International Journal on Emerging Mathematics Education
International Journal on Emerging Mathematics Education (IJEME) is a peer-reviewed open access journal published twice in a year (March and September). The IJEME aims to provide an international forum for researchers and professionals to share their ideas on all topics related to mathematics education. It publishes its issues in an online (e-ISSN 2548-5806) and a printed (p-ISSN 2549-4996) version. The IJEME welcomes high-quality manuscripts resulted from a research project in the scope of mathematics education, which includes, but is not limited to the following topics: Realistic Mathematics Education, Design/Development Research in Mathematics Education, PISA Task, Mathematics Ability, ICT in Mathematics Education, and Ethnomathematics. The manuscript must be original research, written in English, and not be simultaneously submitted to another journal or conference.
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<![CDATA[Mathematics Curriculum Review by Advancing the Use of Learning Design Map and Subjects Classification ]]>
<![CDATA[Maman Fathurrohman]]>;
<![CDATA[Anne Porter]]>;
<![CDATA[Annette Worthy]]>;
<![CDATA[Rosni Abdullah]]>;
<![CDATA[Supriyanto Supriyanto]]>;
<![CDATA[Aan Subhan Pamungkas]]>
<![CDATA[ International Journal on Emerging Mathematics Education IJEME, Vol. 3 No. 1, March 2019 ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
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DOI: 10.12928/ijeme.v3i1.11929
<![CDATA[Curriculum review is a long process. Typically, the people responsible for these activities are one or two people (coordinators) who are responsible for this and it can be burdensome. Authors propose a new computer-based method for mathematics curriculum review by advancing the use of Learning Designs Maps (LDMaps). The LDMaps have already been developed by authors to document expected mathematics teaching and learning experiences as expected by curriculum. The proposed method can disperse the process allowing the responsible coordinators to conduct the simple task of collating available LDMaps for the review. In this paper, an example of mathematics curriculum review in counting mathematics subjects classification entries is presented.]]>
<![CDATA[Designing Jumping Task on Percent using PMRI and Collaborative Learning ]]>
<![CDATA[Ratu Ilma Indra Putri]]>;
<![CDATA[Zulkardi Zulkardi]]>
<![CDATA[ International Journal on Emerging Mathematics Education IJEME, Vol. 3 No. 1, March 2019 ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
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DOI: 10.12928/ijeme.v3i1.12208
<![CDATA[Contrast to the shared task at the beginning of mathematics lesson, jumping task is the central part of the teaching that uses higher order thinking skills (HOTs) in Japan. In Indonesia, the curriculum 2013 revised stress on how to use HOTs in the mathematics lesson, the daily life context, and collaborative learning. The goal of this research to know the characteristics of the jumping task which valid, practical and useful supporting primary school students learning percents. This research uses design research as a method. In designing the content materials and their contexts, this research uses PMRI (Indonesian version of Realistic Mathematics Education instructional theory. Moreover, in the designing and implementing learning process, this research use lesson study for learning community (LSLC). Results of this research are valid and practical jumping tasks on mathematics topic percents. Students with low performance have difficulties in solving jumping tasks. However, with collaborative learning, students can answer the percent jumping tasks.]]>
<![CDATA[The Valuing of Mathematics Learning in Schools: A Gendered Perspective ]]>
<![CDATA[Tasos Barkatsas]]>;
<![CDATA[Huk Yuen Law]]>;
<![CDATA[Wee Tiong Seah]]>;
<![CDATA[Ngai Ying Wong]]>
<![CDATA[ International Journal on Emerging Mathematics Education IJEME, Vol. 3 No. 1, March 2019 ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
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DOI: 10.12928/ijeme.v3i1.11648
<![CDATA[In this article, gender differences in the valuing of mathematics by Hong Kong primary and secondary students have been investigated. The participants were 1081 upper primary school (Grades 5 and 6) and secondary school (Grades 8 and 9) students from various metropolitan Hong Kong schools. An Analysis of Variance (ANOVA) was conducted to investigate the existence of gender differences on a number of values components. Statistically significant differences between boys’ and girls’ valuing of mathematics learning were found on three of the nine components derived via a Principal Component Analysis (PCA).]]>
<![CDATA[Prospective Elementary Teachers’ Knowledge of Comparing Decimals ]]>
<![CDATA[Zetra Hainul Putra]]>;
<![CDATA[Carl Winsløw]]>
<![CDATA[ International Journal on Emerging Mathematics Education IJEME, Vol. 3 No. 1, March 2019 ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
