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[The role of problem context familiarity in modelling first-order ordinary differential equations ]]>
<![CDATA[Johnson, Pilar]]>;
<![CDATA[Almuna, Felipe]]>;
<![CDATA[Silva, Marta]]>
<![CDATA[ Journal on Mathematics Education Vol. 13 No. 2 (2022): Journal on Mathematics Education ]]>
Publisher : <![CDATA[Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS) ]]>
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DOI: 10.22342/jme.v13i2.pp323-336
<![CDATA[Based on the unpredictable effect of context familiarity when students solve real-world problems, this work aims to analyse how certain contexts can be used by pre-service mathematics teachers in the representation and real-world verification of a first-order mathematical model in the classroom in the subject of Ordinary Differential Equations. Specifically, this paper reports a classroom experience in which pre-service mathematics teachers compared the solution of a first-order ordinary differential equations (ODE) with a real-world experimental model. Using documentary records (i.e., students´ hand-written solutions and field notes) and a questionnaire on students´ perceptions on this classroom experience, qualitative results indicated that the pre-service mathematics teachers’ familiarity with an authentic context was a fundamental factor they chose a real-world model to represent the solution of a first-order ODE. Our analysis of the results highlights the importance of integrating familiar real-world contexts for pre-service mathematics teachers to model a first-order ODE, which is one of the fundamental principles of STEM disciplines.]]>
<![CDATA[Effectiveness of gamification in teaching and learning mathematics ]]>
<![CDATA[Ariffin, Noor Amalina Nisa]]>;
<![CDATA[Ramli, Nazirah]]>;
<![CDATA[Nik Badrul Alam, Nik Muhammad Farhan Hakim]]>;
<![CDATA[Yusof, Yusharina]]>;
<![CDATA[Suparlan, Azimah]]>
<![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.pp173-190
<![CDATA[Recent years have seen the development of a new culture in the teaching and learning process, such as the implementation of gamification. The application of gamification aims to enhance the teaching and learning process as well as the experience and satisfaction of those who participated. Recently, much ongoing research have been focusing on improving the quality of the teaching and learning process. The implementation of gamification activities in teaching and learning shows its ability to increase participants' experiences, responses, and engagements to the educational sessions. Therefore, increasing numbers of research are performed to explore the suitable types and approaches of gamification that can be used in education. On the other hand, while improving the quality of the education's environment is a key factor, it is also important to explore the satisfaction and motivation of all learners in this new adaptation to the education environment. The objective of this paper is to investigate the factors influencing students' scores via the implementation of the gamification elements in their Mathematics classes. Their expectations, experiences, motivations, as well as satisfaction in Mathematics classes were analysed via multiple linear regression analysis to study the learners' perspective towards the implementation of gamification in education. The results show a significant relationship between all factors with the student's assessment score. The increment in students' motivation to study and participate in class activities contribute to their performance in the subject taught. The regression model showing the relationship between students' motivation in class and their final assessment marks has been presented. The present result might contribute to the better teaching and learning environment option. Our youngsters nowadays need a new treatment in teaching and learning delivery. Hence, it is highly recommended to implement gamification activities in teaching and learning lessons. This study validates that gamification is also effective in Higher Education to promote better learning in challenging subjects.]]>
<![CDATA[A subtraction game to scaffold primary students’ word problem solving skills ]]>
<![CDATA[Erbilgin, Evrim]]>;
<![CDATA[Macur, Gregory Michael Adam]]>
<![CDATA[ Journal on Mathematics Education Vol. 13 No. 2 (2022): Journal on Mathematics Education ]]>
Publisher : <![CDATA[Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS) ]]>
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DOI: 10.22342/jme.v13i2.pp307-322
<![CDATA[Solving arithmetic word problems has been a challenge for primary students due to difficulties in understanding the problem structure and relating the quantities in the problem to each other. This paper reports on an action research study to enhance students’ subtraction word problem-solving skills. The authors observed that their students had difficulties in representing the situations in word problems and solving the problems correctly. They designed, implemented, and analyzed an intervention to scaffold their students’ subtraction word problem-solving skills. As part of the intervention, a digital subtraction game was developed and used with second and third-grade students. The game involves three different representations: a discrete visual model, a bar model, and a number sentence. The students played the game and solved additional problems to strengthen their skills for representing and solving subtraction word problems. Twenty-four 2nd grade students in China and two 3rd grade students in Turkey participated in the study. Data sources included a pre-test, a post-test, student worksheets, and teachers’ filed notes. Data analysis showed an increase in students’ subtraction word problem-solving performance. They also effectively used a variety of representations to represent problem situations. The design and implementation processes of the intervention are discussed in the paper. We share suggestions for future implementation.]]>
