International Journal of Mathematics and Mathematics Education (IJMME)
International Journal of Mathematics and Mathematics Education (IJMME) invites academics and researchers who do original research in the fields of Mathematics and Mathematics Education including but not limited to: Mathematics other relevant fields will also be considered: Pure Mathematics: Algebra, Number Theory, Geometry, Analysis, Topology, Logic, Discrete Mathematics, Combinatorics, Graph Theory. Applied Mathematics: Numerical Analysis, Mathematical Modelling, Dynamical Systems, Operational Research, Optimization, Financial Mathematics, Actuarial Mathematics, Computational Mathematics. Statistics: Mathematical Statistics, Multivariate Statistics, Time Series Analysis & Forecasting, Statistical Methods, Probability, Nonparametric Statistics, Circular Statistics, Spatial Analysis, Predictive Analytics, Prescriptive Analytics. Applied Statistics and Data Science: Big Data Analytics, Data Visualization, Statistical Modeling & Simulation, Data Mining, Machine Learning, Artificial Intelligence, Quality Control, Computational Statistics. Mathematics Education other relevant fields will also be considered: Innovative Mathematics Teaching and Learning applying various approaches such as Realistic Mathematics Education, Contextual Teaching and Learning, Project based Learning, Problem Based Learning, and many others. Mathematics Ability includes the following abilities: reasoning, connection, communication, representation, and problem-solving. A paper is eligible for this topic if it comprehensively discusses those abilities. Technology and Media in Mathematics Teaching and Learning the advance of information and communication technology (ICT) has been the concern of all human life, including in education. Assessment in Mathematics such as Mathematical Literacy, Critical Thinking, HOTS. Design/Development Research in Mathematics Education includes the following abilities STEM, STEAM, Ethnomathematics.
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<![CDATA[Creativity Increment and GeoGebra Classroom Quality: Impact on Student Learning ]]>
<![CDATA[Febrianti, Tri Sedya]]>;
<![CDATA[Dasari, Dadan]]>
<![CDATA[ International Journal of Mathematics and Mathematics Education (IJMME) Vol. 2 No. 1 (2024) ]]>
Publisher : <![CDATA[EDUPEDIA Publisher ]]>
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DOI: 10.56855/ijmme.v2i1.770
<![CDATA[Preliminary observation results highlight the importance of utilizing innovative learning media to stimulate students' creativity in both classroom and home-based learning. One interactive learning medium identified for this purpose is GeoGebra Classroom. This research aims to analyze the effect of using the GeoGebra Classroom on the increment of students’ creativity, the effect of the increment of students’ creativity on students’ learning Results, the effect of GeoGebra Classroom quality on students’ learning Results, and the interactivity between students’ creativity and the quality of GeoGebra Classroom learning media. By analyzing pre- and post-implementation learning processes with GeoGebra Classroom, we collected data on increased student creativity. In conclusion, GeoGebra Classroom effectively fosters increased student creativity. And from the process of analyzing the effect of students’ creativity increments, we get the result that the creativity increments give an effect on the learning result of quadratic function materials. Unfortunately, the quality of the learning media GeoGebra Classroom can’t give an effect on the learning result. The insights gained pave the way for future research efforts to delve deeper into the optimization of interactive learning media to improve educational outcomes in a variety of academic contexts.]]>
<![CDATA[Effects of Perceived Mathematics Connection on Mathematics Motivation: Mediating Role of History of Mathematics Concepts ]]>
<![CDATA[Gyasi Alfred, Bannor]]>;
<![CDATA[Yarhands Dissou, Arthur]]>;
<![CDATA[Benjamin Adu, Obeng]]>
<![CDATA[ International Journal of Mathematics and Mathematics Education (IJMME) Vol. 2 No. 1 (2024) ]]>
Publisher : <![CDATA[EDUPEDIA Publisher ]]>
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DOI: 10.56855/ijmme.v2i1.898
<![CDATA[The present study assessed the mediating effects of history of mathematics concepts on the relationship between mathematics connection and mathematics motivation. The study was a descriptive survey carried out on 390 students randomly selected from Asuoso Senior High School in the Offinso-North District of Ghana’s Ashanti region. Data was collected using Likert type structured questionnaires. Reliability analysis was computed in SPSS (V. 23) and confirmatory factor analysis was computed in AMOS (V. 23). In addition, average variance extracted (AVE), convergent validity, and discriminant validity were computed in Microsoft Excel from factor loadings. Also, composite reliability was calculated at https://www.thestatisticalmind.com/composite-reliability/. Structural Equation Modelling (SEM) was computed in Amos (V. 23) to determine direct, and mediating effects among the main constructs. The study found that mathematics connection positively and significantly influenced mathematics motivation of senior high school students. The indirect effects of mathematics connection on mathematics motivation through history of mathematics concepts was positive and significant. The study recommended that mathematics teachers should desist from merely topic explanations and rote memorization of solution procedures. They should rather make mathematics connections and history of mathematics concepts imminent in their lesson planning and delivery. To implement this, mathematics topics should be linked to real-life scenarios, other subjects, and students’ lives, and the history behind such concepts are explained in plain language. Not only teachers, NaCCA should ensure that the mathematics syllabus and textbooks for senior high schools have incorporated real-life scenarios as well as the historical background of concepts to ensure learners develop the interest and motives for studying mathematics.]]>
