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(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING is published by IKIP Siliwangi publishes original research or theoretical papers about teaching and learning in mathematics education study program on current science issues, namely: 1. Mathematics educator in elementary, secondary and high school level 2. Mathematics observers and researchers 3. Educational decisions maker on the regional and national level
Location
Kota cimahi,
Jawa barat
INDONESIA
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING
Published by STKIP Siliwangi Bandung
ISSN : 26214733     EISSN : 26214741     DOI : -
Core Subject : Education,
Education Mathematics Other
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING is published by IKIP Siliwangi publishes original research or theoretical papers about teaching and learning in mathematics education study program on current science issues, namely: 1. Mathematics educator in elementary, secondary and high school level 2. Mathematics observers and researchers 3. Educational decisions maker on the regional and national level
Arjuna Subject : Matematika - Matematika (Lain-Lain)
Articles 314 Documents
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Integrating The History of Mathematics in Secondary Classrooms: A Practical Pedagogical Approach Zhou Yini
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol. 9 No. 2 (2026): VOLUME 9 NUMBER 2, JUNE 2026
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jiml.v9i2.31257

Abstract

Despite extensive theoretical recognition of the History of Mathematics (HPM) in enhancing mathematics education, a persistent gap remains between scholarly advocacy and classroom implementation in Chinese secondary schools. This study aims to bridge this theory-practice divide by investigating the status of HPM integration and proposing actionable pedagogical strategies. A mixed-methods approach was employed, combining a questionnaire survey of 285 students across three grades and semi-structured interviews with all 26 mathematics teachers at Chongxian Middle School in Yongchun County, Fujian Province. Quantitative data were analyzed using SPSS to examine student attitudes and knowledge acquisition, while qualitative interview data revealed teachers' self-reported familiarity with historical content (only 7.8% "very familiar"), dominant reliance on textbook-derived knowledge (56.3%), and infrequent classroom application (40.9% "seldom" or "never"). The findings indicate that although 77.9% of students affirmed the pedagogical value of HPM, teachers' actual integration remained largely superficial, primarily through lecture-based storytelling rather than inquiry-oriented activities. Based on these results, the study proposes a framework of four integration principles and five practical methods—multimedia presentation, storytelling, situational drama, thematic discussion, and task-based inquiry—exemplified through a redesigned Pythagorean Theorem lesson. This research contributes concrete instructional designs to advance HPM from theoretical endorsement to effective classroom practice.
Mathematical Representation Abilities in Bruner’s Representation Stages: A Phenomenological Study of High School Students Puspita Helena; Krisna Satrio Perbowo
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol. 9 No. 2 (2026): VOLUME 9 NUMBER 2, JUNE 2026
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jiml.v9i2.31378

Abstract

Mathematical representation ability is important in helping students understand mathematical concepts and solve problems meaningfully. However, studies on mathematical representation abilities through Bruner’s stages of representation remain limited, while students still experience difficulties in connecting various forms of representation. This study aims to describe the characteristics of students' mathematical representation abilities at each stage of Jerome Bruner’s development. The study employed a qualitative method with a phenomenological approach involving 104 tenth-grade high school students in Indonesia selected through purposive sampling. Data were collected through mathematical representation tests, Focus Group Discussions (FGD), and non-systematic observation sheets, then analyzed thematically, with themes derived entirely from students’ responses to address the research questions. The results indicate that students' mathematical representation abilities vary across Bruner’s stages of representation. In the enactive stage, students use object manipulation to understand problems, although not optimally. In the iconic stage, students use visual representations such as tables, figures, and diagrams, but some are still unsystematic and do not fully reflect the problem structure. At the symbolic stage, students are able to construct mathematical models and apply algebraic procedures, although errors in modeling, method application, and calculation are still found. In addition, students’ verbal representation abilities remain limited, as indicated by their difficulty in drawing conclusions that connect results to the problem context. These findings indicate that mastery of the enactive and iconic stages contributes to students’ success in reaching symbolic representation and may serve as a basis for developing more meaningful mathematics learning strategies.
Mathematics Engagement among Secondary Student: A Comparative Study based on Socioeconomic Status Jay Singh; Michael Tarance Suraj; Sangeeta Chauhan
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol. 9 No. 2 (2026): VOLUME 9 NUMBER 2, JUNE 2026
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jiml.v9i2.31402

Abstract

Engagement of students in mathematics is an important determinant which affects academic success as well as the motivation of students in secondary schools. On the other hand, there is inadequate information about the role played by socio-demographic variables like social category and parental occupation in determining student engagement. The objective of this research was to study the differences between social categories and parental occupation on student engagement in mathematics among secondary school students. This research was undertaken using quantitative methodology with a descriptive survey research design. The sample consisted of 211 students of class IX who were taken from two UP Board schools located in Lucknow district. The selection of participants was made through purposive sampling method. The data was collected from the subjects through the tool “Student Engagement in Mathematics Scale” (Perception Scale) designed by Dr. Gurpreet Kaur & Dr. Ram Mehar. Analysis of data was carried out using non-parametric statistical methods, more specifically, Mann–Whitney U test. The result showed that no significant difference was seen in cognitive and behavioral engagement based on social category, however, a significant difference was seen in affective engagement with students of reserved social category having higher engagement. Moreover, there was no observed difference among the dimensions of engagement when categorized according to the job status of parents. In summary, social category and the jobs that the parents have cannot influence engagement except for affective engagement. As a result, creating positive emotions is crucial in enhancing engagement among students.
Developing Mathematical Reasoning Skills through Classroom Questions: A Framework based on Problem-Chain Teaching Wan Yan
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol. 9 No. 2 (2026): VOLUME 9 NUMBER 2, JUNE 2026
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jiml.v9i2.31470

Abstract

Mathematical reasoning is a core competency in compulsory education mathematics curricula worldwide, yet classroom practices frequently fall short in systematically cultivating this ability. Students often rely on mechanical problem-solving techniques rather than engaging in sustained reasoning processes. This study addresses the critical research gap concerning how problem-chain teaching can serve as an effective instructional paradigm for developing students' mathematical reasoning skills. Using a conceptual synthesis methodology that integrates domestic and international literature on mathematics pedagogy, classroom questioning, and reasoning development, this paper analyzes the mechanisms through which classroom questioning supports reasoning and proposes three differentiated pathways: problem-chain design strategies (analogical, inductive, and deductive chains), optimization of oral questioning types, and organization of reasoning discourse through student work samples. The framework provides mathematics teachers with systematic, operable strategies that align with curriculum standards and support progressive reasoning development from primary through secondary levels. Key contributions include: (1) the cross-cultural integration of Eastern and Western research traditions on reasoning and questioning; (2) a three-level reasoning progression model that guides differentiated problem-chain and questioning design; and (3) actionable teaching recommendations grounded in empirical evidence from classroom studies conducted in diverse educational contexts (Kapur, 2016; Brodie, 2010).

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