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Journal on Mathematics Education
Published by Universitas Sriwijaya
ISSN : 20878885     EISSN : 24070610     DOI : https://doi.org/10.22342/jme
Core Subject : Education, Social,
Education Mathematics Social Sciences Other
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.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 292 Documents
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Corrigendum to “Developing mathematics teaching materials using maritime context for higher-order thinking in junior high school,” [Journal on Mathematics Education, Volume 15, No. 1, 2024, pp. 173-190] Malalina; Putri, Ratu Ilma Indra; Zulkardi; Hartono, Yusuf
Journal on Mathematics Education Vol. 15 No. 2 (2024): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.v15i2.pp699-700

Abstract

The authors express regret regarding the first author's affiliation with the Mathematics Education Department, Universitas Sriwijaya, Palembang, Indonesia. They extend their apologies for any inconvenience this may have caused.
Praxeological analysis in Indonesian and Singaporean mathematics textbooks: An understanding geometrical similarity by students Kuncoro, Krida Singgih; Suryadi, Didi; Dahlan, Jarnawi Afgani; Jupri, Al
Journal on Mathematics Education Vol. 15 No. 4 (2024): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.v15i4.pp1197-1218

Abstract

Mathematics textbooks are essential tools for facilitating the achievement of learning objectives, yet their use varies across classrooms, even when the same mathematical concepts are being taught. This study aims to investigate students' understanding of geometrical similarity through praxeological analysis within the framework of the Anthropological Theory of the Didactic (ATD). The analysis identifies differences in the structuring of geometrical similarity tasks between Indonesian and Singaporean textbooks. According to ATD praxeology, mathematical content is analyzed through the "praxis" and "logos" blocks, where praxis encompasses task types (T) and techniques (τ), while logos involves technology (θ) and theory (Θ). The findings highlight distinct priorities in how geometrical similarity is presented in textbooks from both countries, with implications for students’ conceptual and procedural understanding. Specifically, the absence of pantograph tasks in Singaporean textbooks and the lack of scale factor exercises in Indonesian textbooks reflect differences in knowledge construction and task emphasis. These variations impact students' ability to relate textbook knowledge to real-world applications. The study underscores the significance of incorporating a diverse range of task designs and practical experiences to enhance students' geometric reasoning abilities. A well-structured textbook not only supports students in achieving learning objectives but also fosters a continuous process of building, connecting, and deepening their mathematical understanding.
Investigating the use of ChatGPT to solve a GeoGebra based mathematics+computational thinking task in a geometry topic Yunianto, Wahid; Lavicza, Zsolt; Kastner-Hauler, Oliver; Houghton, Tony
Journal on Mathematics Education Vol. 15 No. 3 (2024): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.v15i3.pp1027-1052

Abstract

ChatGPT is a chatbot with potential educational benefits, particularly in enhancing computational thinking (CT) proficiencies such as programming, debugging, and algorithmic thinking for students. Despite its promise, there is limited research on how ChatGPT can specifically support the integration of CT into mathematics education using tools like GeoGebra. The researchers implemented plugged-computational thinking in mathematics (Math+CT) lessons by means of the utilization of GeoGebra, an application that requires students to input commands in order to generate mathematical objects. The present investigation employed an educational design research (EDR) methodology in which the researchers incorporate ChatGPT into our Math+CT lessons to assist students in accomplishing the task. We purposely selected the participants who are mainly postgraduate students and collected data from the participants’ conversation with ChatGPT and recorded their screens while interacting with ChatGPT and our Math+CT task. We analyzed the data through descriptive qualitative method on the participants’ prompts, the final codes and the number of iterations. The researchers examined how ChatGPT could be utilized to assist the participants in writing GeoGebra commands in terms of its benefits and limitations. ChatGPT assisted most participants in completing the task successfully, with only a basic need for proficiency in GeoGebra commands, mathematics, and critical thinking. However, it revealed that participants did not yet utilize an affective prompt to ChatGPT. Furthermore, ChatGPT has the potential to be utilized for differentiated instruction due to the fact that its responses to individual users vary significantly based on the input prompts. Limited understanding of basic GeoGebra commands, and mathematical concepts could hinder the participants from training ChatGPT or prevent them from arguing with ChatGPT. This study enhances the existing literature by illustrating that ChatGPT can facilitate critical CT aspects, including programming and debugging, in a mathematics education context. This suggests that AI tools such as ChatGPT can contribute to the development of independent problem-solving skills, provide tailored support based on the needs of individual students, and enhance personalized learning experiences. Additional research involving students in school is required in order to gain a deeper understanding of the integration of ChatGPT into Math+CT lessons.
Prospective secondary mathematics teachers’ use of inquiry-based teaching principles as conceptual tools when modifying mathematical tasks Moreno, Mar; Llinares, Salvador; Santonja, Paloma
Journal on Mathematics Education Vol. 15 No. 4 (2024): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.v15i4.pp1131-1152

