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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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Non-specialist secondary mathematics teachers learning in study groups by engaging with activities of algebra Hatisaru, Vesife
Journal on Mathematics Education Vol. 15 No. 1 (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.v15i1.pp131-150

Abstract

Teaching ‘out-of-field’ is a present obstacle in mathematics education in many countries, and developing professional learning programs aimed at upskilling non-specialist teachers is urgent. A teacher study group was established wherein two non-specialist teachers of mathematics (Years 7–10; aged 12–16) engaged with algebra to develop a deeper understanding of the subject and its teaching. The study group lasted one school year, during which the teachers actively participated in the learning. Multiple data sources were collected, including reflection forms, open-ended questionnaires, and a storytelling form. Analysis of the teachers’ solutions to a sample of algebra problems and self-reports suggests that the study group enabled teachers to acquire new knowledge/skills in mathematics pedagogy, gain a new understanding of how student thinking and understanding develop, adapt new classroom instruction strategies, develop ability/confidence in problem-solving, and develop new knowledge/ability in algebra. The study findings contribute to our understanding of supporting non-specialist mathematics teachers’ professional development.
The relation between teacher and students' mathematical mindsets to the student’s comprehension of mathematics concepts Maskar, Sugama; Herman, Tatang
Journal on Mathematics Education Vol. 15 No. 1 (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.v15i1.pp27-54

Abstract

The aim of this study is to understand the relationship between teacher and student mindsets in relation to the student’s comprehension of mathematics concepts. This study used a qualitative research type with a case study method. Participants in this study were 30 students and one teacher from one of the public junior high schools in Cianjur, Indonesia. Data sources used in this study were collected through teacher and student questionnaires, class observations, and semi-structured interviews. The class observation material was about linear function, and the learning process was carried out using the Complex Instruction (CI) approach based on growth mindset instruction. The questionnaire results show that teachers and students tend to have a fixed mindset. The fixed mindset of both the students and the teacher is particularly evident in their beliefs about the nature of math and their orientation towards student mastery and performance. The results of observations and interviews show a relationship between this mindset and student performance in class. Most students tend to show low performance in understanding linear function concepts. Based on the observations, students experienced problems in algebra thinking, had difficulty understanding mathematical concepts as a whole, and showed a lack of motivation and self-confidence. The results indicate that there is a significant relationship between the fixed mindsets of teachers and students towards students' lower performance in mathematics learning in the classroom.
Linking diversity in learning Geometry: Exploring tessellation in techno-based mathematical tasks Laksmiwati, Pasttita Ayu; Hidayah, Miftahul; Schmidthaler, Eva; Prahmana, Rully Charitas Indra; Sabitzer, Barbara; Lavicza, Zsolt
Journal on Mathematics Education Vol. 14 No. 3 (2023): 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.v14i3.pp585-602

Abstract

Nowadays, digital technologies are crucial in supporting students in geometry in secondary mathematics classrooms. However, in some cases, the role of visual function in technology was only utilized for seeing and conjecturing, not for experimenting, while to develop a relational understanding of geometry concepts, students should actively participate in the learning process. To address the issue, this study investigated how students learn geometry with digital technology assistance based on students' diversity in their mathematics abilities. A task with a dynamic geometry software called Techno-based Mathematical Tasks (TbMT) was designed to assist students in exploring geometrical activities and solving a problem through investigations on tessellation. This research employs educational design research and focuses on the preliminary design by conducting a pilot study on three students based on the diversity in their ability in mathematics classrooms, i.e., low, middle, and high. As part of data collection, we captured students' works to examine critical information in their responses based on their differences in abilities. We collected the data through online meetings and recorded the data. We analyzed students' work from the recording by capturing critical information. The results revealed that the TbMT might provide students with opportunities to learn by exploring tessellation activities that might contribute to students' understanding of geometry concepts. Due to the limited number of participants in this study, further research can be an opportunity to expand the number of participants to enhance the contribution to the literature with more comprehensive empirical evidence.
Recontextualizing Kalinga’s batek and laga into an ethnomathematical teaching resource: An application of the second generation of didactical engineering Hortelano, Julius Ceasar; Lapinid, Minie Rose
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.pp385-402