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DOI: 10.12928/ijeme.v3i1.11314
<![CDATA[The aim of this study is to investigate prospective elementary teachers’ (PsETs) mathematical and didactical knowledge of comparing decimals. Thirty-two fourth-year PsETs from an elementary school teacher education study program in Indonesia participated in this study. Each PsET is asked to solve a mathematical task of comparing decimals presented in the hypothetical teacher task (HTT), and then the PsETs use their mathematical knowledge to build their didactical knowledge collectively (pairs). Their mathematical and didactic knowledge is analyzed based on the anthropological theory of the didactic, especially praxeology. The findings indicate that PsETs have various techniques to solve the comparing decimal task, but some of them find it difficult to explain those techniques.]]>
<![CDATA[Bar Model as Intervention in Solving Word Problem Involving Percentage ]]>
<![CDATA[Maimunah Abdul Gani]]>;
<![CDATA[Khairul Amilin Tengah]]>;
<![CDATA[Hardimah Said]]>
<![CDATA[ International Journal on Emerging Mathematics Education IJEME, Vol. 3 No. 1, March 2019 ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
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DOI: 10.12928/ijeme.v3i1.11093
<![CDATA[This experimental case-study examined the performance of convenient sampling of fourty-five Year 9 students in solving word problems involving percentage from two classes in one government secondary school in Brunei Darussalam, using Bar Model as a solving strategy. Data was gathered quantitatively through written tests in the form of six word problem items as pre-test and post-test. The mean score of the pre-test was 0.93 indicating that the performance of the participating Year 9 students in solving word problems involving percentage was low prior to intervention. Intervention lessons produced a gain in the post-test mean to 2.87. Although the mean of post-test marks is still lower than the passing mark of the test, paired-sample t-test provided evidence of significance, thus proving that Bar Model Method had positive effect to the performance of word problem involving percentage. Evidence also indicated an increase in the students’ overall marks from pre-test to post-test, with almost all except two students failed the pre-test to twenty-six students achieving marks above passing mark of 3 in post-test. Item-by-item analysis showed increase in correct responses in every item in post-test, even those with no attempts in pre-test. These provided further evidence that there is overall improvement in students’ performance in word problems related to percentage after the use of Bar Model as intervention.]]>
<![CDATA[Generalization Strategies in the Problem Solving of Derivative and Integral ]]>
<![CDATA[Nourooz Hashemi]]>;
<![CDATA[Hamidreza Kashefi]]>;
<![CDATA[Mohd Salleh Abu]]>
<![CDATA[ International Journal on Emerging Mathematics Education IJEME, Vol. 3 No. 1, March 2019 ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
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DOI: 10.12928/ijeme.v3i1.11425
<![CDATA[This study proposes a learning strategy of derivatives and integrals (LSDI) based on specialized forms of generalization strategies to improve undergraduate students’ problem solving ofderivative and integral. The main goal of this study is to evaluate the effects of LSDI on students’ problem solvingofderivative and integral. The samples of this study were 63 undergraduate students who took Calculus at Islamic Azad University of Gachsaran, Iran. The students were divided into two classes based on their marks in the pre- test of derivative and integral. The results indicated that there was a significant difference between the achievements of students in experimental and control groupsafter treatment. Thus, the findings reveal that using generalization strategies improves students’ achievements in solving problems of derivative and integral.]]>
<![CDATA[Meanings, Dimensions, and Categories of Mathematics Teacher Beliefs: A Navigation through the Literature ]]>
<![CDATA[Shashidhar Belbase]]>
<![CDATA[ International Journal on Emerging Mathematics Education IJEME, Vol. 3 No. 1, March 2019 ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
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DOI: 10.12928/ijeme.v3i1.11494
<![CDATA[This paper aimed to discuss the meanings, dimensions, and categories of teacher beliefs about teaching and learning mathematics. I reviewed the relevant literature about teacher beliefs in general, beliefs about mathematics, and beliefs about mathematics teaching and learning in particular. Based on the review of the literature, I outlined the meanings of teacher beliefs and conceptualized three dimensions of teacher beliefs – affective dimension, cognitive dimension, and pedagogical dimension. Then, I discussed three viewpoints to observe teacher beliefs – relational, institutional, and praxis lenses. I utilized these lenses to categorize belief constructs into three classes of beliefs about mathematics, teaching mathematics, and learning mathematics. These classes’ included-instrumentalist, constructivist, and integral beliefs. I addressed the pedagogical implications of these categorical beliefs in the end.]]>
