Journal on Mathematics Education
The Journal on Mathematics Education (JME) is an international electronic journal that provides a platform for publishing original research articles, systematic literature reviews (invited contributions), and short communications related to mathematics education. The whole spectrum of research in mathematics education are welcome, which includes, but is not limited to the following topics, such as Realistic Mathematics Education (RME), Design/Development Research in Mathematics Education, PISA Task, Mathematics Ability, and Ethnomathematics.
Articles
292 Documents
<![CDATA[Conceptualizing micro-adaptive teaching practices in content-specific ways: Case study on fractions ]]>
<![CDATA[Prediger, Susanne]]>;
<![CDATA[Quabeck, Kim]]>;
<![CDATA[Erath, Kirstin]]>
<![CDATA[ Journal on Mathematics Education Vol. 13 No. 1 (2022): Journal on Mathematics Education ]]>
Publisher : <![CDATA[Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS) ]]>
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DOI: 10.22342/jme.v13i1.pp1-30
<![CDATA[Adaptive teaching on the micro-level of teacher-student interaction has often been investigated, but rarely with respect to students’ content-specific learning pathways. In this paper, we present an analytic approach to disentangle the learning content into its components and to capture the content-specific adaptivity in teaching practices with respect to teachers’ student focus and goal focus. For this, adaptive teaching is conceptualized as teachers’ targeted steering trajectories navigating from students’ initial ideas towards the content goals. In a case study with video data from 19 middle school small-group sessions on comparing fractions in context problems, we show how the adaptivity of the teaching practices can differ with respect to student focus and goal focus even when the same teacher moves are used. This calls for extending professional development programs that combine working on teacher moves with unpacking content goals.]]>
<![CDATA[Designing geometrical learning activities assisted with ICT media for supporting students’ higher order thinking skills ]]>
<![CDATA[Meryansumayeka]]>;
<![CDATA[Zulkardi]]>;
<![CDATA[Putri, Ratu Ilma Indra]]>;
<![CDATA[Hiltrimartin, Cecil]]>
<![CDATA[ Journal on Mathematics Education Vol. 13 No. 1 (2022): Journal on Mathematics Education ]]>
Publisher : <![CDATA[Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS) ]]>
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DOI: 10.22342/jme.v13i1.pp135-148
<![CDATA[Students' mastery of geometry topics affects their ability to understand other mathematical topics. In addition, students are required to have higher-order thinking skills. Previous research shows that ICT media played an important role in improving students’ higher-order thinking skills. This study was carried out to produce a cuboid volume learning trajectory in ICT-assisted learning that can support students' higher-order thinking skills. This research employed validation design which consisted of three main stages, namely preliminary, experiment, and retrospective analysis. It was held during two main cycles. Sixty-four students of the eighth-grade in Palembang, Ogan Ilir, Manado, and West Papua were involved as research subjects. Data were collected through validation sheets, observations, interviews, and documents in the form of student worksheets. Then, the data were analyzed qualitatively and described narratively. The learning design developed was able to help students use higher-order thinking skills where students analyzed, evaluated, and used their creativity in answering the problems given. The results of this study can inform the policy making for teachers in designing mathematics learning and for lecturers to carry out mentoring for teachers in designing mathematics learning based on Realistic Mathematics Education (RME) and ICT media.]]>
<![CDATA[Beliefs, performance, and applicability of mathematics in learning for life: The multi-case study at secondary education institutes in Italy ]]>
<![CDATA[Malvasi, Viviana]]>;
<![CDATA[Gil-Quintana, Javier]]>
<![CDATA[ Journal on Mathematics Education Vol. 13 No. 1 (2022): Journal on Mathematics Education ]]>
Publisher : <![CDATA[Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS) ]]>
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DOI: 10.22342/jme.v13i1.pp51-68
