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International Journal of Didactic Mathematics in Distance Education
Published by Universitas Terbuka
ISSN : 30479207     EISSN : 30479207     DOI : https://doi.org/10.33830/ijdmde.v1i2.9108
Core Subject : Education,
Mathematics
The articles published in the International Journal of Didactic Mathematics in Distance Education offer contributions in various aspects, ranging from theoretical development in distance mathematics education to practical applications in teaching and learning. With a focus on theory, pedagogy, methodology, and philosophy, this journal aims to be a rich source of knowledge for students, practitioners, and researchers in the field of mathematics education.
Arjuna Subject : Seni dan Humaniora - Seni dan Humaniora (Lain-Lain)
Articles 7 Documents
 1 
Search results for , issue "Vol. 1 No. 2 (2024): ijdmde" : 7 Documents clear
Implementation of virtual reality to enhance spatial abilities: a study on aspects, effects, and differences in participants' initial ability levels Pahmi, Samsul; Vrapi, Asllan; Supriyadi, Edi
International Journal of Didactic Mathematics in Distance Education Vol. 1 No. 2 (2024): ijdmde
Publisher : Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33830/ijdmde.v1i2.9108

Abstract

The rapid advancement of Virtual Reality (VR) technology presents a timely opportunity to enhance spatial abilities—skills fundamental to success in various educational and professional domains. This study addresses the urgent need to understand how VR can be effectively utilized in educational contexts to support spatial skill development. Employing a Systematic Literature Review (SLR) methodology, this research synthesizes findings from 26 peer-reviewed studies published between 2013 and 2022, sourced from Scopus, ScienceDirect, and SAGE Journals. The objectives are threefold: (1) to assess the effectiveness of VR in improving spatial abilities, (2) to identify at least three key factors influencing VR’s impact, and (3) to examine how initial spatial ability levels affect learning outcomes. The findings reveal that VR significantly enhances spatial skills, particularly mental rotation, and is most beneficial for learners with initially low spatial ability. Furthermore, three primary factors affecting VR effectiveness are identified: the level of interactivity, task alignment with learning objectives, and user immersion. From an affective perspective, VR also increases learner motivation and engagement, driven by its immersive and realistic environment. This research contributes to the growing body of knowledge on educational technology by offering evidence-based insights into the conditions under which VR can be most effective. The findings hold practical implications for educators, curriculum designers, and technology developers aiming to design targeted interventions for spatial skill development using VR.
Investigating pre-tertiary students’ mistakes in solving algebraic word problems: Insights from Asutifi North District, Ghana Korkor, Sarah; Bonyah, Ebenezer
International Journal of Didactic Mathematics in Distance Education Vol. 1 No. 2 (2024): ijdmde
Publisher : Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33830/ijdmde.v1i2.9185

Abstract

Algebra word problems inculcate in learners the skills and ability to think critically and look for answers to problems in society and the world. Using an explanatory sequential mixed design, the study investigated the errors made by pre-tertiary students in algebraic word problems in a selected school in the Asutifi North District of the Ahafo Region of Ghana. Whereas the Newman Error Analysis Model was used to find the types of errors students make when translating and solving algebraic word problems, protocols from topics relating to the study were carefully selected and used as interview guides alongside inspiration from the Newman Error Analysis Model. Quota and simple random sampling techniques were used to select ninety-eight (98) respondents. The Algebraic Word Problem Achievement Test (AWPAT) was given to the ninety-eight students who had studied several topics on word problems, followed by a structured interview to elicit more information from the respondents. The scores gained from the marked test items illustrated that students made more transformation errors, which happened indirectly from a lack of understanding of the concept. A careful analysis of the written responses of the five (5) students interviewed also revealed that, lack of comprehension directly translated into students’ inability to transform algebraic word problems into mathematics equations. In the same vein, the study showed that the main cause of students’ failure to translate and solve algebraic word problems was students’ lack of understanding of the concept of “word problem” among others. The study recommends that students be motivated by encouragement and praise to arouse their interest in translating and solving algebraic word problems.
The Level of students' mathematical creative thinking skills as measured by their self-confidence Efwan, Neng Syntadewi; Afriansyah, Ekasatya Aldila; Luritawaty, Irena Puji; Arwadi, Fajar; Yadav, Dharmendra Kumar
International Journal of Didactic Mathematics in Distance Education Vol. 1 No. 2 (2024): ijdmde
Publisher : Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33830/ijdmde.v1i2.9355