<![CDATA[Types of beliefs of secondary school students in southern Chile ]]>
<![CDATA[Díaz, Verónica]]>;
<![CDATA[Castro, Luisa]]>;
<![CDATA[Río, Pamela del]]>
<![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.pp465-478
<![CDATA[Research in mathematics education has shown that individuals' beliefs play a fundamental role in their responses to and interest in mathematics and their application of these beliefs in real-life situations. Although the literature related to the affective domain in general, and beliefs in particular, has explored the relationship between beliefs and student educational level, there still needs to be a research gap regarding the empirical testing of this variable in the context of secondary mathematics education in Chile. Therefore, the present study, with a quantitative and exploratory methodology, aims to fill this gap by adapting the Mathematics-Related Beliefs Questionnaire MRBQ to describe and analyze students' beliefs in mathematics at two levels of secondary education. The main results of the study indicate that mostly positive beliefs are observed in the three types of beliefs studied: Beliefs about the social context, about self-concept, and mathematics education, highlighting the dimension of beliefs about the social context or classroom environment, in which students showed a highly positive perception of the role of the mathematics teacher.]]>
<![CDATA[Prospective teachers’ design of numeracy tasks using a physical distancing context ]]>
<![CDATA[Kohar, Ahmad Wachidul]]>;
<![CDATA[Rahaju, Endah Budi]]>;
<![CDATA[Rohim, Abdur]]>
<![CDATA[ Journal on Mathematics Education Vol. 13 No. 2 (2022): Journal on Mathematics Education ]]>
Publisher : <![CDATA[Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS) ]]>
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DOI: 10.22342/jme.v13i2.pp191-210
<![CDATA[Physical distancing, which is widely practiced limiting the spread of COVID-19, is recognized to contain mathematical thoughts that can be harnessed as a context for prospective teachers’ practices of mathematical problem posing. The goal of this study is to investigate the profile of mathematical tasks posed by prospective mathematics teachers using the context of physical distancing that meets the criteria of numeracy tasks. Data were collected from 66 mathematical tasks posed by thirty-three prospective teachers at a public university in Surabaya, Indonesia, attending an assessment course of numeracy based on a problem-posing task. To analyze, the posed tasks were first identified as solvable or unsolvable tasks and then further categorized into the domains of the level of context use and the level of cognitive processes. Results show that the level of context use embedded in the posed tasks varies from zero to first order, with only a few of the posed tasks being coded as having second-order context. Regarding the levels of cognitive processes, most of the posed tasks reach the level of understanding, with only a small number of reasoning tasks identified. Interestingly, all the tasks coded to contain second-order context are classified as reasoning tasks. Some implications regarding designing numeracy tasks using physical distancing and interventions in teacher education related to numeracy task design are discussed.]]>
<![CDATA[Timeline tool for analyzing the relationship between students-teachers-artifacts interactions and meaning-making ]]>
<![CDATA[Bagossi, Sara]]>;
<![CDATA[Swidan, Osama]]>;
<![CDATA[Arzarello, Ferdinando]]>
<![CDATA[ Journal on Mathematics Education Vol. 13 No. 2 (2022): Journal on Mathematics Education ]]>
Publisher : <![CDATA[Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS) ]]>
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DOI: 10.22342/jme.v13i2.pp357-382
<![CDATA[Meaning-making in teaching-learning mathematical processes is a relevant issue analysed through different philosophical and educational frames. In particular, the use of digital tools in mathematics education affects the meaning-making processes. This paper discusses meaning-making from a phenomenological standpoint, in which interpretative activities are relevant. This approach requires a careful analysis of the semiotic resources’ evolution, including those related to the used digital tools. The paper aims to introduce an analytical tool, the Timeline. This tool is an elaboration on previous analysis tools, like the interaction flowchart and the semiotic bundle. Such a tool allows the analysis of relationship among interactions, semiotic resources, and meaning-making. In this paper, the Timeline is used to analyze two episodes from two different learning experiments where GeoGebra and augmented reality are used. High school students from Italy and Israel participated in this study. Video recording has been used to document the entire learning experiments. The analysis provides evidence that the Timeline enables investigating the relationship between students-teacher-artifacts interactions and meaning-making. Moreover, results may give teachers ideas for using digital tools to foster students’ meaning-making.]]>
<![CDATA[Worked-examples instruction versus Van Hiele teaching phases: A demonstration of students’ procedural and conceptual understanding ]]>
<![CDATA[Adeniji, Saidat Morenike]]>;
<![CDATA[Baker, Penelope]]>
<![CDATA[ Journal on Mathematics Education Vol. 13 No. 2 (2022): Journal on Mathematics Education ]]>
Publisher : <![CDATA[Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS) ]]>
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DOI: 10.22342/jme.v13i2.pp337-356