<![CDATA[Our study stars with the aim of discovering if there is a relationship between the beliefs and perceptions that Italian High School students have towards mathematics and some factors as grade, macro area, type of school and academic performance. The methodological proposal that this study follows is based on the combination of quantitative and qualitative method. Regarding the quantitative design, the instrument used has been a survey filled out by 4845 students living in Italy. The qualitative methodology has focused on the discourse analysis of 12 in-depth interviews with the participation of secondary school teachers. Among the main results we found that the perception of mathematics as a useful subject just to count, calculate and measure can be considered among the causes of the decrease academic performance of the students of the Second Grade Secondary School compared to the Primary School, because many students consider utility of math just in its arithmetic aspect. In addition, while changes about beliefs by grade, macro area and type of school are not significant, we found correlations between some particular beliefs and performance in mathematics, confirming a connection between beliefs towards this discipline and academic performance. The novelty of our research is found in having specifically detected which are beliefs and perceptions related to academic performance. That opens the door for future research.]]>
<![CDATA[Integrating GeoGebra into the flipped learning approach to improve students' self-regulated learning during the covid-19 pandemic ]]>
<![CDATA[Ishartono, Naufal]]>;
<![CDATA[Nurcahyo, Adi]]>;
<![CDATA[Waluyo, Mohamad]]>;
<![CDATA[Prayitno, Harun Joko]]>;
<![CDATA[Hanifah, Millenia]]>
<![CDATA[ Journal on Mathematics Education Vol. 13 No. 1 (2022): Journal on Mathematics Education ]]>
Publisher : <![CDATA[Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS) ]]>
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DOI: 10.22342/jme.v13i1.pp69-86
<![CDATA[The Covid-19 pandemic has forced an immediate transition from face-to-face learning in classrooms to online learning, including math learning. Mathematics with abstract working objects is not easy to learn online. So, an excellent self-regulated learning ability is required. So far, many efforts have been made to improve self-regulated learning in mathematics learning. However, there are still gaps in improving students' self-regulated learning ability in online mathematics learning, especially in relation to the integration of GeoGebra into the Flipped Learning approach. The purpose of this study is to examine the effectiveness of integrating GeoGebra into the Flipped Learning approach to improve students' self-regulated learning ability in learning mathematics online during the Covid-19 pandemic. This research is a quasi-experimental study with a pretest-posttest control group design to compare the effectiveness of a GeoGebra-integrated Flipped Learning approach. A conventional Flipped Learning approach and a conventional learning approach increase students' self-regulated learning level in constructing their understanding of mathematical concepts during online learning in the Covid-19 pandemic. The study involved 60 students randomly selected from one of Indonesia's private universities. They were divided into three groups representing each approach. Pretest and posttest results were quantitatively analyzed using Normalized Gain (N-Gain) Score, Cohen's d effect size, and statistical descriptive. The analysis results revealed that GeoGebra-integrated Flipped Learning is more effective in increasing students' self-regulated learning level in online mathematics learning than the other two approaches. It is expected that the results of this study can provide insights into alternative solutions for improving the quality of online mathematics learning by increasing the level of self-regulated learning of students.]]>
<![CDATA[Exploring quantitative relationship through area conservation activity ]]>
<![CDATA[Sari, Puspita]]>;
<![CDATA[Ng, Swee Fong]]>
<![CDATA[ Journal on Mathematics Education Vol. 13 No. 1 (2022): Journal on Mathematics Education ]]>
Publisher : <![CDATA[Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS) ]]>
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DOI: 10.22342/jme.v13i1.pp31-50