Abstract

The objective of this study was to investigate how prospective secondary mathematics teachers apply inquiry-based teaching principles to modify tasks that support students' engagement in specific mathematical practices. The research employed the theory of goal-oriented decision-making to describe and explain the use of inquiry-based teaching principles as a conceptual tool by these prospective teachers. The study involved two cohorts, comprising 43 prospective teachers (20 in one cohort and 23 in the other) enrolled in a Secondary Education Teaching program. Data were collected from written reports documenting the implementation of two professional tasks, where participants modified textbook assignments to promote exploratory teaching. An inductive analysis was conducted in two phases. The findings revealed that prospective teachers consistently applied inquiry-based teaching principles when they set specific mathematical practices as student learning objectives, such as analyzing particular cases, identifying patterns and relationships, and formulating conjectures and generalizations. However, when these mathematical practices were not established as learning objectives, teachers struggled to apply inquiry-based teaching principles consistently during task modification. These results suggest that inquiry-based teaching principles are an effective conceptual tool for prospective teachers' instructional reasoning. Nonetheless, for consistent application, it is crucial to establish a coherent network of logical connections between the conceptual tool and the intended learning objectives.
Pre-service teachers’ perspective toward problematic word problems Rafiepour, Abolfazl; Khazaie, Zohreh; Verschaffel, Lieven
Journal on Mathematics Education Vol. 16 No. 1 (2025): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.v16i1.pp255-274

Abstract

Despite extensive research indicating that students often fail to apply real-world knowledge and common sense when solving word problems, the underlying causes remain underexplored. Teacher behavior and instructional methods are potential factors contributing to students' tendency to provide unrealistic answers to such problems. The current study aims to address this gap by examining the cognitive processes and perspectives of pre-service teachers when solving problematic word problems. A group of 146 pre-service teachers (97 females, 49 males) in Iran participated in the study, which consisted of two phases. In the first phase, participants were given three problematic word problems to solve and were subsequently asked to evaluate four different student responses. A significant correlation was found between the participants' responses in the initial test and their evaluations in the second phase. In the second phase, the study employed a phenomenographic approach to explore the thinking processes and perspectives of the pre-service teachers while solving the problems. The analysis of interview data led to the identification of two primary categories of unrealistic problem-solving: "inattention" and "ignoring." In the "inattention" category, the problem solver fails to recognize the relevance of real-world knowledge, while in the "ignoring" category, the solver acknowledges real-world factors but deliberately chooses not to integrate them into the solution. In the end, a model of unrealistic problem-solving is proposed and discussed, with implications for teacher training and pedagogical practices.
Didactic strategy of linear algebra with collaborative learning in mathematics pedagogical training Díaz, Verónica; Hernández-Díaz, Alejandro; Oval, Carmen
Journal on Mathematics Education Vol. 15 No. 3 (2024): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.v15i3.pp925-944

Abstract

This article details the design and implementation of a didactic intervention strategy aimed at enhancing the pedagogical skills of mathematics education students in the teaching of linear algebra. Given the challenges students often face in grasping abstract mathematical concepts, the intervention leverages the Anthropological Theory of Didactics and Collaborative Learning as its theoretical framework. The phases of the intervention's execution in the classroom, along with the key elements for successful implementation, are thoroughly outlined. The results indicate significant improvements in academic performance in the units’ covering determinants, matrices, and systems of linear equations, while challenges persist in the unit on vector spaces. In terms of task genres, students showed proficiency in defining and calculating, although there was a lower level of mastery in demonstrating. The study concludes that, despite a general unfamiliarity with autonomous learning, the future educators were able to become active and effective contributors to their own mathematical knowledge construction through collaborative group work.
A praxeological analysis of linear equations in Indonesian mathematics textbooks: Focusing on systemic and epistemic aspect Fardian, Dilham; Suryadi, Didi; Prabawanto, Sufyani
Journal on Mathematics Education Vol. 16 No. 1 (2025): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.v16i1.pp225-254

Abstract

Educational research has consistently highlighted that learning obstacles stem not only from the design of learning situations but also from curriculum structures and textbooks, which are pivotal learning resources. Despite the growing body of literature, limited studies focus on the specific challenges posed by the design of learning materials, particularly in early algebra within the Indonesian context. This study addresses the gap by analyzing the grade VII mathematics textbook in the Merdeka Curriculum, with a focus on linear equations with one variable, to uncover learning obstacles in early algebra. Utilizing Didactical Design Research (DDR), a qualitative approach, the research examines the praxeological components of the textbook—tasks (T), techniques (τ), technology (θ), and theory (Θ). The findings indicate three primary categories of learning obstacles: ontogenic, epistemological, and didactic. Notably, the analysis reveals that the design of linear equation content in the textbook is non-systemic and lacks epistemic coherence, posing significant challenges for learners. This study contributes to the understanding of curriculum design by identifying specific obstacles in the Merdeka Curriculum's grade VII mathematics textbook and underscores the need for more systemic and epistemically aligned textbook development. Future research should extend this analysis to other textbooks across various grade levels to determine if these findings are consistent within the broader curriculum framework.
Motivation in learning mathematics among high school students in Ningbo, China Mengyao, He; Ismail, Zaleha; Ismail, Norulhuda; Xueting, He
Journal on Mathematics Education Vol. 15 No. 3 (2024): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.v15i3.pp961-978

