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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 7 Documents
 1 
Search results for , issue "Volume 9 Issue 4 October 2024" : 7 Documents clear
A task design based review on eye-tracking studies within mathematics education Bairral, Marcelo; Aldon, Gilles
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 9 Issue 4 October 2024
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.v9i4.4128

Abstract

This paper presents a based review on Eye-Tracking (ET) studies in mathematical problem-solving. ET method provides a promising channel for educational researchers to connect learning outcomes to cognitive processes. Due to the advent of digital technologies, eye tracking studies are increasingly growing in different fields and in mathematics education. The main principle of eye tracking is that our gaze and our focus of attention are connected. If the task provided by the teacher is one of the ways to analyze cognitive processes, we wonder how ET studies are dealing with load cognitive on task design. We captured 39 papers, 23 of which were more specifically analyzed, based on mathematical proposed tasks in three intertwined strands: mathematical problem-solving, affective aspects and reasoning and proofs. We observed an expressive amount of low demand tasks on ET papers, the studies are still mainly based on numerical issues and focused less on geometry topics, and few of them are integrating digital technology on the provided tasks. Our didactical contribution is to claim for more high cognitive demand tasks regarding mathematical processes of thinking and geometrical learning.
Predictive analytics of student performance: Multi-method and code Yu. Vladova, Alla; Borchyk, Katsiaryna M.
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 9 Issue 4 October 2024
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.v9i4.4643

Abstract

The maintenance of a high level of education in universities can be a challenging task due to low academic performance. Despite the significant amount of collected diagnostic data, education managers underutilize machine learning methods to improve the accuracy of predicting academic performance. Authors apply a multi-method approach for data analysis using simple logistic and linear regressions, k-means clustering, that all together gave a synergetic effect. The proposed approach differs from known analogs in that, firstly, the dimensionality of the feature space increases due to the normalization of scores onto a single scale and the creation of new features: the index and rank of students, as well as the changes in performance across various activities for each student. Secondly, students at academic risk are forecasted, and the statistical significance of the features included in the model is evaluated. Thirdly, for each student, the final score for the semester is forecasted using an linear regressive model of academic performance. Fourthly, groups of students with similar learning trajectories are identified for customization of consultations. The authors managed to achieve a high predictive ability of models based on historical training data: binary prediction of exam passing in 90% of cases, prediction of individual assessment in 70% of cases.
Self-directed learning through gamification of mathematics lessons: Literature review and a framework for enactment ONG, Eythan Tzeng Junn; TOH, Tin Lam
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 9 Issue 4 October 2024
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.v9i4.4729

Abstract

Gamification, or the use of game-like elements for classroom instruction, has been the subject of study by educators. Currently there are no frameworks for enacting gamification in the mathematics classroom.  In this paper, we propose a framework for facilitating Mathematics teachers to implement gamification in classrooms. Through gamification, we target to nurture self-directed learners of Mathematics.  Our proposed framework is based on a systematic literature review conducted by the researchers. In our proposal, we map the use of various elements of gamification at each phase of learning through to Merrill’s First Principles of Instruction and van Hiele’s Model of Geometric Thinking. An exemplar of a lesson on geometry with the use of the framework is also presented.
Design of algebra digital book on mixed reality-based to improve learner's numeracy literacy Nugroho, Aryo Andri; Dwijayanti, Ida; Prayito, Muhammad; Noordin, Muhammad Khair; Fenyvesi, Kristof
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 9 Issue 4 October 2024
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.v9i4.4745