<![CDATA[Android-based Teaching Material for Statistics Integrated with Social Media WhatsApp ]]>
<![CDATA[Anggit Prabowo]]>;
<![CDATA[Uki Rahmawati]]>;
<![CDATA[Rostien Puput Anggoro]]>
<![CDATA[ International Journal on Emerging Mathematics Education IJEME, Vol. 3 No. 1, March 2019 ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
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DOI: 10.12928/ijeme.v3i1.11961
<![CDATA[The purpose of this study was to develop teaching material in the form of Android-based application for junior high school mathematics subjects in statistical material that are integrated with WhatsApp social media platform. The procedure for developing teaching materials was carried out through the stages of defining, designing, developing, and disseminating. The platform used to develop teaching material was MIT App Inventor. The teaching materials developed have been validated by two media experts and material experts. The trial of teaching material was carried out to educators and prospective mathematics educators in the Special Region of Yogyakarta and students at Depok 3 State Junior High School. This study has succeeded in developing Android-based teaching materials for junior high school mathematics subjects in valid and effective statistical material. The menus contained in this application consist of material and competency test. On the competency test menu, students can do the test and after completion, the application will display the score of the test results. What interesting about this application, the test results can be sent to the teacher via WhatsApp.]]>
<![CDATA[Bar Model as Intervention in Solving Word Problem Involving Percentage ]]>
<![CDATA[Abdul Gani, Maimunah]]>;
<![CDATA[Tengah, Khairul Amilin]]>;
<![CDATA[Said, Hardimah]]>
<![CDATA[ International Journal on Emerging Mathematics Education IJEME, Vol. 3 No. 1, March 2019 ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
Show Abstract
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DOI: 10.12928/ijeme.v3i1.11093
<![CDATA[This experimental case-study examined the performance of convenient sampling of fourty-five Year 9 students in solving word problems involving percentage from two classes in one government secondary school in Brunei Darussalam, using Bar Model as a solving strategy. Data was gathered quantitatively through written tests in the form of six word problem items as pre-test and post-test. The mean score of the pre-test was 0.93 indicating that the performance of the participating Year 9 students in solving word problems involving percentage was low prior to intervention. Intervention lessons produced a gain in the post-test mean to 2.87. Although the mean of post-test marks is still lower than the passing mark of the test, paired-sample t-test provided evidence of significance, thus proving that Bar Model Method had positive effect to the performance of word problem involving percentage. Evidence also indicated an increase in the students’ overall marks from pre-test to post-test, with almost all except two students failed the pre-test to twenty-six students achieving marks above passing mark of 3 in post-test. Item-by-item analysis showed increase in correct responses in every item in post-test, even those with no attempts in pre-test. These provided further evidence that there is overall improvement in students’ performance in word problems related to percentage after the use of Bar Model as intervention.]]>
<![CDATA[Prospective Elementary Teachers’ Knowledge of Comparing Decimals ]]>
<![CDATA[Putra, Zetra Hainul]]>;
<![CDATA[Winsløw, Carl]]>
<![CDATA[ International Journal on Emerging Mathematics Education IJEME, Vol. 3 No. 1, March 2019 ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
Show Abstract
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DOI: 10.12928/ijeme.v3i1.11314
<![CDATA[The aim of this study is to investigate prospective elementary teachers’ (PsETs) mathematical and didactical knowledge of comparing decimals. Thirty-two fourth-year PsETs from an elementary school teacher education study program in Indonesia participated in this study. Each PsET is asked to solve a mathematical task of comparing decimals presented in the hypothetical teacher task (HTT), and then the PsETs use their mathematical knowledge to build their didactical knowledge collectively (pairs). Their mathematical and didactic knowledge is analyzed based on the anthropological theory of the didactic, especially praxeology. The findings indicate that PsETs have various techniques to solve the comparing decimal task, but some of them find it difficult to explain those techniques.]]>
