanto, Rizki Dwi Tarmudi, Tarmudi Tomi Listiawan Tri Atmojo Kusmayadi Wardat, Yousef Yaya S. Kusumah