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Journal of Didactic Mathematics
Published by Mahesa Research Center
ISSN : -     EISSN : 27215601     DOI : 10.34007/jdm.v1i1
Core Subject : Education,
Education Mathematics
Journal of Didactic Mathematics is published three times a year, in April, August and December. This journal is providing a platform that welcomes and acknowledges high quality empirical original research papers about mathematics education, mathematical didactic, mathematics learning, and school mathematics written by researchers, academicians, professionals, and practitioners.
Arjuna Subject : Matematika - Analisis
Articles 123 Documents
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Fraction or division? Conceptual misunderstandings in early fraction instruction in elementary school Lia Ardiansari; Ayubu Ismail Ngao; Helma Mustika
Journal of Didactic Mathematics Vol 7, No 1 (2026): April
Publisher : Mahesa Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34007/jdm.v7i1.2883

Abstract

Many elementary students encounter difficulties in comprehending fractions conceptually and frequently confuse them with basic division operations. This persistent misconception is partially attributed to the manner in which fractions are introduced in early-grade textbooks, which often employ simplified narratives and visual contexts—such as dividing apples or coloring shapes—that obscure the distinction between “a part of a whole” and “a result of division.” This study investigated the impact of such textbook content and classroom practices on these misunderstandings. Employing a qualitative research approach, the study involved two second-grade teachers and 55 students (aged 7–8 years) and integrated content analysis of a widely utilized second-grade mathematics textbook, diagnostic assessments, and interviews. The analysis revealed that fractions are frequently depicted as division outcomes (e.g., 1:4 = 1/4), thereby reinforcing procedural thinking and impeding students’ capacity to grasp the abstract nature of fractions. The study concludes that effective early fraction instruction necessitates the incorporation of diverse representations and explicit differentiation between fractions and division. It is recommended that educators utilize multiple representations and precise mathematical language to facilitate students’ conceptual comprehension.
How computational thinking is represented in mathematics assessments: Insights from Indonesia, Malaysia, Singapore and their alignment with PISA Ginda Maruli Andi Siregar; Roni Priyanda
Journal of Didactic Mathematics Vol 7, No 1 (2026): April
Publisher : Mahesa Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34007/jdm.v7i1.3143

Abstract

Computational Thinking (CT) has emerged as an essential competency in twenty-first-century education and is increasingly integrated into mathematics curricula and assessment systems globally. Despite its growing significance, limited studies have examined how CT dimensions are represented in mathematics assessments across countries and how these dimensions align with the characteristics of the Programme for International Student Assessment (PISA). This study employed a qualitative approach using comparative content analysis. The data consisted of official junior secondary mathematics assessment documents administered in 2025 in Indonesia, Malaysia, and Singapore, which were selected through purposive sampling and analyzed using a coding framework encompassing decomposition, pattern recognition, abstraction, algorithmic thinking, and evaluation. The findings reveal substantial differences in the distribution of CT dimensions across countries. Indonesia predominantly emphasizes Decomposition (33.3%), reflecting a stronger focus on contextual understanding and information extraction. Malaysia places greater emphasis on Algorithmic Thinking (26.4%) and Abstraction (26.2%), indicating a focus on procedural fluency, mathematical modeling, and systematic problem-solving. Singapore demonstrates the highest proportion of Evaluation (15.4%) alongside strong representation of Abstraction (25.6%), highlighting formal reasoning, validation, and justification processes. Comparison with PISA tasks indicates that the assessments of the three countries share similarities in contextual problem-solving, data interpretation, and mathematical reasoning; however, they provide limited opportunities for complex system modeling, causal reasoning, simulation, and evidence-based argumentation.
The correlation between mathematics anxiety and mathematics learning outcomes of upper-grade elementary school students Nur Amalah; Mohammad Faizal Amir
Journal of Didactic Mathematics Vol 7, No 1 (2026): April
Publisher : Mahesa Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34007/jdm.v7i1.3089

Abstract

Mathematics anxiety is an affective condition that may be associated with students’ academic performance in mathematics. This study aimed to examine the relationship between mathematics anxiety and mathematics learning outcomes among upper-grade elementary school students. A quantitative research method with a correlational approach was employed. The participants were 23 fifth-grade students selected from four elementary schools using purposive sampling. Mathematics anxiety data were collected using a questionnaire covering cognitive, somatic, and attitudinal dimensions, while mathematics learning outcomes were obtained from students’ mathematics final examination scores. Descriptive and inferential analyses were conducted using IBM SPSS Statistics. The Shapiro–Wilk normality test indicated that the data were not normally distributed. Therefore, Spearman’s rank correlation was used as the primary hypothesis-testing procedure. The analysis produced a significant negative correlation between mathematics anxiety and mathematics learning outcomes (? = ?0.625, p = 0.001, two-tailed). The findings indicate that students with higher levels of mathematics anxiety tend to obtain lower mathematics learning outcomes. However, the interpretation of the findings should be made cautiously due to the small sample size, non-normal data distribution, and limitations in the reported reliability of the measurement instrument. The findings highlight the importance of supportive and student-centered mathematics learning environments that may help reduce students’ anxiety and facilitate their engagement in mathematics learning.

Page 13 of 13 | Total Record : 123

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