cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Masduki
Contact Email
masduki@ums.ac.id
Phone
+6285640960975
Journal Mail Official
jramathedu@ums.ac.id
Editorial Address
Department of Mathematics Education, Universitas Muhammadiyah Surakarta Pabelan, Kartasura, Kab. Sukoharjo, 57169 Provinsi Jawa Tengah, Indonesia
Location
Kota surakarta,
Jawa tengah
INDONESIA
JRAMathEdu (Journal of Research and Advances in Mathematics Education)
Published by Universitas Muhammadiyah Surakarta
ISSN : 25033697     EISSN : 25412590     DOI : https://www.doi.org/10.23917/jramathedu
Core Subject : Education,
Mathematics
The JRAMathEdu (Journal of Research and Advances in Mathematics Education) is an open access and peer reviewed scholarly international journal devoted to encouraging the academic conversation of researchers in the field of mathematics education. The JRAMathEdu covers all the research topics on the technology in mathematics education, mathematics teachers development, special needs in mathematics education, educational psychology in mathematics education, and ethnomathematics.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 5 Documents
 1 
Search results for , issue "Volume 10, Issue 4, October 2025" : 5 Documents clear
Optimising mathematics teaching practice in an ODeL context: A subject-specific supervisor’s perspectives Ngoveni, Mbazima Amos; Mphahlele, Ramashego Shila; Mphuthi, Gabriel Tshepo
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 10, Issue 4, October 2025
Publisher : Lembaga Pengembangan Publikasi Ilmiah dan Buku Ajar, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v10i4.7483

Abstract

Many student teachers in Open Distance e-Learning (ODeL) contexts struggle to develop strong teaching competencies, partly because supervision is often not subject-specific. This gap limits the quality of feedback needed to address discipline-related misconceptions. The study, therefore, examined how subject-specific supervision can optimise mathematics teaching practice in an ODeL environment.  A qualitative, multiple-case study was conducted with five student teachers, three from Mathematics and two from Natural Sciences & Technology, participating in the Mathematics Specialist-Supervisor Pairing Programme (SSPP). Data were generated through classroom observations, lesson analysis, field notes, and reflective feedback meetings, and were thematically analysed using Pedagogical Content Knowledge (PCK) as the guiding framework. Findings showed that subject-specific supervisors were able to identify and correct key misconceptions, including misuse of brackets, misunderstanding the distributive property, misrepresenting geometric fractions, and interpreting chemical equations arithmetically. Targeted probing, modelling, and immediate feedback helped student teachers refine both content knowledge and pedagogical strategies.  The study concludes that subject-specific supervision significantly enhances instructional quality in Mathematics and related STEM subjects within ODeL settings. It recommends institutionalising subject-specialist pairing models to strengthen student teachers’ PCK, improve feedback quality, and better prepare graduates for effective classroom practice.
An APOS analysis of preservice mathematics teachers’ understanding of limits of trigonometric functions Mangwende, Edmore; Chirume, Silvanos
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 10, Issue 4, October 2025
Publisher : Lembaga Pengembangan Publikasi Ilmiah dan Buku Ajar, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v10i4.10440

Abstract

This paper reports on an APOS analysis of first year undergraduate pre-service mathematics student teachers’ understanding of the Sine Limit Identity(SLI), , and its application in computing limits of trigonometric functions. It was a case study of sixty-eight pre-service mathematics teachers. The student teachers explored various ways of computing . They also learnt how to apply the SLI in evaluating limits of other trigonometric functions. In order to determine the participants’ level of understanding, the researchers analysed the participants’ responses to given test items, against a constructed genetic decomposition. The results of the study revealed that although more than half of the students could evaluate the sine limit, three quarters of them made some procedural, conceptual and extrapolation errors when applying the SLI in computing limits of related trigonometric functions. Based on the findings, the researchers recommended inclusion of visual computer applications like Geogebra as teaching tools for teaching limits of trigonometric functions. Such applications allow students to visualise relationships among variables. The researchers also recommended further research on teaching strategies that aim at improving the teaching of limits of trigonometric functions.
Exploring symmetry concepts through Hindu's weeding rituals: Ethnomathematics and ethnomodelling perspectives Parajuli, Kharika; Koirala, Bidya Nath Koirala
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 10, Issue 4, October 2025
Publisher : Lembaga Pengembangan Publikasi Ilmiah dan Buku Ajar, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v10i4.11014

