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.
Articles
48 Documents
<![CDATA[Mathematical induction, transfinite induction, and induction over the continuum ]]>
<![CDATA[Agustito, Denik]]>;
<![CDATA[Sukiyanto, Sukiyanto]]>;
<![CDATA[Kuncoro, Krida Singgih]]>
<![CDATA[ International Journal of Mathematics and Mathematics Education (IJMME) Vol. 1 No. 2 (2023) ]]>
Publisher : <![CDATA[EDUPEDIA Publisher ]]>
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DOI: 10.56855/ijmme.v1i02.385
<![CDATA[This article examines three types of induction methods in mathematics: mathematical induction, transfinite induction, and induction over the continuum. If a statement holds true for all natural numbers, it is proven using mathematical induction. If a statement holds true for all ordinal numbers, it is proven using transfinite induction. Since induction over the continuum cannot be applied to a statement, when something is said to be proven true for every point in [a, b), the proof is done using induction over the continuum.]]>
<![CDATA[Empowering Students in the Digital Era: An Analysis of Interactive E-Modules' Effect on Digital Mathematical Communication ]]>
<![CDATA[Weylin]]>;
<![CDATA[Raharjo, Hendri]]>;
<![CDATA[Haqq, Arif Abdul]]>;
<![CDATA[Larsari, Vahid Norouzi]]>
<![CDATA[ International Journal of Mathematics and Mathematics Education (IJMME) Vol. 1 No. 2 (2023) ]]>
Publisher : <![CDATA[EDUPEDIA Publisher ]]>
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DOI: 10.56855/ijmme.v1i02.401
<![CDATA[Students' mathematical digital communication abilities are paramount in the current digital era, yet many continue encountering difficulties. This study focuses on using interactive e-modules as an innovative learning medium to enhance these abilities. Adopting a quantitative experimental approach, this research involved grade 8students from SMP Negeri 1 Ciwaringin during the 2022/2023 academic year, allocating them into control and experimental groups. The study aimed to evaluate student responses to the e-module, compare students' mathematical digital communication abilities before and after the module's implementation, and determine the effectiveness of the e-module. The study's results showed a significant improvement in students' abilities, with a 75.5% positive response to the e-module and an average student score increase from 36.63 (pretest) to 72.56 (posttest). An N-Gain rise of 56.62% demonstrated the effectiveness of the e-module. These findings solidify the interactive e-module as a suitable learning medium that increases student enthusiasm and participation in mathematical learning. Thus, this research significantly contributes to mathematics education, demonstrating that interactive e-modules can effectively overcome challenges in teaching mathematical digital communication.]]>
<![CDATA[The Relationship between Learning Activities and Mathematical Problem-Solving Abilities in Elementary School ]]>
<![CDATA[Febrianti, Inda]]>;
<![CDATA[Prasetyo, Teguh]]>;
<![CDATA[Hayu, Wiworo Retnadi Rias]]>;
<![CDATA[Chongbang , Nirmal]]>;
<![CDATA[Kumar , Komil]]>
<![CDATA[ International Journal of Mathematics and Mathematics Education (IJMME) Vol. 1 No. 3 (2023) ]]>
Publisher : <![CDATA[EDUPEDIA Publisher ]]>
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DOI: 10.56855/ijmme.v1i3.659
<![CDATA[This research investigates the relationship between elementary school students' learning activities and mathematical problem-solving abilities. A quantitative functional correlation method was utilized with 52 fourth-grade students. Questionnaires were used to measure learning activities, while problem descriptions were used to assess mathematical problem-solving abilities. The IBM SPSS Statistics 22.0 application and the Spearman Rank method were used for data analysis. The study results indicate a positive relationship between learning activities and mathematical problem-solving abilities. The regression equation showed a proportional relationship, where higher learning activities resulted in better problem-solving abilities. The coefficient of determination indicated that 8.2% of the variance in problem-solving abilities could be attributed to learning activities. The t-test results demonstrated a significant relationship between learning activities and mathematical problem-solving abilities. Therefore, this study concludes that learning activities significantly impact the mathematical problem-solving abilities of fourth-grade elementary school students in Banjarwatu, Bogor Regency.]]>
<![CDATA[Problem-Based Learning in Improving Problem-Solving Ability and Interest in Learning Mathematics: An Empirical Study ]]>
<![CDATA[Nisa’, Khoirotun]]>;
<![CDATA[Nasrullah, Anton]]>;