Abstract

Instructional materials that integrate students' cultures make teaching and learning relevant to students. However, there is a lack of culture-based and research-based teaching resources in mathematics that are deemed pertinent to Kalinga’s full-modular learning and cognizant of the framework for Philippine mathematics teacher education’s principle on realistic mathematics. As such, this study aims to recontextualize the Kalinga tribe’s batek and laga into an Ethnomathematical Teaching Resource (ETR) through the Second Generation of Didactical Engineering (SGDE). Nine elementary teachers and two teacher-trainers participated in the preliminary phase, which was arranged into an ethnomathematical study, first teacher interview, and pretest. These were the basis of the design and a priori assumptions organized into Teaching Strategies (TS), Mathematical Content Knowledge (MCK), and appropriateness test. Subsequently, the realization phase tested the assumptions by administering the ETR, second interview, Communication Index (CI), and post-test. As a result, the a posteriori analysis and validation showed that teacher participants’ exposure to the ETR provided potential TS, improved their MCK, and made appropriate to their level. Consequently, the recontextualization process of the cultures described in the study strengthens the awareness and responsibility of the Kalinga teachers to their cultural community. This also contributes to the preservation of the practices.
Developing mathematics teaching materials using maritime context for higher-order thinking in junior high school Malalina; Putri, Ratu Ilma Indra; Zulkardi; Hartono, Yusuf
Journal on Mathematics Education Vol. 15 No. 1 (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.v15i1.pp173-190

Abstract

Mathematics learning using high-order thinking skills is crucial for students. High-order thinking skills can be developed through learning materials with contexts relevant to the student's environment. This research aims to: produce maritime context mathematics teaching materials for higher-order thinking in Junior High Schools that are valid, practical, and have a potential effect on analytical and evaluation skills. The subjects of this study were 7th-grade students at SMP Tamansiswa Palembang, SMP Tamansiswa Mariana, and SMP Tamansiswa Sungai Buah. Data collection techniques include walkthroughs, interviews, observations, documentation, and tests. Data analysis is conducted qualitatively through descriptive methods. The research development of maritime context mathematics teaching materials for higher-order thinking at Junior High Schools has been validated based on content, construct, and language by expert reviews. During one-to-one interactions, students demonstrated their comprehension of the teaching materials and their ability to analyze and evaluate the student worksheets (SW) and questions. Practicality was observed during small group interactions, as students encountered no difficulties in solving problems on the SW and questions using analytical and evaluative skills. Furthermore, the field test demonstrated that the maritime context mathematics teaching materials have the potential to enhance students' analytical and evaluative abilities. In conclusion, this research has produced valid, practical, and potentially effective maritime context mathematics teaching materials for higher-order thinking at Junior High Schools, which can enhance students' analytical and evaluative abilities.
What explains early numeracy achievement: A comparison of South Africa and China Nelisiwe, Thukwane; Yu, Ke
Journal on Mathematics Education Vol. 15 No. 1 (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.v15i1.pp277-294

Abstract

Mathematics is pivotal in the contemporary technology-driven world. However, poor mathematical performance continues to be a concern in many countries. Guided by Mathematics in a Cultural Context (MCC) framework, this article investigates the similarities, differences, and potential reasons behind early numeracy achievement in South Africa and China.  Applying a qualitative research approach, selected teachers, parents, and government officials in the two countries were interviewed for their views on the cultural context and pedagogical practices that potentially impact mathematics teaching and learning. The findings confirmed the multifaceted and interconnected nature of mathematics teaching and learning. However, the findings raise questions about the efficacy of certain practices on mathematics learning and achievement, including the teaching approach, the value of different kinds of motivations, and methods to inspire motivation. This finding suggests the importance of practicing key mathematics concepts in building a solid foundation and confidence in mathematics.
Development of a protocol to measure mathematics higher-order thinking skills in Mexican primary schools Rodriguez-Martinez, Lesly Yahaira; Hernandez-Martinez, Paul; Perez-Martinez, Maria Guadalupe
Journal on Mathematics Education Vol. 14 No. 4 (2023): 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.v14i4.pp781-796