<![CDATA[Design of Mathematical Proof-Based Logarithm Teaching Materials ]]>
<![CDATA[Hamidah, Ida]]>;
<![CDATA[Susilawati, Susilawati]]>;
<![CDATA[Rahmasari, Shafira Meiria]]>;
<![CDATA[Khalim, Abdul]]>
<![CDATA[ International Journal of Mathematics and Mathematics Education (IJMME) Vol. 2 No. 1 (2024) ]]>
Publisher : <![CDATA[EDUPEDIA Publisher ]]>
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DOI: 10.56855/ijmme.v2i1.933
<![CDATA[The purpose of this research is to design logarithmic teaching materials based on mathematical proof. The subjects in this study were 23 students of SMA 1 Sumberjaya, Majalengka Regency, Indonesia, consisting of 23 students in class X IPA-2. This research is a pre-research of the 4P development design study adapted from the Thiagarajan model, et al. namely: (1) Definition; (2) Design; (3) Development; and (4) deployment. In this study, the stages carried out are limited to stage 3, namely development. The deployment phase will be carried out again later. The method used in this study is qualitative method with several data collection techniques in the form of tests of students' mathematical proving abilities in logarithmic material, interviews, and teaching material validation questionnaires. Based on the results of the study, it showed that teaching materials were in the appropriate category with a very good predicate with a percentage of 88.93% from material experts and in the appropriate category with a good predicate of 85.08% from media experts. The results of the practicality test on students amounted to 82.5% indicating that the teaching materials that have been made have a practicality category with a good predicate.]]>
<![CDATA[Students' Proficiency in Computational Thinking Through Constructivist Learning Theory ]]>
<![CDATA[Angraini, Lilis Marina]]>;
<![CDATA[Kania, Nia]]>;
<![CDATA[Gürbüz, Ferit]]>
<![CDATA[ International Journal of Mathematics and Mathematics Education (IJMME) Vol. 2 No. 1 (2024) ]]>
Publisher : <![CDATA[EDUPEDIA Publisher ]]>
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DOI: 10.56855/ijmme.v2i1.963
<![CDATA[This study aims to assess students' mathematical computational thinking skills in the Mathematics Education program, focusing on the constructivist learning paradigm. The primary objective of this study is to investigate the impact of the constructivist learning approach on enhancing students' mathematical computational thinking skills. This study is a qualitative descriptive research that investigates students' learning process in the context of acquiring computational understanding and applying computational principles in mathematics education. The study was conducted in the Department of Mathematics Education, focusing on students enrolled in the Algebraic Structure course during the academic year 2023/2024. A total of 34 students were included as the subjects of this investigation. The study's findings offer a valuable understanding of the efficacy of the constructivist learning paradigm in enhancing the mathematical computational thinking abilities of Mathematics Education students. The findings indicated that the students' overall mathematical computational thinking proficiency was satisfactory. Additionally, prior mathematical knowledge was found to have a differentiating effect on students' mathematical computational thinking ability, particularly within the context of constructivism learning theory.]]>
<![CDATA[Analysis of Students' Mathematical Creative Thinking Ability in Solving Open-Ended Questions Based on Their Self-Concept ]]>
<![CDATA[Palwa, Nopita]]>;
<![CDATA[Inayah, Sarah]]>;
<![CDATA[Septian, Ari]]>;
<![CDATA[Larsari, Vahid Norouzi]]>
<![CDATA[ International Journal of Mathematics and Mathematics Education (IJMME) Vol. 2 No. 1 (2024) ]]>
Publisher : <![CDATA[EDUPEDIA Publisher ]]>
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DOI: 10.56855/ijmme.v2i1.965
<![CDATA[To find out students' mathematical creative thinking abilities, this can be done by giving students open-ended problems. The aim of this research is to describe students' mathematical creative thinking abilities in solving open-ended problems when viewed from their self-concept. This type of research is qualitative descriptive research. The subject selection technique used in this research was purposive sampling. The subjects of this research consisted of one student with a high self-concept category, one student with a medium self-concept category, and one student with a low self-concept. Data collection methods in this research include questionnaire methods and tests. And the data analysis techniques used include: analysis of mathematical self-concept questionnaires, analysis of open-ended mathematics questions. The research results show that students with a high self-concept category can fulfill all aspects of creative thinking abilities, including fluency, flexibility and originality, so that their mathematical creative thinking abilities are also high. In contrast to students with moderate self-concept, it was found that their creative thinking abilities were low and students with low self-concept actually had moderate mathematical creative thinking abilities. So it can be concluded that based on this research, it shows that students' self-concept does not always describe students' mathematical creative thinking abilities in solving open-ended problems.]]>