<![CDATA[This study explores the worked-example instruction (WEI) and the van Hiele teaching phases (VHTP) pedagogies to advance students’ acquisition of procedural and conceptual understanding of solving simultaneous equations. The quasi-experimental study involved two groups of high school students (age=15): 157 students in total with 72 in one group and 85 in the other. The study followed a pre-, post- and delay tests design. This study adapted two conceptual frameworks, the structure of the observed learning outcomes (SOLO) model and the Rasch model, and employed Rasch analysis and Statistical Package for Social Sciences (SPSS) as data analysis tools. The results indicated that both WEI and VHTP improved students’ procedural and conceptual understanding of solving simultaneous equations at the post-test; however, the WEI effects (on both procedural and conceptual understanding) were not sustained after the post-test while the VHTP had a lasting effect on only conceptual understanding. Furthermore, the VHTP group significantly outperformed the WEI group at the post-test and delay test in both conceptual and procedural understanding. These results indicated that the WEI is only beneficial at the initial stage of knowledge acquisition and VHTP is better at the initial and long-term. Practical implications of these results were discussed.]]>
<![CDATA[Javanese ethnomathematics: Exploration of the Tedhak Siten tradition for class learning practices ]]>
<![CDATA[Wiryanto]]>;
<![CDATA[Primaniarta, M. Gita]]>;
<![CDATA[Mattos, Roberto Linhares de]]>
<![CDATA[ Journal on Mathematics Education Vol. 13 No. 4 (2022): Journal on Mathematics Education ]]>
Publisher : <![CDATA[Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS) ]]>
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DOI: 10.22342/jme.v13i4.pp661-680
<![CDATA[Tedhak Siten is a Javanese traditional ceremony that marks the 8th month of the baby’s age, marked by the baby's readiness to set foot on the ground. This tradition has a philosophical meaning with Javanese cultural values related to the concepts of calculating the ceremony time and the geometric shape of the ceremonial equipment used. The purpose of this study was to explore the cultural activities of the Javanese community by outlining the mathematical concepts contained in the implementation of the Tedhak Siten ceremony. This research was a qualitatively descriptive study through an ethnographic approach. Ethnomathematical data were collected from two experts those were the head of a traditional Javanese culture studio and a cultural actor active as a leader of Javanese traditional ceremonies. The ethnomathematics found in the study were counting the date or time for the implementation of the Tedhak Siten tradition and the elaboration of geometric concepts in the form of ceremonial equipment used to perform traditional customary procedures. This research had an impact as a mathematics learning material that originated from the wisdom of the local Javanese community by applying the concepts of time units, least common multiples, modulo 5, modulo 7, circles, triangles, rectangles, cylindrical volumes and spherical volumes.]]>
<![CDATA[Evaluation of procedural and conceptual knowledge of mathematical functions: A case study from Morocco ]]>
<![CDATA[Qetrani, Safâ]]>;
<![CDATA[Achtaich, Naceur]]>
<![CDATA[ Journal on Mathematics Education Vol. 13 No. 2 (2022): Journal on Mathematics Education ]]>
Publisher : <![CDATA[Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS) ]]>
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DOI: 10.22342/jme.v13i2.pp211-238
<![CDATA[To measure the procedural and conceptual knowledge of functions and to clarify the relationship between them in the context of mathematics education in Morocco, a structural equation modeling (SEM) analysis was used. In addition, correlation tests between students’ grades at their Mathematical Analysis Assessments and their procedural and conceptual knowledge of functions scores were established to investigate whether students' grades mainly reflect their performance on procedural knowledge or conceptual knowledge. The sample consisted of 337 high school Moroccan students. The study findings indicated that a large group of participants scored high in procedural tasks but low in conceptual tasks. Besides, the participants’ grades in their exams correlate much more strongly with the estimated procedural knowledge scores than the estimated conceptual knowledge scores. On the other hand, the confirmatory factor analysis of the SEM confirmed the reliability, validity, and fitness of the measurement model, whereas the path analysis of the SEM supports the genetic view causal relationship that procedural knowledge of functions is necessary but not sufficient condition for conceptual knowledge. These results provide a theoretical foundation for improving mathematics education by working on the content of the assessments, the teachers’ teaching approaches, and the students’ learning strategies.]]>
<![CDATA[Preservice teachers’ knowledge mobilized in solving area tasks ]]>
<![CDATA[Caviedes, Sofía]]>;
<![CDATA[de Gamboa, Genaro]]>;
<![CDATA[Badillo, Edelmira]]>
<![CDATA[ Journal on Mathematics Education Vol. 14 No. 1 (2023): Journal on Mathematics Education ]]>
Publisher : <![CDATA[Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS) ]]>
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DOI: 10.22342/jme.v14i1.pp35-54
<![CDATA[Studies that address preservice teachers’ knowledge of area measurement emphasize their lack of knowledge and their tendency towards the use of formulas, without offering a body of knowledge that helps to address such difficulties. This study offers an approximation of the mathematical knowledge necessary for preservice teachers to solve area tasks. For this, the Mathematics Teacher's Specialized Knowledge model is used with emphasis on the subdomain of Knowledge of Topics and Knowledge of the Structure of Mathematics. Preservice teachers' resolutions and written justifications are analyzed using qualitative and quantitative tools. The results indicate that those resolutions that manage to mobilize mathematical knowledge are associated with the joint mobilization of different procedures, properties, and geometric principles. Results also indicate that the strategic coordination between different registers of representation allows Preservice Teachers to mobilize categories of specialized knowledge and establishing connections with other mathematical contents.]]>
