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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 8 Issue 2 April 2023" : 5 Documents clear
Examining pre-service elementary mathematics teachers’ views regarding critical thinking and doing mathematical proof Kiliçaslan, Elif Akşan; İskenderoğlu, Tuba Aydoğdu
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 8 Issue 2 April 2023
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.v8i2.1402

Abstract

Like in proving, teachers have an important role in critical thinking because critical thinking is not an innately given skill, rather, it is acquired later in life. However, at this point, educators have a lot of responsibilities because if the individual can transfer critical thinking to his life at school age, he can live his life more meaningfully, be inquisitive and find solutions to problems after school. For this reason, the opinions of teachers and hence prospective teachers concerning both critical thinking and doing proof are important. In this study, survey and correlational research methods were used together since it was intended to explore the views of pre-service elementary mathematics teachers regarding critical thinking and doing mathematic proof and to understand whether these two correlates. The study was carried out on 158 pre-service elementary mathematics teachers enrolled in a state university in the Eastern Black Sea Region of Turkey. According to the results, the pre-service teachers in this study have a low level of critical thinking disposition. service teachers depending on the grade level at which they were studying. When the participating pre-service teachers’ opinions on mathematical proof were examined, it was noticed that mental process was the highest while self-confidence was the lowest.
Classification of errors in determining trigonometry function values at standard positions Setiawan, Yayan Eryk Setiawan; Sunardi
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 8 Issue 2 April 2023
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.v8i2.1625

Abstract

One of the important materials to study in a trigonometry course is the value of trigonometric functions in standard positions. However, the results of preliminary research show that there are still many first semester students who experience errors in determining the value of the trigonometric function in the standard position. These errors are important for further analysis. Therefore this study aims to describe the mistakes of the first semester students in determining the value of the trigonometric function in the standard position. This type of research is a qualitative descriptive study with a case study approach towards students of the mathematics education study program at a university in Malang. The data collected in this study consisted of the subject's work and transcripts of interviews with the subject. Work data were analyzed descriptively to know the types of student errors. The transcript data from the interview results were analyzed by coding, to determine the factors that caused student error. The results showed that out of 34 students who made errors in determining the value of trigonometric functions at the standard position, 11% had conceptual errors, 56% had principle errors, 15% had calculation errors and 18% had factual errors. The results of this study contribute to teaching the material for the value of trigonometric functions in the standard position to reduce conceptual errors, principle errors, calculatin errors, and factual errors.
Improving students’ geometric mathematical problems through the GeoGebra-Assisted "5E" Learning Cycle Pingpor, Piyathida; Yonwilad, Wannatida
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 8 Issue 2 April 2023
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.v8i2.1635

Abstract

This study aims to investigate the effectiveness of the GeoGebra-assisted 5E learning cycle toward students’ understanding of mathematical concepts. This study was a quasi-experiment with a pre-test and post-test control group design. The cluster random sampling technique was used to select samples from each group, which included 25 seventh-grade students. The data collected in this study were students’ mathematical prior knowledge obtained by giving objective tests before starting the learning process and students' mathematical conceptual understanding obtained by giving an essay test at the end of the learning process. The hypotheses were tested using a t-test. The findings revealed that the GeoGebra-assisted 5E learning cycle has an advantageous effect on students' comprehension of mathematical concepts, where t = 16.50* and p = 0.0001. The findings of this research implied that the GeoGebra-assisted 5E learning cycle model can be used as an alternative learning model to improve students' understanding of mathematical concepts.
A conceptual model of the role of the instructor in fostering students’ mathematical creativity Yaftian, Narges
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 8 Issue 2 April 2023
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.v8i2.3136

Abstract

Several studies tried to introduce some of the efficient factors that can influence fostering mathematical creativity in learning environments. since some of the variables associated with mathematical creativity in educational environments depend on the culture, conducting research in this area seems necessary. It should be noted that the contribution of Iranian researchers to these studies is very small. The paper aims to study the role of instructors in nurturing creativity in mathematics students from math students’ point of view and to present a conceptual model. The research is a qualitative study conducted using grounded theory. Participants were selected from university students who are studying mathematics in the universities of the city of Tehran in Iran using purposive sampling and the sampling is stopped until theoretical saturation. Finally, semi-structured in-depth interviews were conducted with 10 students. Interviews were audiotaped, transcribed, and coded in the two stages of free coding and axial coding. Classification of codes led to numerous categories. The findings show that instructors can influence several aspects: belief, intention, mathematical knowledge, mathematical thinking, and personality characteristics such that being persistent, being a risk taker, and forgetting fixation.
A framework for designing problem solving task for secondary school mathematics classroom NG, Yu Xin; TOH, Tin Lam
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 8 Issue 2 April 2023
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.v8i2.3137

Abstract

Although problem solving has been playing a critical role in the teaching and learning of mathematics in K-12 in many countries in the world, anecdotal evidence from mathematics classrooms shows that teachers are still facing challenges in designing mathematical tasks on problem solving for classroom instruction. Despite the effort of several existing research studies on enacting problem solving in the mathematics classroom, the guiding principles for designing problem solving tasks remain largely unexplored, thus teachers are left without being empowered to design their own problem solving tasks. The objective of this paper is to provide a comprehensive framework on designing problem solving tasks through a list of interrelated guiding principles. The proposed framework, which we name MIRACLE, foreground seven key considerations which mathematics educators should take into consideration when designing a task for a problem solving lesson: Mathematical content, method of Instruction, Required knowledge, Assessment, Complexity of problem, Learner’s profile, and Enactment of lesson. This paper also provides two exemplars on how the framework could be used to design mathematical tasks for problem solving through problem solving

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