JRAMathEdu (Journal of Research and Advances in Mathematics Education)
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.
Articles
123 Documents
<![CDATA[Mathematics education undergraduates’ personal definitions of the notion of angle of contiguity in Kinematics ]]>
<![CDATA[Ndemo, Zakaria]]>;
<![CDATA[Mtetwa, David]]>
<![CDATA[ JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 6 Issue 2 April 2021 ]]>
Publisher : <![CDATA[Lembaga Pengembangan Publikasi Ilmiah dan Buku Ajar, Universitas Muhammadiyah Surakarta ]]>
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DOI: 10.23917/jramathedu.v6i2.11130
<![CDATA[The concept of a mathematical definition causes severe difficulties among students during problem solving and proving activities. Students’ difficulties with the use of mathematical definitions often arise from the fact that students are often given those definitions instead of constructing them. With the aim of developing an understanding of the kinds of student teachers evoked concept images of the notion of angle of contiguity, a qualitative case study was conducted at one state university in Zimbabwe. Purposive sampling was used to select 28 mathematics undergraduate student teachers who responded to a test item. Qualitative data analysis was guided by ideas drawn from the theoretical framework of Abstraction in Context and idea of imperative features of a mathematical definition. Student teachers written responses revealed that student teachers personal concept definitions consisted of ambiguous and irrelevant formulations that did not capture the essence of the idea of the angle of contiguity. In some cases their responses were not consistent with the definition of the angle of contiguity. Although there were a few instances of adequate descriptions of the concept, (8 out of 32) these and the inadequate descriptors elicited can contribute significantly towards efforts intended to improve mathematics instruction. Improved mathematics instruction will lead to enhanced conceptualizations of mathematics concepts.]]>
<![CDATA[Becoming reflective practitioners: Mathematics student teachers' experiences ]]>
<![CDATA[Ngololo, Elizabeth Ndeukumwa]]>;
<![CDATA[Kanandjebo, Leena Ngonyofi]]>
<![CDATA[ JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 6 Issue 2 April 2021 ]]>
Publisher : <![CDATA[Lembaga Pengembangan Publikasi Ilmiah dan Buku Ajar, Universitas Muhammadiyah Surakarta ]]>
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DOI: 10.23917/jramathedu.v6i2.12375
<![CDATA[The level of quality reflective practice remains low among student teachers majoring in Mathematics education. This paper aims to identify the levels of reflective practice possessed by Mathematics education student teachers in a teacher training program at higher learning institutions in Namibia. The professional status requires that teachers become reflective practitioners to develop their effectiveness- a skill they can acquire during their training. A reflection framework was used to identify levels of reflective practices among Mathematics student teachers. This study is qualitative and employed a narrative inquiry approach to assess the effectiveness of reflective practice as experienced by student teachers. A total of ten third-year undergraduate students majoring in Mathematics Education participated in the study by generating reflective journals. The results show that student teachers have insufficient reflective skills which are limited to the first two levels of the reflection framework: technical reflection and reflection-in-andon-action. This could be due to little guidance offered on developing reflective skills and its use by student teachers. This study's findings will be used to improve the rationality, social and educational practices among the student teachers.]]>
<![CDATA[Sixth-grade students’ experiences of a digital game-based learning environment: A didactic analysis ]]>
<![CDATA[Gök, Mustafa]]>;
<![CDATA[İnan, Mevlüt]]>
<![CDATA[ JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 6 Issue 2 April 2021 ]]>
Publisher : <![CDATA[Lembaga Pengembangan Publikasi Ilmiah dan Buku Ajar, Universitas Muhammadiyah Surakarta ]]>
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DOI: 10.23917/jramathedu.v6i2.13687