<![CDATA[Algebra as a study of quantitative relationship is one of four conceptions of school algebra which serves as a foundation for the concept of function. However, there is still a lack of attention to this particular relationship, especially in early algebraic reasoning. This study aims to investigate how the aspect of quantitative relationship in early algebra can be explored through area conservation activities. Understanding area conservation is said to be fundamental in developing the concept of area measurement. In this study, a ten-year old pupil was observed during her involvement while comparing area of two polygons that can be decomposed into equivalent triangles. Data for this study include the pupil’s written artefacts, and video recordings of the activities and interviews. Findings from this study show that the area conservation activity has the potential to build the notion of quantitative relationships in early algebra. The quantitative relationship between the unit of measurement and the result of measurement of a shape can also be explored, that is, the smaller the unit of measurement, the larger the result of measurement. Hence, this study can provide a groundwork for further studies in the relation between quantitative relationship in algebra and area conservation in geometry at the elementary school level.]]>
<![CDATA[A theoretical analysis of the validity of the Van Hiele levels of reasoning in graph theory ]]>
<![CDATA[González, Antonio]]>;
<![CDATA[Gavilán-Izquierdo, José María]]>;
<![CDATA[Gallego-Sánchez, Inés]]>;
<![CDATA[Puertas, María Luz]]>
<![CDATA[ Journal on Mathematics Education Vol. 13 No. 3 (2022): Journal on Mathematics Education ]]>
Publisher : <![CDATA[Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS) ]]>
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DOI: 10.22342/jme.v13i3.pp515-530
<![CDATA[The need to develop consistent theoretical frameworks for the teaching and learning of discrete mathematics, specifically of graph theory, has attracted the attention of the researchers in mathematics education. Responding to this demand, the scope of the Van Hiele model has been extended to the field of graphs through a proposal of four levels of reasoning whose descriptors need to be validated according to the structure of this model. In this paper, the validity of these descriptors has been approached with a theoretical analysis that is organized by means of the so-called processes of reasoning, which are different mathematics abilities that students activate when solving graph theory problems: recognition, use and formulation of definitions, classification, and proof. The analysis gives support to the internal validity of the levels of reasoning in graph theory as the properties of the Van Hiele levels have been verified: fixed sequence, adjacency, distinction, and separation. Moreover, the external validity of the levels has been supported by providing evidence of their coherence with the levels of geometrical reasoning from which they originally emerge. The results thus point to the suitability of applying the Van Hiele model in the teaching and learning of graph theory.]]>
<![CDATA[Secondary school teachers’ perceptions of STEM pedagogical content knowledge ]]>
<![CDATA[Rahman, Noor Anita]]>;
<![CDATA[Rosli, Roslinda]]>;
<![CDATA[Rambely, Azmin Sham]]>;
<![CDATA[Siregar, Nur Choiro]]>;
<![CDATA[Capraro, Mary Margaret]]>;
<![CDATA[Capraro, Robert M.]]>
<![CDATA[ Journal on Mathematics Education Vol. 13 No. 1 (2022): Journal on Mathematics Education ]]>
Publisher : <![CDATA[Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS) ]]>
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DOI: 10.22342/jme.v13i1.pp119-134
<![CDATA[Preparing students with knowledge and expertise in science, technology, engineering, and mathematics (STEM) is vital in meeting the demand for digital age career opportunities. Nevertheless, there is sparse research on teachers' views of student preparedness and teachers' knowledge of STEM in classroom instruction. The present study examines secondary school teachers' perceptions of STEM pedagogical content knowledge (STEMPCK). An online survey was administered to 66 Malaysian secondary school teachers through Google Forms to determine their perspectives of STEMPCK. Data were collected and analyzed using IBM SPSS Statistics Version 20.0. The descriptive analysis showed that the selected teachers highly agreed on the pedagogical knowledge and knowledge of 21st century skill components of STEMPCK. However, the non-parametric analysis showed no significant mean differences in STEMPCK scores based on gender, educational qualification, and teaching experience. The study's implications suggest that teachers in these fields should be equipped with the necessary knowledge to be more confident in implementing STEM teaching in their respective schools.]]>
<![CDATA[Disrupting school spaces to enhance mathematics teaching and learning ]]>
<![CDATA[Jojo, Zingiswa]]>;
<![CDATA[Madikizela-Madiya, Nomanesi]]>
<![CDATA[ Journal on Mathematics Education Vol. 13 No. 1 (2022): Journal on Mathematics Education ]]>
Publisher : <![CDATA[Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS) ]]>
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DOI: 10.22342/jme.v13i1.pp87-102
