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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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Elementary school teachers’ experiences in engaging with digital technology in teacher professional development: The case of GeoGebra Putra, Zetra Hainul; Lestari, Shindy; Siller, Hans Stefan
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.pp299-320

Abstract

Technological advances require teachers to be competent in utilizing them in mathematics learning. Teachers' success in teaching mathematics using digital technology cannot be separated from their mathematical and didactic knowledge. This study aims to reveal elementary school teachers' knowledge during their experiences in engaging with digital technology, GeoGebra, in teacher professional development programs. Data was obtained from the implementation of the Professional Development (PD) program in two schools, one in a private school focusing on the design of mathematical learning instruction integrated with GeoGebra and another in a public school focusing on the experimental process of teaching mathematics with GeoGebra. The data were analyzed using the Anthropological Theory of the Didactic (ATD) framework, specifically praxeology. The findings of this study reveal that elementary school teachers are aware of the need for theoretical aspects of a praxeology when designing mathematics learning instruction using GeoGebra in a PD program. Meanwhile, it is challenging for elementary school teachers to make use of GeoGebra instruction to support students' mathematical praxeologies. Therefore, the use of digital technology in teaching mathematics in elementary schools is still a significant challenge due to the mismatch between available technology and teacher needs.
The potential problem to explore students’ functional thinking in mathematical problem-solving Tarida, Luthfiana; Budiarto, Mega Teguh; Lukito, Agung
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.pp275-298

Abstract

Many studies have reported that functional thinking plays a crucial role in mathematical problem-solving, particularly in fields requiring analytical reasoning, such as maritime studies. However, existing research has yet to comprehensively explore the specific task characteristics that effectively stimulate functional thinking in mathematical problem-solving, particularly among maritime students who must apply these skills in solving safety-of-life problems at sea. Addressing this gap, the present study investigates the potential of mathematical tasks in fostering functional thinking among second-semester students enrolled in the Deck Officer Program in Indonesia. The study involved three students with different mathematical abilities, who were given problem-solving tasks. Their responses were observed, recorded, and analyzed based on their written work. The findings reveal that non-routine problems involving functional situations—where students generalize relationships between varying quantities to determine function rules—effectively promote functional thinking. This is evidenced by the emergence of key functional thinking components, including problem identification, data representation, pattern recognition, covariational and correspondence relationships, and the evaluation of generalization rules. These results contribute to the development of research instruments in mathematics education and provide valuable insights for researchers and educators seeking to enhance functional thinking through task design.
Analysis of pre-service mathematics teachers’ proof comprehension through Toulmin’s argumentation model Mukuka, Angel; Tatira, Benjamin
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.pp111-130

Abstract

The comprehension of mathematical proofs by preservice mathematics teachers is vital for their ability to effectively teach mathematical reasoning. Despite its importance, existing research reveals a significant gap in preservice teachers’ understanding and application of formal proof methods, especially in the context of mathematical argumentation. This study examined how preservice teachers construct mathematical proofs, using Toulmin’s argumentation model as a framework. A qualitative exploratory case study design was adopted, involving written proofs from 72 third-year preservice teachers at a South African university, supplemented by task-based interviews with nine participants. The findings indicate that 62.5% of the participants were able to construct correct direct proofs, and 61.1% applied the contraposition proof method correctly. However, only 30.6% produced valid proofs using the contradiction method. Further analysis uncovered notable gaps in essential components of proof construction, such as warrants, backing, and rebuttals, particularly when dealing with tasks requiring contraposition and contradiction methods. While many participants (62.5%) demonstrated procedural fluency in direct proofs, 31.9% failed to provide explicit definitions or logical precision, suggesting a superficial engagement with proof construction. These results highlight the need for teacher education programs to emphasize a deeper conceptual understanding of proof structures, which is crucial for preparing preservice mathematics teachers to foster reasoning and argumentation skills in their future classrooms.
How computational thinking can be integrated in statistical learning: A cuboid framework Irawan, Edi; Rosjanuardi, Rizky; Prabawanto, Sufyani
Journal on Mathematics Education Vol. 16 No. 2 (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.v16i2.pp423-448

