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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 7 Issue 2 April 2022" : 5 Documents clear
The effect of teaching using multimedia on mathematical anxiety and motivation Yaftian, Narges; Barghamadi, Saeid
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 7 Issue 2 April 2022
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.v7i2.16141

Abstract

In Iran and many other parts of the world, teaching and learning mathematics has confronted students and teachers with many challenges such as lack of motivation and increased anxiety. Thus, the current situation should be changed and shifted to active methods. One of the active methods is teaching with the help of multimedia. The purpose of this study was to investigate the effect of teaching using multimedia systems on the students' motivation and anxiety in mathematics. The method is a quasi-experimental with pretest and posttest design with a control group. Based on the available sampling, two classes were selected and a class was randomly assigned to the experimental group and the other to the control group. The tools were questionnaires on mathematical anxiety and motivation. In 8 sessions, using multimedia systems, the experimental group was taught, but in the control group, the same concepts were taught in a conventional way in Iran. In the end, Mathematical Anxiety and Mathematical Motivation Questionnaires were performed on both groups. The results showed that there was a significant difference between the two groups in each of the dependent variables and the use of multimedia systems has affected the students’ motivation and anxiety in mathematics.
In-service mathematics teachers’ knowledge of differentiated instruction Kyeremeh, Patrick; Adzifome, Nixon Saba; Amoah, Emmanuel Kojo
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 7 Issue 2 April 2022
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.v7i2.16863

Abstract

This study sought to investigate in-service mathematics teachers’ knowledge of differentiated instruction in junior high schools in Tano South Municipality of Ghana. The study adopted an explanatory sequential mixed method design. We employed a sample of 50 JHS mathematics teachers comprising 41 general in-service teachers and 9 special in-service teachers in the quantitative study through a proportionate stratified sampling technique. In the qualitative phase, 6 JHS mathematics teachers comprising 4 general in-service teachers and 2 special in-service teachers were purposively selected and interviewed. In line with the design adopted, the quantitative data obtained through a questionnaire was first collected and analysed. This was followed by the qualitative data obtained through semi-structured interviews. The quantitative data were analysed using both descriptive statistical tools (such as frequency counts, percentages, mean, standard deviation, and average per item rating), and inferential statistical tools (independent samples t-test). Qualitative data used inductive content analysis. Among the findings, we found no statistically significant difference in the knowledge scores on differentiated instruction for general in-service teachers and special inservice teachers (t = -0.80, df = 48, p > 0.05). We, therefore, recommend teacher education institutions review their mathematics curriculum to reflect the use of differentiated instructional approaches among mathematics teachers.
Students’ semantic reasoning characteristics on solving double discount problem Prayitno, Lydia Lia; Mutianingsih, Ninik; Purwanto, P; Subanji, S; Susiswo, S
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 7 Issue 2 April 2022
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.v7i2.16325

Abstract

Semantic is associated with the relationship between symbol, reference, and the problem’s context involved in the problem-solving process which also involves reasoning and decision-making. Hence, this study describes the characteristics of students’ semantic reasoning to solve the double discounts problem. 51 high school students in Sidoarjo participated in this qualitative study. The data were collected through 15-20 minutes problem-solving tests. The students' answers were grouped into correct and wrong answers. The correct answers were then regrouped once more based on the strategies used by the students to answer the test and to identify their semantic reasoning characteristics. The data were analyzed by reducing, classifying the think-aloud and also by observing. Then the similarity of characteristics of students' semantic reasoning when solving the double discount problem was identified. To test the accuracy of the data, a triangulation method was used. This semantic reasoning was identified by (1) giving the problem situation, (2) stating the keywords and their meaning, (3) stating the relationship, (4) transforming it into a mathematics statement, (5) calculating based on their strategies, (6) decision making, and (7) completing the answer interpretation. This study contributes to developing basic knowledge in interpreting each process of solving ill-structured problems until finding a solution.
Development of self-efficacy scale of differentiated instruction for teachers Yilmaz, Rumeysa; Bal, Ayten Pinar; Atas, Vildan
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 7 Issue 2 April 2022
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.v7i2.16204

Abstract

The purpose of this research is to develop a scale to determine teachers' self-efficacy levels regarding differentiated instruction. To create the item pool, the first 61 item draft form was prepared. This draft form was submitted to the opinion of experts from different fields and necessary corrections were made. Before starting the analysis process, the data were numbered and transferred to the computer environment. Persons to participate in the study were selected by simple random sampling. The sample of the research consists of 572 teachers. During the analysis of the data, exploratory factor analysis and confirmatory factor analysis were performed. As a result of the exploratory factor analysis, it was seen that the scale consisted of 27 items and six factors. The factors of the scale are named "Teaching Process, Content, Learning Profile, Readiness, Assessment and Learning Environment". The fit indices obtained from the confirmatory analysis showed that the model was sufficient. The Cronbach Alpha internal consistency coefficient of the scale was found to be .92. From these results, it was concluded that the differentiated instruction self-efficacy scale for teachers is a valid and reliable measurement tool.
Students’ understanding of a geometric theorem: A case of grade 9 problem posing Jr, Adriano Villarosa Patac; Patac, Louida Penera; Jr, Nicolas Ensomo Crispo
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 7 Issue 2 April 2022
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.v7i2.16394

Abstract

Teaching axiomatic representation of mathematical objects in all grades can and should be done. The paper analyzes students' understanding and how they perceive theorems using problem posing. We looked at how English-language learners create questions about four geometric theorems from a 9th-grade math textbook. The analysis looks at the question's distinctiveness, its elements' relationships, and sentence structure flaws. These lines, angle, and triangle theorems were chosen to exemplify problem scenarios when a theorem is conveyed in words but not explicitly symbolized. The difficulty of posing mathematically relevant problems stems from the required process of simultaneously changing the theorem language, home language, and formal mathematics language. In Van Hiele's methodology, the pupils' issues aren't classified as a formal or informal deduction. Questions either deduce from a formal system or emphasize theorems. Mastering the required representation registers can assist students in posing problems that reflect, at the very least, at the formal deduction level. The absence of symbolic representation increases the difficulty in posing original problems involving geometric theorems. As a result, how problems are made, especially how they are written, shows how well students understand math through problem-posing.

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