<![CDATA[Students' conceptual understanding and mathematical process skills can be improved through digital games in mathematics education. The starting point of this study is the idea of having students encounters this kind of environment. The study didactically describes the process of 6thgrade students’ experiences of a digital game-based learning environment. A combination of the Theory of Didactical Situations (TDS) and Digital Game-Based Learning (DGBL) was used in the design of the digital game. The research focused on knowledge-based interactions (teacher-studentgame) during the implementation of the game called Race with Numbers, designed in line with this synthesis. The case study, one of the qualitative research methods, was used in the study. Research participants consist of 16 middle secondary school students studying in the 6th grade in a public school. The research data were collected with a video camera and two voice recorders. The research application lasted 75 minutes. The data analysis related to the application was carried out by describing the interaction between the students and the game at stages of TDS. The study findings indicated that TDS has significant potential in designing DGBL environments. However, strong evidence is presented that such environments enable students to realize their own learning and encourage them to use mathematical process skills (such as problemsolving, reasoning, proving, and transfer). Finally, the study highlights the importance of the digital game-based learning approach in mathematics teaching for students.]]>
<![CDATA[The mediating effect of students’ attitude to student career aspiration and mathematics achievement ]]>
<![CDATA[Oracion, Quiliano Jr Gonzales]]>;
<![CDATA[Abina, Ivy Lyt Sumugat]]>
<![CDATA[ JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 6 Issue 3 July 2021 ]]>
Publisher : <![CDATA[Lembaga Pengembangan Publikasi Ilmiah dan Buku Ajar, Universitas Muhammadiyah Surakarta ]]>
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DOI: 10.23917/jramathedu.v6i3.13784
<![CDATA[Mathematics low achievement has undeniably been found in both national examinations and international assessments. An educator needs to be aware and determine the factors in students’ achievement. However, there were no observable studies focusing on the mediating effect of students' attitudes toward career aspiration and academic achievement. With this, it aims to determine the mediating effect of students’ attitudes on students’ career aspirations and academic achievement in learning Mathematics in a higher educational institution in the Davao Region. The researcher utilized sets of adopted and selfmade test questionnaires to gather data from the 199 respondents. In analyzing the data, the researcher performed descriptive statistics, Pearson Product Moment Correlation Coefficient, and Regression Analysis as statistical tools. These analyses indicated that students have a high level of career aspiration, a satisfactory level of academic achievement, an average level of attitude towards mathematics, and an insignificant relationship between students’ career aspirations and academic achievement. The relationship between the student’s attitude and career aspiration is significant. The latter is the only relationship that is significant among all steps, and thus full and partial mediation analysis will not be warranted. Based on the findings, the students must be responsible for helping themselves to make an efficient move in developing their aspiration to have a considerable positive attitude in learning mathematics.]]>
<![CDATA[Hypothetical learning trajectory in student’s spatial abilities to learn geometric transformation ]]>
<![CDATA[Yuliardi, Ricki]]>;
<![CDATA[Rosjanuardi, Rizky]]>
<![CDATA[ JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 6 Issue 3 July 2021 ]]>
Publisher : <![CDATA[Lembaga Pengembangan Publikasi Ilmiah dan Buku Ajar, Universitas Muhammadiyah Surakarta ]]>
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DOI: 10.23917/jramathedu.v6i3.13338
<![CDATA[The relationship between spatial conceptions and students' spatial abilities is still rarely studied specifically, even though this is the basis for students to think in learning geometry. This paper aims to explore spatial abilities and the development of spatial ability theory, discusses the relationship between spatial conceptions in students' understanding, andhow to develop HLT (Hypothetical Learning Trajectory) in transformation geometry learning. HLT design consists of three stages: initial design, experimental, and retrospective analysis. The results of HLT are then refined into LIT (Local Instructional Trajectory). Then this paper present the empirical results of the perceptions of twenty 9th grade students in one of Islamic private school in Kabupaten Kuningan, West Java, Indonesia, towards the corresponding geometric and math questions. Literature review analysis was used to analyze the retrieved articles. At the end of the paper, we explain and discuss how to apply mathematical conceptions in learning geometry. This research is expected to be a guidance for teachers to develop learning in accordance with the students' spatial thinking process in studying geometry.]]>
<![CDATA[Professional competency: Pre-service mathematics teachers’ understanding toward probability concept ]]>
<![CDATA[Sulfiah, Sitti Karimah]]>;
<![CDATA[Cholily, Yus Mochamad]]>;
<![CDATA[Subaidi, Agus]]>
