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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 123 Documents
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Ethnomathematics study: cultural values and geometric concepts in the traditional “tanean-lanjang” house in Madura - Indonesia Sari, Ariesta Kartika; Budiarto, Mega Teguh; Ekawati, Rooselyna
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 7 Issue 1 January 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.v7i1.15660

Abstract

One of the cultural outcomes of the Madurese community is the traditional tanean lanjang house with a long front yard, designed from several batih (nuclear) families, consisting of a married couple with unmarried children. This study explores geometric concepts of the traditional house to demonstrate how they can be useful for learning mathematics. The descriptive qualitative study described the mathematical concepts found in the tanean lanjang traditional house or settlement in Madura. Furthermore, an ethnographic method was also used to analyze documents, ethnographic notes, and documentation (photos). Data analysis techniques employed an interactive model of data collection, data reduction, data presentation, and conclusion. The results of the study show that the cultural values and geometric concepts of the tanean lanjang traditional house comprised (1) kinship and brotherhood values, (2) harmony in the household, and (3) strength in the household. The geometric concepts contained in the traditional tanean lanjang house include 2-dimensional shape (i.e., rectangle, trapezoid, triangle), perimeter of 2-dimensional shape, area of 2-dimensional shape, 3- dimensional shape (i.e., triangular prism), the volume of 3-dimensional shape, curve, and the concept of reflection in geometry.
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.
College students’ perceived teaching presence in emergency remote online mathematics teaching Taley, Isaac Bengre
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 7 Issue 3 July 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.v7i3.17589

Abstract

In this period of the Covid-19 outbreak, the interest in replacing conventional face-to-face teaching with online teaching in Ghana's Colleges of Education has sown amidst concerns about the presence of teaching. Through an online survey, 452 students from three education colleges responded to the teaching presence scale. This study examined college students' perception of mathematics teaching presence and how gender and the mode of interaction affected students' sense of teaching presence during the emergency remote online teaching of mathematics. The results showed that about 82.7% of the students had a moderate to a high sense of mathematics teaching presence in the emergency remote online teaching. This means that mathematics teachers were unable to identify the mathematics learning needs, neither were teachers able to manage collaborative and reflective work, nor averted undirected discourse among 27.3% of the students. Although the gender of students did not affect the sense of mathematics teaching, the result indicated that in the absence of asynchronous mode of interaction, synchronous and blended modes of interaction positively affected students' perceived mathematics teaching presence. Altogether, this study urges mathematics teachers to employ creative pedagogical approaches that make teaching presence more conspicuous to students in emergency remote online mathematics teaching.
A constructivist analysis of Grade 8 learners’ errors and misconceptions in simplifying mathematical algebraic expressions Moru, Eunice Kolitsoe; Mathunya, Motlatsi
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 7 Issue 3 July 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.v7i3.16784

Abstract

Algebra is an important branch of mathematics which applies to many fields related to mathematics. However, many studies show algebra as posing problems even to the most gifted students. This phenomenon, therefore, necessitates more studies to be conducted in this area. As such, the study explored the types of errors that Grade 8 learners committed in simplifying algebraic expressions and the misconceptions that might have given rise to such errors. Ninety-five Grade 8 learners were selected as the subjects of the study at one high school in Lesotho. Within the framework of the Qualitative case study design, the study used tasks and interviews for data collection. The thematic approach to data analysis within the framework of the constructivist theory was adopted. The study identified most errors committed by the learners as persistent. Overgeneralizing the rules of prior knowledge to new knowledge, particularly in different contexts, was the most frequent cause of the errors. In addition to this was the misunderstanding and misinterpretation of correct meanings in the given context. Some of the identified errors overlapped with those in the reviewed literature while others did not.
A Ruppert’s framework: How do prospective teachers develop analogical reasoning in solving algebraic problems? Lailiyah, Siti; Kusaeri, Kusaeri; Retnowati, Endah; Erman, Erman
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 7 Issue 3 July 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.v7i3.17527

Abstract

It is widely agreed that knowing how prospective teachers develop analogical reasoning in solving problems is essential. Problem solving is specific domain that requires particular ways of analogical reasoning skill. The purposes of this study was to reveal the development of analogical reasoning and strategies used bya porspective teachers. The research design used a qualitative method. As many as sixty nine mathematics prospective teachers were involved voluntarily to complete algebraic tasks and 12 of them were interviewed to investigate their analogical reasoning and solution strategies. The data analysis used Ruppert’s framework consisting of four components: structuring, mapping, applying, and verifying. It was found that the first three components were fully performed by the prospective teachers. However, the verifying stage was applied by prospective teachers in different ways. The dominant strategy used was a combined multiplication and addition. Their strategies varied according to the participants’ general ability. The more strategies employed in solving problems, the better their analogical reasoning is becomes. This implies that instructional designs that will be developed by prospective teachers may vary. Therefore, during their candidature, they should be provided with many solving strategies in problem-solving to develop students’ analogical reasoning.
Describing prospective teachers’ promote action in online mathematics learning Iffah, Jauhara Dian Nurul; Tristanti, Lia Budi
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 7 Issue 3 July 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.v7i3.17258

Abstract

Promoted action is an activity offered by the teacher to students so that they can develop new knowledge or experience. The promoted action chosen by the teacher will depend on the knowledge possessed by the teacher. It is commonly referred to as pedagogical content knowledge (PCK). In addition, to become a professional teacher with a well-measured PCK, the prospective teacher has been trained since the lecturing process. This study aims to describe promoting the actions of prospective teacher students in learning mathematics online. It is descriptive qualitative research on the subject of four students who take the peer teaching program. Subject selection was based on the PCK criteria of subjects with categories 0-0, 0-1, 1-0, and 1-1, which indicated the order of levels of pedagogical knowledge- content knowledge. Data collection methods are tests to determine the PCK of prospective subjects, observation of the learning process, and documentation of learning records. The triangulation used to see the credibility of the data is time triangulation. The results showed that all subjects elicited promoted actions in motivation, concentration, processing, and exploration phases. The four students have different ways of bringing up encouraging action based on their ability criteria.

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