<![CDATA[Hidayat, Amat]]>;
<![CDATA[Mahuda, Isnaini]]>;
<![CDATA[Bhat , Ishfaq Ahmad]]>
<![CDATA[ International Journal of Mathematics and Mathematics Education (IJMME) Vol. 1 No. 3 (2023) ]]>
Publisher : <![CDATA[EDUPEDIA Publisher ]]>
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DOI: 10.56855/ijmme.v1i3.725
<![CDATA[The main challenge in learning mathematics is improving students' problem-solving abilities and strengthening interest in learning. This research focuses on the Problem-Based Learning (PBL) model's influence on students' problem-solving abilities and interest in learning mathematics. This research investigates how PBL can influence the improvement of students' problem-solving abilities and interest in learning mathematics. The method used was an experimental approach with one group following PBL-based learning and a control group using conventional learning. Data was collected through problem-solving ability tests and learning interest questionnaires. The research results showed that PBL significantly improved students' problem-solving abilities and resulted in a positive increase in interest in learning mathematics. Conclusion: These findings effectively strengthen students' problem-solving abilities and awaken their interest in mathematics. The implication is the importance of implementing PBL in mathematics learning to create more competent and enthusiastic students to explore the world of mathematics.]]>
<![CDATA[Analysis of Algebra Questions in Curriculum 2013 and Merdeka Curriculum Mathematics Textbooks ]]>
<![CDATA[Wahyuni, Hesti]]>;
<![CDATA[Iskandar, Ratu Sarah Fauziah]]>;
<![CDATA[Raditya , Aji]]>;
<![CDATA[Talde, Danna Karyl Jane C.]]>
<![CDATA[ International Journal of Mathematics and Mathematics Education (IJMME) Vol. 1 No. 3 (2023) ]]>
Publisher : <![CDATA[EDUPEDIA Publisher ]]>
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DOI: 10.56855/ijmme.v1i3.735
<![CDATA[The purpose of this study is to analyze problems in the mathematics textbook of the 2013 curriculum and the independent curriculum in algebra material. This is used to find out what students should do to answer questions on problems in math textbooks. The method used in this study is a five-dimensional analysis method, consisting of: mathematical activity, problem complexity, contextual situation, process and type of answer. Data collection techniques are carried out by analyzing and describing the types of algebra problems in the mathematics textbooks of the 2013 curriculum and the independent curriculum. The results of this study show that algebra problems in the 2013 curriculum textbooks and the independent curriculum emphasize calculating/using various calculation operations by 63.78% in the 2013 curriculum and 40.23% in the independent curriculum, direct application of basic knowledge/skills by 68.65% in the 2013 curriculum and building/making connections by 59.77% in the independent curriculum, questions without context amounted to 62.16% in the 2013 curriculum and questions with real-world context amounted to 46.55% in the independent curriculum, using mathematical concepts, facts, procedures and reasoning amounted to 76.76% in the 2013 curriculum and 58.62% in the independent curriculum, closed answers amounted to 63.78% in the 2013 curriculum and 74.14% in the independent curriculum.]]>
<![CDATA[Unlocking the Potential for Creative Thinking Ability and Self-Efficacy: Implementation of Numbered Head Together and Algebra Blocks in Middle School Students ]]>
<![CDATA[Listiasari, Dwi]]>;
<![CDATA[Nasrullah, Anton]]>;
<![CDATA[Yendra, Novi]]>;
<![CDATA[Rahmadani, Kurniati]]>;
<![CDATA[Egwuasi, Princewill Ikechukwu]]>
<![CDATA[ International Journal of Mathematics and Mathematics Education (IJMME) Vol. 1 No. 3 (2023) ]]>
Publisher : <![CDATA[EDUPEDIA Publisher ]]>
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DOI: 10.56855/ijmme.v1i3.737
<![CDATA[This study examines how algebra block support and the Numbered Head Together (NHT) learning paradigm affect secondary school students' mathematical creativity and self-efficacy. The literature review highlights the necessity of creative teaching strategies in mathematics education. In this study, a non-equivalent control group was utilized in a controlled experimental design, with one group implementing the NHT model with algebra block support and another group employing traditional teaching techniques. Pretest, posttest, and self-efficacy instruments were used to gather data. The study's results indicated a significant increase in students' mathematical creativity capacity when utilizing algebra blocks to support the NHT model. In addition, there was a noticeable increase in the pupils' self-efficacy. An examination of the data using statistical methods revealed notable distinctions between the experimental and control groups. The primary finding indicates that the NHT learning paradigm, in conjunction with algebra blocks, helps enhance secondary school students' mathematical creativity and self-efficacy capacity. The study's findings offer insightful information about initiatives to enhance methods for teaching mathematics.]]>