Abstract

High self-confidence and creative mathematical thinking skills will change students from having difficulty with mathematics to active learners who can solve mathematical problems. But the facts show that the achievement of both abilities is still quite low. The purpose of this research is to analyze how students' creative mathematical thinking skills are viewed from the perspective of self-confidence in social arithmetic material. Social arithmetic material is used because it allows them to abstract mathematical processes into their daily lives, thereby developing their creativity. The research method is descriptive qualitative. The sample was 3 people, namely 1 person for each level of self-confidence (high, medium, and low). They are selected through purposive sampling. The data collection techniques used include questionnaires, tests, interviews, and field notes. The data analysis techniques employed are data reduction, data presentation, and conclusion drawing. The results indicate that students' self-confidence levels in social arithmetic material affect their creative mathematical thinking skills. It was found that students with high self-confidence were able to meet three indicators of creative mathematical thinking skills: fluency, flexibility, and elaboration. However, students with high self-confidence were not able to meet the originality indicator. Students with moderate self-confidence were able to meet one indicator of creative mathematical thinking skills, namely fluency, but were not able to meet the flexibility and elaboration indicators. Meanwhile, students with low self-confidence were not able to meet any indicators of creative mathematical thinking skills. Thus, self-confidence can be increased to improve mathematical creative thinking skills.
Publication trends on proportional reasoning research: A bibliometric analysis using Scopus database Sugiarni, Rani; Abdullah , Khairul Hafezad
International Journal of Didactic Mathematics in Distance Education Vol. 1 No. 2 (2024): ijdmde
Publisher : Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33830/ijdmde.v1i2.9474

Abstract

Proportional reasoning ability is an important ability for students to understand mathematical concepts. Much research has been conducted on this capability, but it is necessary to map existing research to provide a clearer picture of future research topics. This research aims to provide a bibliometric overview of trends in the use of proportional reasoning skills in mathematics teaching research. The method in this research is bibliometric analysis, which aims to analyze and classify bibliographic material by presenting a representative summary of literature in the Scopus database. The search was carried out using the keyword "proportional reasoning" in the search menu in the Scopus.com database. ScientoPy software analyzes the author's name, number of document citations, document title, publication year, document source, publisher, and document type Research trends in proportional reasoning show a significant increase, with 356 publications in Scopus, peaking at 32 in 2023. Major contributors include the United States, Turkey, and Spain, with recent studies focusing on "teacher knowledge." Influential works by Liberali et al., Atkinson et al., and Tobin & Capie address numeracy, multimedia learning, and logical thinking, respectively. These findings suggest that improving teacher knowledge and using effective multimedia tools could enhance instruction and research in proportional reasoning. Future research should explore innovative teaching strategies and technologies to further advance proportional reasoning ability.
Pupils’ didactical Mileu in an inclusive discourse in basic triangle geometry Ali, Clement Ayarebilla; Asemani, Emmanuel; Tangkur, Michael
International Journal of Didactic Mathematics in Distance Education Vol. 1 No. 2 (2024): ijdmde
Publisher : Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33830/ijdmde.v1i2.9523