Abstract

Motivation plays a crucial role in enhancing students' achievement in mathematics, as motivated students are more likely to engage actively with the subject. However, in China, there is a concerning trend of declining motivation among students toward mathematics, with many exhibiting avoidance behaviors. Despite Ningbo's significance as a major city in China, there is a lack of studies and surveys addressing students' motivation in mathematics learning. This study addresses this gap by employing a questionnaire based on Keller’s ARCS (Attention, Relevance, Confidence, Satisfaction) model, which has been proven effective in measuring students’ motivation. The survey, conducted among 384 high school students in Ningbo, China, aimed to assess their motivation levels in mathematics learning. Descriptive statistical analysis was performed using SPSS Statistics 29 to calculate the mean and percentage for each item. The results revealed that the motivation level among high school students in Ningbo is notably low. Two significant factors contributing to this low motivation were identified: students’ lack of confidence due to the perceived difficulty of mathematics and the belief that mathematics is not closely related to real life.
Horizontal and vertical mathematization processes of 10th grade students: The case of Law of Sines Nguyen, Quoc Ai; Nguyen, Ngoc-Giang
Journal on Mathematics Education Vol. 15 No. 4 (2024): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.v15i4.pp1251-1276

Abstract

Realistic Mathematics Education (RME) has gained significant attention in Vietnam over the past decade due to its potential for enhancing mathematics instruction. This study investigates the process of mathematicization undertaken by students as they transition from solving a real-world contextual problem to discovering and applying the Law of Sines. The primary problem involves determining the angle formed by the crossbar and the hanging rope of a disco ball. Guided by the principles of RME, the mathematicization process encourages students to model this scenario as a triangle with two given side lengths and a specified angle between one side and the base. With teacher facilitation, students construct a general mathematical model and subsequently reinvent the Law of Sines. They apply this law to solve the initial problem and further extend their understanding by tackling a similar contextual scenario. The study involved 40 students, who engaged with worksheets designed to present relevant problems. Their problem-solving processes were documented and analyzed using qualitative methods. The findings contribute to the development of a teaching approach for introducing the Law of Sines within the framework of RME, specifically tailored to the Vietnamese educational context. This approach underscores the progression of students' understanding through the integration of contextual problem-solving and theoretical reinvention.
Curriculum and teacher assessment practices in mathematics learning: Alignment with higher order thinking skills in Indonesian secondary schools Zana, Firdha Mahrifatul; Sa'dijah, Cholis; Susiswo; Anwar, Lathiful; Zulnaidi, Hutkemri
Journal on Mathematics Education Vol. 15 No. 4 (2024): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.v15i4.pp1311-1334

Abstract

Higher-Order Thinking Skills (HOTS) are an essential element in education that must be integrated into curricula and classroom assessments. In Indonesia, educational initiatives have increasingly emphasized the incorporation of HOTS into both curriculum design and assessment practices. However, prior research has primarily focused on the challenges faced by teachers in developing HOTS-based assessments and aligning their teaching with curriculum demands. This study aims to investigate how the Indonesian mathematics curriculum integrates HOTS and evaluate the alignment between the curriculum objectives and teacher-developed assessments in fostering HOTS. The study employed a descriptive qualitative approach and was conducted in two Indonesian high schools, one located in an urban area and the other in a regional setting. A total of 15 mathematics teachers from grades ten, eleven, and twelve participated in the research. Data collection methods included focus group discussions, document analysis of mathematics assessments, and semi-structured interviews. The analysis employed Anderson and Krathwohl’s Taxonomy to categorize cognitive levels. Findings reveal that the Indonesian Mathematics Curriculum predominantly emphasizes Low-Order Thinking Skills (LOTS), and teacher-developed assessments are largely aligned with these LOTS-focused objectives. Furthermore, even when curriculum indicators aim to target HOTS, teachers often struggle to design assessments that effectively evaluate students’ higher-order cognitive abilities. These findings highlight a significant gap between curriculum goals and the practical implementation of HOTS in assessments. The results provide valuable insights for curriculum developers, suggesting the need for a curriculum redesign that places greater emphasis on HOTS. Additionally, the study underscores the importance of professional development initiatives to equip teachers with the skills necessary to design and implement HOTS-based assessments. This research contributes to advancing educational practices and policies that prioritize the integration of HOTS into teaching and assessment frameworks.

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