Abstract

This study explores the concepts of geometric symmetry embedded in Hindu marriage ritual activities. A community-based descriptive ethnographic approach was employed in a Hindu-majority community in Pokhara, Kaski District, using local participants’ experiences and the researchers’ lived observations. Data were collected through observations, field notes, photographs, videos, and reflective insights, and analyzed using a data reduction process to generate meaningful themes. The findings reveal that Hindu marriage rituals incorporate diverse symmetry concepts and properties, including vertical and horizontal lines of symmetry, infinite lines of symmetry, as well as rotational and translational symmetry. These forms of symmetry align with key topics taught in school geometry. The results demonstrate that mathematical ideas, particularly geometric symmetry, naturally emerge from traditional cultural practices, supporting culturally responsive teaching and learning. Integrating Hindu ritual practices into classroom instruction can enhance students’ and teachers’ conceptual understanding through visualization and contextualization, while providing accessible and well-designed learning resources. Furthermore, such integration promotes creativity, critical thinking, and entrepreneurial skills, contributing to engaging and meaningful learning experiences. The study highlights a strong connection between cultural traditions and formal geometric concepts, and have practical implications for teachers, students, and policymakers in developing context-based teaching strategies, curriculum reforms, and professional development programs.
Exploring Buginese ethnomathematics in Saoraja La Tenri Bali to foster cultural intelligence Aras, Andi; Sudirman, Sudirman; Zahrawati B, Fawziah
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 10, Issue 4, October 2025
Publisher : Lembaga Pengembangan Publikasi Ilmiah dan Buku Ajar, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v10i4.11788

Abstract

Mathematics is often taught without sufficient cultural context, resulting in limited relevance and student disengagement. To address this issue, integrating ethnomathematics into mathematics instruction is essential for enhancing both mathematical understanding and cultural intelligence. This study explores the mathematical concepts embedded in the architectural design of the Saoraja La Tenri Bali, a traditional Buginese house, and examines its potential as a culturally grounded learning resource. Using a qualitative descriptive design with an ethnographic approach, data were collected through observations, documentation, and in-depth interviews, and analysed using Spradley’s ethnographic model. The findings identify various mathematical concepts, including linear equations (parallel, intersecting, and perpendicular lines) and geometric transformations (reflection, translation, rotation, and dilation), reflected in the house’s architectural structure. These mathematical elements are closely intertwined with Buginese philosophical values such as sipakalebbi, sipakaraja, sipakatau, and sipakainge, which emphasise mutual respect and social harmony. The study highlights that integrating traditional architecture into mathematics education can strengthen mathematical reasoning while fostering students’ cultural intelligence. Therefore, culturally responsive learning models that incorporate local wisdom are recommended to support both academic achievement and intercultural competence.
Praxeological analysis of junior secondary students’ epistemological obstacles in algebraic operations Jatisunda, Mohamad Gilar; Hoon, Teoh Sian; Jamilah, Jamilah; Rohimatunissa, Dela
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 10, Issue 4, October 2025
Publisher : Lembaga Pengembangan Publikasi Ilmiah dan Buku Ajar, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v10i4.13374

Abstract

This study investigates junior secondary students’ epistemological obstacles to learning algebraic operations through a praxeological framework grounded in the Anthropological Theory of the Didactic (ATD), with Didactical Design Research (DDR) as the conceptual orientation. Diagnostic algebra tasks and semi-structured interviews were administered to six seventh-grade students in Indonesia to examine their algebraic techniques and justifications. Students’ written and verbal responses were analysed by reconstructing tasks (T), techniques (τ), technologies (θ), and theories (Θ). The findings reveal that students generally exhibit procedural fluency in routine tasks, such as simplification and distributive expansion. However, substantial epistemological obstacles arise in tasks that require justification, relational interpretations of equality, variable generalisation, and contextual transfer. These obstacles are characterised by a misalignment between students’ correct techniques and weak or absent justificatory discourse, indicating that procedural correctness does not consistently reflect conceptual understanding. This study contributes to mathematics education by offering a fine-grained praxeological analysis that makes epistemological obstacles often overlooked in error-based analyses visible. By distinguishing students’ actions from their justifications, the study clarifies the structural nature of algebraic difficulties and identifies instructional directions that emphasise relational equality, explicit justification, and stable conceptions of variables to support deeper structural and theoretical understanding of algebra.

Page 1 of 1 | Total Record : 5

 1 

Filter by Year

2025 2025


Reset
Filter By Issues
All Issue Volume 10, Issue 4, October 2025 Volume 10 Issue 3 July 2025 Volume 10 Issue 2 April 2025 Volume 10 Issue 1 January 2025 Volume 9 Issue 4 October 2024 Volume 9 Issue 3 July 2024 Volume 9 Issue 2 April 2024 Volume 9 Issue 1 January 2024 Volume 8 Issue 4 October 2023 Volume 8 Issue 3 July 2023 Volume 8 Issue 2 April 2023 Volume 8 Issue 1 January 2023 Volume 7 Issue 4 October 2022 Volume 7 Issue 3 July 2022 Volume 7 Issue 2 April 2022 Volume 7 Issue 1 January 2022 Volume 6 Issue 4 October 2021 Volume 6 Issue 3 July 2021 Volume 6 Issue 2 April 2021 Volume 6 Issue 1 January 2021 Volume 5 Issue 3 October 2020 Volume 5 Issue 2 June 2020 Volume 5 Issue 1 February 2020 More Issue