Abstract

The development of digital technology in the world of education is currently growing very rapidly, one of which is digital books. Digital books become more interesting if they can present the real environment around students in a virtual form. One technology that can present the real world environment into digital objects and can interact is Mixed Reality. The purpose of this research is to produce a Mixed Reality-based Digital Book on algebra material that is valid and feasible to use in improving students' numeracy literacy skills so that it can support learning. This study uses the Borg and Gall research and development pattern method. Data is taken through expert validation and readability tests for product testing. In the media expert validation which includes general aspects, aspects of learning presentation, aspects of language feasibility, aspects of graphics meet the valid criteria with an average value of five validators 89.2%. In the material expert validation which includes general aspects, aspects of material substance, learning aspects, aspects of usefulness meet the valid criteria with an average score of five validators 92.6%. In the readability test, teachers and lecturers obtained an average of 86% and the readability test on students obtained an average of 80%. Based on the results of media and material validation along with the Mixed Reality-based Digital Book readability test on algebra material, it is concluded that it is valid and feasible to use. The implication of this research is that it makes it easier for students to learn by using digital books to support learning in the classroom so that they can improve their achievement.
Visualization of finite groups: The case of the Rubik's cube and supporting properties in GeoGebra de Sousa, Renata Teófilo; Alves, Francisco Régis Vieira; Aires, Ana Paula
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 9 Issue 4 October 2024
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.v9i4.5516

Abstract

In this text, we present a discussion about the Rubik's Cube and its relationship with Group Theory, particularly permutation groups, as well as possibilities for exploring it using the GeoGebra software interface. We bring a brief discussion about the concept of group, aspects of the Rubik's cube, the Rubik's group as a group of permutations and possibilities for its exploration in GeoGebra. Based on this study, we recognize the potential to delve into permutation groups in Abstract Algebra through a visual interface that associates their properties with a tangible and manipulable object. Additionally, there is the potential for simulating their movements using Dynamic Geometry software, such as GeoGebra. These findings highlight the relevance of GeoGebra as a useful tool for visualizing and understanding permutation groups, promoting a more intuitive and accessible approach to Group Theory in the educational context.
Unravelling undergraduate mathematics students' understanding of derivatives Aniswita, Aniswita; Sepriyanti, Nana; Medika, Gema Hista
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 9 Issue 4 October 2024
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.v9i4.11267

Abstract

Derivatives are a significant concept in calculus; nonetheless, students' conceptual understanding remains inadequate.  Therefore, a conceptual understanding of this subject should be a priority.  This study aimed to elucidate the conceptual understanding of Mathematics Education students on the topic of Derivatives.  A qualitative approach was employed.  The participants in this study comprised 62 students enrolled in the Mathematics Education programme who completed the Differential Calculus course.  The instrument employed was a conceptual knowledge assessment comprising three questions that examined the definitions of derivatives, derivative theorems, and derivatives of implicit functions.  To investigate students' conceptual understanding, the researcher interviewed four students selected to represent each category for every topic.  The employed data analysis method was qualitative data analysis as per Miles and Huberman.  The findings indicated that the majority of students had not employed the correct notion.  Students encounter difficulties in determining the differentiability of a function at a certain point and in applying the rules of multiplication and differentiation to implicit functions.  It can be argued that students' conceptual understanding of derivatives was significantly deficient.
Students’ instrumental understanding in solving spatial mathematical problems across levels of mathematical ability Sukowati, Berliani Ardelia; Masduki, Masduki
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 9 Issue 4 October 2024
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.v9i4.13832

Abstract

This study explores students’ instrumental understanding of spatial geometry problems, accounting for differences in initial mathematical ability. Many students tend to solve geometry problems procedurally without sufficient conceptual understanding, while research that examines explicitly instrumental understanding in spatial contexts remains limited. A qualitative case study design was employed involving 25 eighth-grade students from a public junior high school in Pagar Alam City, South Sumatra. Data were collected through written tests and in-depth interviews with six students representing high, medium, and low levels of mathematical ability. The analysis was guided by four indicators of instrumental understanding: recalling concepts, identifying concepts, selecting appropriate solution strategies, and representing concepts visually and in written form. The findings indicate apparent differences across ability levels. Students with high initial mathematical ability consistently fulfilled all four indicators across various spatial geometry problems. In contrast, students with medium and low ability demonstrated partial fulfilment of the indicators, particularly in topics such as cylinder volume and triangular prisms. These results suggest that students’ initial mathematical ability plays a crucial role in the development of instrumental understanding. Therefore, differentiated instructional strategies aligned with students' ability levels are recommended to support balanced procedural and conceptual learning in spatial geometry.

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