Abstract

In the context of an increasingly data-intensive society, the integration of Computational Thinking (CT) into statistics education is essential to prepare students with the analytical and problem-solving competencies required for navigating complex data environments. Despite growing recognition of its importance, existing pedagogical practices frequently lack systematic didactical frameworks that effectively embed CT within statistical learning, particularly in higher education. Addressing this gap, the present study introduces a novel hypothetical didactical design—termed the Cuboid Framework—which systematically integrates CT components into the learning of descriptive statistics using the R programming language in a Google Colab environment. This research employed the Didactical Design Research (DDR) methodology, emphasizing the prospective and metapedadidactic stages to construct and evaluate the framework. Targeted at third-semester undergraduate students enrolled in an introductory statistics course, the Cuboid Framework aligns with learners’ developmental levels in both statistical reasoning and CT proficiency. The model is organized as a 5 × 4 × 4 structure, comprising five core statistical tasks, four structured didactical situations (action, formulation, validation, and institutionalization), and four CT elements (decomposition, pattern recognition, abstraction, and algorithmic thinking). Validation procedures included expert review through focus group discussions (FGDs) and an initial classroom implementation followed by metapedadidactic analysis. Findings reveal that the Cuboid Framework fosters a coherent learning progression, enhances students’ engagement in statistical inquiry, and supports the development of CT competencies. Classroom observations confirmed that the intentional design of didactical situations facilitates students’ cognitive adaptation to computational tasks. While preliminary analyses indicate strong theoretical and practical coherence, further retrospective studies and quantitative evaluations are necessary to ascertain the long-term effects on student learning outcomes. This study contributes a structured and theoretically grounded model for CT integration in statistics education, with implications for improving curriculum design and instructional practice in mathematics education. Future research should aim to test the scalability and efficacy of the Cuboid Framework across diverse educational settings.
The ‘mound-hollow’ model for solving integer addition and subtraction problems Sari, Puspita; Dindyal, Jaguthsing; Shutler, Paul Maurice Edmund
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.pp365-382

Abstract

Understanding integer operations is a fundamental yet challenging concept for elementary students, often requiring effective visual models to support their comprehension. Despite various instructional models, many students continue to struggle with integer addition and subtraction, particularly when negative numbers are involved. Addressing this gap, this study explores the potential of the mound-hollow model to facilitate students’ understanding of integer addition and subtraction concepts intuitively. This study aimed to examine how three sixth-grade students utilized the mound-hollow model to solve integer addition and subtraction problems. Data were collected from students' written tests and individual interviews conducted after a teaching experiment involving 25 sixth graders in Indonesia. The findings indicate that the mound-hollow model provides a meaningful analogy for solving addition problems of types x+(-y) and (-x)+y (where x>y and x,y are natural numbers) and subtraction problems of types x-(-y) and (-x)-y. All three students successfully employed the model to solve the addition problems by neutralizing every mound-hollow pair and to solve the subtraction problems by creating mound-hollow pairs. Additionally, students demonstrated the ability to justify their solutions and correct errors through the mound-hollow representation. The use of a single mound or hollow to represent larger integers enhanced students’ proficiency in solving integer operations and reinforced their understanding of the relationship between addition and subtraction, such as x-(-y)=x+y and (-x)-y=(-x)+(-y). These findings highlight the effectiveness of the mound-hollow model as an alternative instructional tool for teaching integer operations, providing students with an intuitive framework to construct abstract mathematical concepts. The implications of this study contribute to mathematics education by offering insights into the design of visual models that support conceptual understanding in integer arithmetic.
Exploring three-dimensional geometry using praxeological analysis: Indonesian textbook insights Isharyadi, Ratri; Nurjanah
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.pp343-364

Abstract

The integration of three-dimensional geometry in secondary mathematics education plays a crucial role in developing students' spatial reasoning and problem-solving skills. However, textbooks often present limitations in structuring tasks, techniques, and justifications, which may lead to learning obstacles. Despite the importance of well-designed instructional materials, there is a lack of comprehensive studies analyzing Indonesian mathematics textbooks using both the praxeological framework and the learning obstacles perspective in didactic situations. Addressing this gap, this study examines a Grade XII mathematics textbook in Indonesia, focusing on three-dimensional geometry through a structured content analysis. The analysis categorizes tasks based on praxeological components, including types of tasks, solution techniques, technological justifications, and supporting theories, while also identifying potential learning obstacles related to the clarity of visual representations and contextual problem diversity. The findings reveal that the textbook includes 10 types of tasks, solved using 6 techniques, supported by 7 forms of technological reasoning, all grounded in three-dimensional geometry concepts. The presentation of tasks is systematically structured and balances conceptual and procedural aspects, minimizing significant didactic obstacles. However, epistemological obstacles were identified, primarily due to limited visualizations and a lack of diverse contextual tasks, which may hinder students’ flexibility in applying three-dimensional geometry concepts. These findings highlight the need for improved task design and enhanced visual representations to foster deeper conceptual understanding and adaptability in problem-solving. This study contributes to mathematics education research by providing empirical insights into textbook design and its impact on students' learning processes, offering recommendations for more effective instructional material development.
In-service teachers’ seeing mathematical creativity: Unravelling and launching mathematical creativity tasks Zioga, Marianthi; Desli, Despina
Journal on Mathematics Education Vol. 16 No. 2 (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.v16i2.pp497-528