<![CDATA[The Guided Note-Taking Learning Model Effectively Improves Students' Mathematics Learning Creativity ]]>
<![CDATA[Sardin, Sardin]]>;
<![CDATA[Dewi, Santi Pranata]]>;
<![CDATA[Saleh , Mohammed]]>;
<![CDATA[Alrahhal, Maher]]>
<![CDATA[ International Journal of Mathematics and Mathematics Education (IJMME) Vol. 1 No. 3 (2023) ]]>
Publisher : <![CDATA[EDUPEDIA Publisher ]]>
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DOI: 10.56855/ijmme.v1i3.738
<![CDATA[Student creativity in learning mathematics is one of the cognitive abilities that students need to master. The aim of this research is to determine and analyze students' mathematics learning creativity. This type of research is quasi-experimental. The population in this study were all class VII students at SMP Negeri 4 Baubau which consisted of 10 parallel classes with a total of 280 students. The sample in this research was taken using the Random Sampling technique. 28 students from class VII.10 were selected as the experimental class and 28 students from class VII.9 as the control class. The instruments used in this research were observation sheets and students' mathematics learning creativity tests. Data analysis uses descriptive analysis and inferential analysis. The hypothesis testing technique uses Independent Sample t-test analysis. The research results showed that the average pre-test for the experimental class was 43.57, while the post-test was 83.93. The control class pretest average was 46.61, while the post-test was 58.04. The results of the independent sample t-test were obtained t-count= 3,187 > t-table= 1.674 with a significance value of 0.045 < 0.05. It can be concluded that the GNT (Guided Note Taking) learning model is effective in increasing students' mathematics learning creativity. To increase students' creativity in mathematics learning, teachers should use learning media to build students' creativity concepts in visualizing the material being taught.]]>
<![CDATA[Development of Mathematics Learning Tools Using Peer Instruction with Structured Inquiry Method Based on Local Culture Oriented on Mathematical Problem-Solving Ability ]]>
<![CDATA[Ruswana, Angra Meta]]>;
<![CDATA[Zamnah, Lala Nailah]]>;
<![CDATA[Shahid , Mursaleen]]>;
<![CDATA[Umar, Nasir]]>
<![CDATA[ International Journal of Mathematics and Mathematics Education (IJMME) Vol. 1 No. 3 (2023) ]]>
Publisher : <![CDATA[EDUPEDIA Publisher ]]>
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DOI: 10.56855/ijmme.v1i3.739
<![CDATA[This research aims to describe the characteristics of mathematics learning tools and produce valid, practical and effective mathematics learning tools using the Peer Instruction with Structured Inquiry (PISI) method based on local culture which is oriented towards mathematical problem solving abilities. This research is development research using the ADDIE development model. Data analysis was carried out in this research to determine the feasibility of the development product in terms of the validity, practicality and effectiveness of the learning tools being developed. The research results show that 1. mathematics learning tools using the PISI method based on local culture oriented towards mathematical problem solving abilities have several characteristics, namely: a) Learning activities carried out using the PISI method stage consist of 2 parts, namely Peer Instruction which indirectly leads to the Structured Inquiry stage; b) The problem investigated in learning is a problem with the local cultural context of Ciamis; c) The use of local cultural context makes the mathematical knowledge concepts obtained by students become more meaningful and students become aware of the importance of mathematics because mathematical concepts are also found in students' daily activities; d) The instrument used in assessing learning outcomes is in the form of mathematical problem solving ability test questions. 2. Mathematics learning tools using the PISI method based on local culture are oriented towards mathematical problem solving abilities that meet the criteria of being valid, practical and effective.]]>
<![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) ]]>
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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.]]>