<![CDATA[ JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 6 Issue 3 July 2021 ]]>
Publisher : <![CDATA[Lembaga Pengembangan Publikasi Ilmiah dan Buku Ajar, Universitas Muhammadiyah Surakarta ]]>
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DOI: 10.23917/jramathedu.v6i3.13779
<![CDATA[The ability to understand mathematics is a faculty crucial to be possessed by pre-service teachers who will enter into the education sphere. It is one of the professional competencies essential for teachers since satisfactory lessons’ delivery engenders more comprehensible instruction in teachers’ students. Qualitative research employs a descriptive approach relevant to the research purpose, describing mathematics pre-service teachers’ professional competency of understanding the concept toward probability observed based on mathematical abilities; advanced, intermediate, and basic mathematics ability. The subjects are three preservice teachers having passed discrete mathematics course in a college in Madura. The criteria to select the subjects are the GPA (Grade-point Average) of the last semester and information from the lecturer. It is because unlikely to administer the test due to online learning applied at the college. Findings indicated that the subject with advanced mathematics ability could meet individual concepts, relate concepts and connect concepts with the operations. The subject with intermediate mathematics ability could meet individual concepts, but could not relate to some concepts. However, he could connect concepts with the operations. The subject with basic mathematics ability could not meet individual concepts, relate concepts, and connect concepts with the operations. In terms of the advancement indicator of understanding the concept, the subjects have not attained it since they have not apprehended concept definition well, particularly the probability concept, although the subject with advanced mathematics ability was procedurally prodigious.]]>
<![CDATA[Exploring the students’ adversity quotient in online mathematics learning during the Covid-19 pandemic ]]>
<![CDATA[Anggraini, Tiara Wahyu]]>;
<![CDATA[Mahmudi, Ali]]>
<![CDATA[ JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 6 Issue 3 July 2021 ]]>
Publisher : <![CDATA[Lembaga Pengembangan Publikasi Ilmiah dan Buku Ajar, Universitas Muhammadiyah Surakarta ]]>
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DOI: 10.23917/jramathedu.v6i3.13617
<![CDATA[Adversity Quotient (AQ) is a person's ability to overcome difficulties someone faces. It shows how students overcome their difficulties. This study aims to describe the students’ AQ in online mathematics learning during the Covid-19 pandemic era and see if there is an effect of the number of platforms used when learning on students' AQ. A survey method is used with 2093 respondents consisting of Senior High School, Islamic Senior High School, and Vocational High School students from 32 provinces in Indonesia. The instrument of the Adversity Response Profile (ARP) questionnaire consists of 30 statements with two questions each. However, two open-ended questions were given before proceeding to the ARP questionnaire. The ARP questionnaire was made in and distributed through Google Form. The results show that students’ AQ in online mathematics learning was Camper. This means that the respondents were sufficient in overcoming difficulties when learning mathematics online, but they were quickly satisfied with the results which led them not to develop themselves further. Furthermore, there is no effect of the number of platforms used when learning mathematics online on the students' AQ.]]>
<![CDATA[Pre-service primary school teachers’ metacognitive awareness and beliefs about mathematical problem solving ]]>
<![CDATA[Yorulmaz, Alper]]>;
<![CDATA[Uysal, Hümeyra]]>;
<![CDATA[Çokçalışkan, Halil]]>
<![CDATA[ JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 6 Issue 3 July 2021 ]]>
Publisher : <![CDATA[Lembaga Pengembangan Publikasi Ilmiah dan Buku Ajar, Universitas Muhammadiyah Surakarta ]]>
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DOI: 10.23917/jramathedu.v6i3.14349