Abstract

The development of mathematical creativity—typically characterized by fluency, flexibility, originality, and elaboration—has garnered growing attention within mathematics education due to its cognitive value and potential to enhance problem-solving competence. Despite this increasing interest, existing research highlights a critical gap: in-service primary school teachers often exhibit a limited understanding of mathematical creativity and face significant challenges in recognizing and assessing its manifestations in classroom settings. While prior studies have explored the influence of creativity-focused coursework on prospective teachers, investigations involving in-service educators remain sparse. Addressing this gap, the present qualitative study introduces a structured educational program designed to enhance the conceptual understanding and pedagogical practices of seven Greek in-service primary school teachers regarding mathematical creativity. The program integrates theoretical frameworks with creativity-enhancing tasks sourced from established literature, encouraging participants to analyze, solve, and adapt these tasks. Data were collected through pre- and post-program interviews and questionnaires and analyzed using thematic analysis to capture shifts in perception. The findings reveal that although participants exhibited modest enrichment in their understanding—particularly concerning the value of open-ended and non-routine tasks in fostering fluency and flexibility—they continued to struggle with promoting originality and elaboration. These results underscore the necessity for sustained, targeted professional development initiatives that support teachers in identifying and implementing strategies to nurture all dimensions of mathematical creativity. This study contributes to the field by offering empirical evidence on how thoughtfully designed programs can incrementally refine in-service teachers’ perceptions and instructional approaches toward creativity in mathematics education.
Bridging geometry and cultures for junior high school level: Rumoh Aceh design from a computational thinking perspective Azmi, Nur; Arif, Salmawaty; Sofyan, Hizir; Oktavia, Rini
Journal on Mathematics Education Vol. 16 No. 2 (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.v16i2.pp383-406

Abstract

Recent discourse in mathematics education emphasizes the need for culturally relevant pedagogy and the integration of higher-order thinking skills, yet limited research explores the intersection of ethnomathematics and computational thinking within school curricula. This study addresses this gap by proposing a novel instructional framework that incorporates computational thinking into the ethnomathematical exploration of Rumoh Aceh—a traditional Acehnese house—within the context of junior high school geometry education in Indonesia. The research aims to enhance students’ understanding of geometric concepts such as lines, angles, shapes, and spatial structures through culturally grounded learning experiences. Using the four core components of computational thinking—decomposition, abstraction, pattern recognition, and algorithmic thinking—the geometric design of Rumoh Aceh is analyzed to reveal its mathematical significance. Data collection was conducted through ethnographic methods, including observation, interviews with local experts, and documentation analysis. The findings demonstrate that applying computational thinking to cultural artifacts fosters students’ ability to recognize geometric patterns, simplify complex problems, and develop structured problem-solving strategies. Furthermore, the integration of cultural context enriches students’ appreciation of their heritage while cultivating critical thinking and mathematical reasoning. This study provides empirical evidence supporting the pedagogical value of merging ethnomathematics with computational thinking, offering a meaningful and culturally responsive approach to mathematics education.
The journey of Journal on Mathematics Education: From local to global Zulkardi; Prahmana, Rully Charitas Indra
Journal on Mathematics Education Vol. 12 No. 3 (2021): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

One of indicators to determine the quality of a journal can be observed from how many indexing institutions recognized it nationally and globally, such as Sinta, Scopus, and ScimagoJR. Furthermore, the rank of a journal in the indexing institution will add more value to the reputation of a journal. However, few journal editors are willing to share their experiences in managing a journal, from the beginning to getting recognition at the international level. Thus, this article describes the journey of the first journal in the mathematics education field from Indonesia called the Journal on Mathematics Education (JME), which is globally recognized and indexed on Scopus. JME's journey to gain global recognition is narrated in a structured way, starting from the history of journal formation, recognition at the local level, strategies to get authors from various countries, promotional activities to get credit, until finally getting a global position. In addition, this article also describes many contributions from world-class Mathematics Education researchers who have published their research results in JME. Finally, this article also describes the position of JME at national and international levels based on the data of several indexing institutes and JME's future targets.
Cultural historical analysis of Iranian school mathematics curriculum: The role of computational thinking Rafiepour, Abolfazl; Farsani, Danyal
Journal on Mathematics Education Vol. 12 No. 3 (2021): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

In this paper, six mathematics curriculum changes in Iran will be reviewed, spanning from 1900 until the present time. At first, change forces, barriers, and the main features of each curriculum reform will be represented. The first five curriculum changes are described briefly and the sixth and most recent curriculum reform will be elaborated. In this paper, we call the last reform as contemporary school mathematics curriculum change. This recent (contemporary) curriculum reform will be explained in more detail, followed by a discussion of the effect of globalization and research finding in the field of mathematics and mathematics education (in the Iranian mathematics curriculum). In total, three key ideas are distinguished as an effect of globalization which is “New Math”, “International Comparative Studies”, and “Computational Thinking”. Finally, the paper comments on the necessity of paying more attention to information and communication technology as part of globalization; in particular, recall policy-makers to consider “Computational Thinking” as an important component of future curriculum design.

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