Abstract

This paper aims to describe the development process of the Observation Protocol for Teaching Activities in Mathematics (POAEM) and to report the findings from the qualitative and statistical analyses used to provide evidence of validity and reliability of the information collected with the first version of the POAEM. As part of this development process, 20 teachers from Mexican primary schools were videotaped twice while teaching mathematics. The study assessed the reliability of the POAEM rubrics. Results showed that the dimensional structure of the instrument can be grouped in one factor. A generalizability study provided information on the different sources of error in the measurement, showing that the dimensions accounted for 78% of the variance. This study provides an exemplar of the design and validation of an instrument that can help other researchers develop their own instruments and data collection to generate evidence of validity and reliability in different sociocultural contexts.
Comparative study of means of mathematical communication in Japan, Laos, and Thailand Ya-amphan, Duangmanee; Thinwiangthong, Sampan; Sythong, Phailath
Journal on Mathematics Education Vol. 15 No. 1 (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.v15i1.pp99-114

Abstract

This comparative study analyzed the similarities and differences in the mathematical communication used by teachers and primary school students in Japanese, Lao, and Thai mathematics classrooms. It adopted a qualitative research design, and the targets were teachers and students in Grades 1 - 6 at a selected school in each of the three countries. The data were collected from one classroom at each grade level from the three schools, so eighteen classrooms were involved in the study. The research tools included video recorders, photo cameras, and a field notes form. The data were analyzed by employing the analytical descriptive method based on Pirie's conceptual framework of the means of mathematical communication (1998). The findings revealed that the means of mathematical communication in the three countries were similar in their use of ordinary, mathematical, verbal, and symbolic language—differences in the means of mathematical communication related to how varied the learning materials were. The Japanese classrooms used the most varied means of mathematical communication, demonstrating all six means, while the Thai classrooms used only 5, and the Lao PDR classrooms used only 4. The Japanese classrooms were shown to be focused on the students' diverse self-solution concepts, while some of the Thai and Lao PDR classrooms were based on question-answer interactions between the teachers and students.
The didactic phenomenon: Deciphering students’ learning obstacles in set theory Hendriyanto, Agus; Suryadi, Didi; Juandi, Dadang; Dahlan, Jarnawi Afgani; Hidayat, Riyan; Wardat, Yousef; Sahara, Sani; Muhaimin, Lukman Hakim
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.pp517-544

Abstract

Teachers play a crucial role in disseminating knowledge in educational settings, typically adhering to a credulist-testimonial approach outlined in pedagogical literature. Consequently, students often acquire knowledge through this method, potentially leading to discrepancies between their conceptual understanding and the intended educational objectives. This study investigates the phenomenon of learning obstacles encountered by junior high school students, with a particular emphasis on mathematics education. It is part of a series of Didactical Design Research (DDR) projects aimed at developing effective instructional materials. Employing an interpretive paradigm within the DDR framework, the study adopts a qualitative approach utilizing hermeneutic phenomenology design. Various research tools such as diagnostic assessments, interview guidelines, observation sheets, and audio recordings are employed. Data analysis is conducted using the Constant Comparative Method (CCM). The findings highlight ontogenic, didactic, and epistemological obstacles students face, stemming from factors such as a lack of interest in mathematics, ineffective material presentation, and misconceptions regarding set concepts. These results underscore the importance of educators employing effective teaching strategies to help students overcome these obstacles and succeed in their mathematics education.
Promoting socioeconomic equity through automatic formative assessment Barana, Alice; Marchisio Conte, Marina
Journal on Mathematics Education Vol. 15 No. 1 (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.v15i1.pp227-252

Abstract

Ensuring equity in education is a goal for sustainable development. Among the factors that hinder equity, socioeconomic status (SES) has the highest impact on learning Mathematics. This paper addresses the issue of equity at the secondary school level by proposing an approach based on adopting automatic formative assessment (AFA). Carefully designed mathematical activities with interactive feedback were experimented with a sample of 299 students of grade 8 for a school year. A control group of 257 students learned the same topics using traditional methodologies. Part of the sample belonged to low SES. The learning achievement was assessed through pre-and post-tests to understand if the adoption of AFA impacted learning and whether the results depended on the students’ SES. The results show a positive effect of the experimentation (effect size: 0.42). Moreover, the effect size of the experimentation restricted to the low-SES group is high (0.77). In the treatment group, the results do not depend on SES, while in the control group, they do, suggesting that AFA is an equitable approach while traditional instruction risks perpetuating inequalities.

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