<![CDATA[Metacognitive awareness is a variable that is thought to affect beliefs in problem solving. When the literature is examined, it is seen that the studies mostly focus on metacognitive awareness and problem solving skills. Therefore, the aim is to determine pre-service primary school teachers’ metacognitive awareness and beliefs in mathematical problem solving. In this study, it is thought that it will contribute to the researches that will be carried out regarding the investigation of the relationship between metacognitive awareness and beliefs about problem solving and its implementation with pre-service primary school teachers. The study, designed as the correlational survey model, included a total of 284 preservice primary school teachers attending a university in the Aegean Region of Turkey. The data were collected with the “Metacognitive Awareness Inventory” and the “Scale of Beliefs about Mathematical Problem Solving”. In the analysis, descriptive statistics, difference test, correlation and regression analyses were used. As a result, the preservice primary school teachers’ metacognitive awareness was found to be high and their beliefs about mathematical problem solving were found to be medium. While metacognitive awareness was found to be not varying significantly by gender, beliefs about mathematical problem solving were found to be varying significantly by gender in favor of the male pre-service teachers. Moreover, a medium and significant correlation was found between metacognitive awareness and beliefs about mathematical problem solving. It was also found that metacognitive awareness explained 13% of the variance in the dependent variable of beliefs about mathematical problem solving.]]>
<![CDATA[Introducing a measure of perceived self-efficacy for proof (PSEP): Evidence of validity ]]>
<![CDATA[Shongwe, Benjamin]]>;
<![CDATA[Mudaly, Vimolan]]>
<![CDATA[ JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 6 Issue 3 July 2021 ]]>
Publisher : <![CDATA[Lembaga Pengembangan Publikasi Ilmiah dan Buku Ajar, Universitas Muhammadiyah Surakarta ]]>
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DOI: 10.23917/jramathedu.v6i3.14138
<![CDATA[It is widely recognized that students encounter difficulties with proof across all grades and beyond, yet standardized instruments related specifically to students’ perceived self-efficacy for mathematical proof have not been readily available. The purpose of this study was to develop and investigate preliminary validity evidence for a new instrument for measuring self-efficacy for mathematical proof that can be of importance to the field. The new Perceived Self-Efficacy for Proof (PSEP) questionnaire is a self-administered, 8-item questionnaire that quantifies experimentation, conjecturing, inductive reasoning, justification, and validation. To validate the PSEP, two studies with 260 eleventh grade students—recruited from three Dinaledi schools in EThekwini metropolitan area, South Africa—were conducted. In Study 1 (n=128), face and content validity were evaluated, and an exploratory factor analysis (EFA) was performed. In Study 2 (n=132), a confirmatory factor analysis (CFA) was conducted and external validity was investigated. In both samples, the PSEP was found to possess good internal consistency reliability with relatively high factor loadings on a single component. Although the findings in this report represent preliminary validation evidence, it can be concluded that the PSEP is a valid, reliable and sensitive measure of 11th grade students’ perceptions of their ability to construct a proof and may serve as a meaningful outcome in mathematical proof research and classroom proof education.]]>
<![CDATA[Undergraduate basic sciences and engineering students’ understanding of the concept of derivative ]]>
<![CDATA[Haghjoo, Saeid]]>;
<![CDATA[Reyhani, Ebrahim]]>
<![CDATA[ JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 6 Issue 4 October 2021 ]]>
Publisher : <![CDATA[Lembaga Pengembangan Publikasi Ilmiah dan Buku Ajar, Universitas Muhammadiyah Surakarta ]]>
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DOI: 10.23917/jramathedu.v6i4.14093
<![CDATA[Derivative is one of the most important topics in calculus that has many applications in various sciences. However, according to the research, students do not have a deep understanding of the concept of derivative and they often have misconceptions. The present study aimed to investigate undergraduate basic sciences and engineering students’ understanding of the concept of derivative at Tehran universities on based the framework of Zandieh. The method was descriptive-survey. The population included all undergraduate students of Tehran universities who passed Calculus I. The sample included 604 students being selected through multi-stage random cluster sampling. The measurement tool was a researcher-made test for which the reliability coefficient was obtained using Cronbach's alpha (r=.88). Inspired by Hähkiöniemi’s research, nine tasks on derivative learning were given to the students. The students’ responses were evaluated using a five-point Likert scale and analyzed using descriptive responses. The results indicated that students have no appropriate understanding of the basic concepts of derivatives in numerical, physical, verbal, and graphical contexts. Basic sciences students performed meaningfully were better in understanding the tangent line slope compared to engineering students, while engineering students performed meaningfully were better than basic sciences students in the rate of change.]]>