Abstract

The concept of inclusivity is the practice of placing pupils with disabilities in normal classrooms. However, the idea of the triangle continues to pose fundamental challenges. This study sought to explore didactical mediation on the learning of the triangle beyond the classroom. The research design used mixed methods sequential exploratory to help identify the pupil’s triangle interpretation. The researchers first conducted a semi-structured interview on their experiences in learning the triangle both in school and at home. The responses were transcribed and coded in themes. The themes that emerged were properties, types of angles, and applications to everyday life. The researchers then went further to test the pupils’ knowledge on the same themes. The findings showed that didactical mediation with the cultural artifacts, signs, and language largely explained the emergence of the four main properties and must be targeted for the theory, policy, and practice of inclusive education. The prototype testing also confirmed that even though pupils with hearing impairment obtained higher scores, both groups obtained higher mean scores on the post-test than did the pre-test. This indicated that the learning achievement was significantly higher in the post-test than in the pretest due to the didactical mediation. It was recommended that the triangle’s learning and teaching should not be limited to academic exercises but to real-life situations. Also, not visually friendly mathematics concepts should be explored to uncover the most suitable methods and techniques to make inclusive mathematics learning a reality for all groups of disabilities.
Investigating ontogenic and didactical obstacles faced by vocational high school students in solving counting rules problems Nopriana, Tri; Asnawati, Sri; Herman, Tatang; Martadiputra, Bambang Avip Priatna; Dejarlo, Jenisus O.
International Journal of Didactic Mathematics in Distance Education Vol. 1 No. 2 (2024): ijdmde
Publisher : Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33830/ijdmde.v1i2.9524

Abstract

Research on the ontogenic and didactical obstacles vocational high school students face in solving counting rule problems has been limited. Ontogenic obstacles involve students' readiness, while didactical obstacles concern the sequence and presentation of instructional materials. Therefore, teachers must consider both when developing effective materials. This research aims to describe the ontogenic and didactical obstacles experienced by vocational high school students in solving counting rule problems. The participants of this study were 24 grade XII students from a public vocational high school in Cirebon. Using a Didactical Design Research (DDR) approach, this qualitative study focuses on the prospective analysis stage, examining these obstacles. The research instrument included five diagnostic essay questions and interview guidelines. The results revealed that students encountered instrumental-type ontogenic obstacles, particularly in understanding factorial operations. Additionally, didactical obstacles arose from incomplete teaching materials and improper notation, which led to learning barriers. This research offers valuable insights for teachers and researchers in designing instructional materials, especially for counting rules in vocational schools.
Implementation of a hybrid mathematics module to minimize students’ learning obstacles when interpreting fractions Isnawan, Muhamad Galang; Belbase, Shashidhar; Yanuarto, Wanda Nugroho
International Journal of Didactic Mathematics in Distance Education Vol. 1 No. 2 (2024): ijdmde
Publisher : Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33830/ijdmde.v1i2.9555

Abstract

The COVID-19 pandemic forced a sudden shift to emergency remote teaching—commonly referred to as panic-gogy—which exacerbated students’ learning challenges, particularly in mathematics. This study addresses the urgent need for responsive instructional designs by integrating parental insights into the learning process. Framed within the didactical design research (DDR) methodology, this study aimed to develop an alternative learning approach to reduce obstacles in students’ understanding of fractions during panic-gogy. Participants included 56 junior high school students (aged 13–18) and 71 parents (aged 35–50) from a school in Indonesia. Data were collected using a fraction concept test, semi-structured interviews, a hybrid mathematics module, and documentation analysis. Thematic qualitative analysis was conducted with the aid of NVivo 12. Results revealed that students struggled with interpreting the meaning of fractions, often due to inadequate teacher explanations. Parental feedback emphasized a strong preference for face-to-face instruction, even when delivered via online platforms. The hybrid mathematics module, designed in response to these findings, successfully integrated contextual problem situations to support the construction of fractional meaning and reduce learning barriers. This study contributes to the body of knowledge by highlighting the value of involving parents in instructional design and demonstrating how hybrid modules can mediate learning in crisis contexts. The findings have implications for developing resilient educational strategies in future disruptions.

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