<![CDATA[This paper is based on an argument that the disruption of school spaces can demerit the myth that Mathematics is difficult and a struggle for learners in some contexts. Combining spatial theories and the phenomenon of disruption, the paper reports from a qualitative research project that analyzed the dynamics of space and place in South African schools. From a sample of two secondary schools and three primary schools in Tshwane South, the paper reports on the data from one school where the theme of disruption of school spaces for the teaching of mathematics was drawn. Two Mathematics teachers and one Head of Department (HoD) were interviewed in the school and one classroom was observed. The findings indicate that the disruption of school spaces leads to collaboration across post levels in terms of teaching, management, and personal professional development. Such collaboration disrupts the representations of space and improves teachers’ spatial practices and a potential for better learning. The paper concludes by recommending research that will explore the applicability of the conclusions it makes to the enhancement of Mathematics learners’ results.]]>
<![CDATA[An ePub learning module and students' mathematical reasoning ability: A development study ]]>
<![CDATA[Hidayat, Wahyu]]>;
<![CDATA[Rohaeti, Euis Eti]]>;
<![CDATA[Ginanjar, Agie]]>;
<![CDATA[Putri, Ratu Ilma Indra]]>
<![CDATA[ Journal on Mathematics Education Vol. 13 No. 1 (2022): Journal on Mathematics Education ]]>
Publisher : <![CDATA[Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS) ]]>
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DOI: 10.22342/jme.v13i1.pp103-118
<![CDATA[The mathematical reasoning ability is one of the essential hard skills of a student, especially in solving everyday problems. In supporting the achievement of this mathematical reasoning ability, meaningful teaching materials are an essential part of keeping exciting and not dull a learning process. This study aimed to design and develop an e-module in the ePub format with the problem-based learning approach to improve students' mathematical reasoning ability on arithmetic sequences and series concepts. This study used the design research method of development research in two stages—preliminary design and formal evaluation design—with tryouts performed on 32 grade XI students as research subjects. The data collection techniques used were documentation, observation, interviews, and tryouts. Data analysis was carried out quantitatively and qualitatively. The results showed that the e-module developed was valid and practical to improve students' mathematical reasoning ability, especially in solving problems related to sequences and series. The indicators of mathematical reasoning ability better improved using this ePub module were proposing problem-solving assumptions and concluding solutions logically. The development of the e-module in the e-Pub format offers alternative solutions to improve students' mathematical reasoning ability.]]>
<![CDATA[Perspectives on the problem-posing activity by prospective teachers: A cross-national study ]]>
<![CDATA[Fitriana, Linda Devi]]>;
<![CDATA[Ekawati, Rooselyna]]>;
<![CDATA[Kovács, Zoltán]]>
<![CDATA[ Journal on Mathematics Education Vol. 13 No. 1 (2022): Journal on Mathematics Education ]]>
Publisher : <![CDATA[Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS) ]]>
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DOI: 10.22342/jme.v13i1.pp149-172
<![CDATA[There is an ongoing research interest to disclose factors that influence problem-posing performance by involving cross-national backgrounds. This research extends that effort by conducting a comparative analysis on the performance of Indonesian and Hungarian prospective teachers in a problem-posing task. A total of eighty-three prospective teachers from Indonesia and Hungary were asked to pose a problem based on the current calendar. For more in-depth insights, an interview was conducted with a representative participant. The obtained data were analysed quantitatively using Fisher's exact test and qualitatively in nature. Their mathematical background seems to influence the characteristic of their proposed problem and the solution approach they utilized. The typical tasks proposed by Indonesian prospective teachers are exercise and mostly related to arithmetic operations, while those by Hungarian prospective teachers are challenging problems and generally connected to arithmetic sequences. Moreover, in solving their problems, Indonesians tend to show arithmetic reasoning while Hungarians often denote algebraic reasoning. These disparities might be attributed to the types of problems that each group typically encounters during their mathematics lessons.]]>
