Journal on Mathematics Education (JME)
Journal on Mathematics Education (IndoMS-JME) is peer-refereed open-access international journal which has been established for the dissemination of state-of-the-art knowledge in the field of mathematics education. This journal is founded under collaboration between Indonesian Mathematical Society and Sriwijaya University. Starting from 2019, IndoMS-JME would be published three times in a year (January, Mei, and September).
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<![CDATA[OUR PROSPECTIVE MATHEMATIC TEACHERS ARE NOT CRITICAL THINKERS YET ]]>
<![CDATA[Abdur Rahman As'ari]]>;
<![CDATA[Ali Mahmudi]]>;
<![CDATA[Elah Nuerlaelah]]>
<![CDATA[ Journal on Mathematics Education Vol 8, No 2 (2017) ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
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DOI: 10.22342/jme.8.2.3961.145-156
<![CDATA[In order to help students develop their critical thinking skills, teachers need to model the critical thinking skills and dispositions in front of their students. Unfortunately, very rare studies investigating prospective teachers’ readiness in critical thinking dispositions are available in the field of mathematics education. This study was intended to investigate the level of critical thinking disposition of prospective mathematics teachers. Using case study methods, three studies were done in Malang.Three levels of critical thinkers were identified from these case studies namely: non-critical thinker, emergent critical thinker, developing critical thinker. Majority of prospective mathematics teachers’ critical thinking dispositions are at the non-critical thinker level. Only a few of them are at the emergent critical thinker, and very rare at the developing critical thinker level. It can be concluded that prospective mathematics teachers are not critical thinker yet. Teacher education institutions need to reform their curriculum and instructional practices to improve their students critical thinking skills and dispositions.DOI: http://dx.doi.org/10.22342/jme.8.2.3961.145-156]]>
<![CDATA[EXAMINING OF MODEL ELICITING ACTIVITIES DEVELOPED BY MATHEMATICS STUDENT TEACHERS ]]>
<![CDATA[Ayse Tekin Dede]]>;
<![CDATA[Çaglar Naci Hidiroglu]]>;
<![CDATA[Esra Bukova Guzel]]>
<![CDATA[ Journal on Mathematics Education Vol 8, No 2 (2017) ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
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DOI: 10.22342/jme.8.2.3997.223-242
<![CDATA[The purpose of this study is to examine the model eliciting activities developed by the mathematics student teachers in the context of the principles of the model eliciting activities. The participants of the study conducted as a case study design were twenty one mathematics student teachers working on seven groups. The data collection tools were the developed model eliciting activities and semi-structured interviews. The model eliciting activities and the transcriptions of the interviews were deeply analyzed based on the principles. The results showed that while one group’s activity was not a model eliciting activity, the ones of two groups were appropriate to the all principles. Other model eliciting activities were completely or partly appropriate to the principles. It was seen that the reality and model construction principles were binding role in developing these activities. The self-assessment and construct documentation principles were directly related to each other. The construct share ability and reusability, and effective prototype principles were the principles which were associated with the others and could be elicited effectively by tracking future implementations.]]>
<![CDATA[UNDERSTANDING OF PROSPECTIVE MATHEMATICS TEACHERS OF THE CONCEPT OF DIAGONAL ]]>
<![CDATA[Ülkü Ayvaz]]>;
<![CDATA[Nazan Gündüz]]>;
<![CDATA[Figen Bozkus]]>
<![CDATA[ Journal on Mathematics Education Vol 8, No 2 (2017) ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
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DOI: 10.22342/jme.8.2.4102.165-184
<![CDATA[This study aims to investigate the concept images of prospective mathematics teachers about the concept of diagonal. With this aim, case study method was used in the study. The participants of the study were consisted of 7 prospective teachers educating at the Department of Mathematics Education. Criterion sampling method was used to select the participants and the criterion was determined as taking the course of geometry in the graduate program. Data was collected in two steps: a diagnostic test form about the definition and features of diagonal was applied to participants firstly and according to the answers of the participants to the diagnostic test form, semi-structured interviews were carried out. Data collected form the diagnostic test form and the semi-structured interviews were analyzed with descriptive analysis. According to the results of the study, it is understood that the prospective teachers had difficulties with the diagonals of parallelogram, rhombus and deltoid. Moreover, it is also seen that the prospective teachers were inadequate to support their ideas with further explanations although they could answer correctly. Ä°t is thought that the inadequacy of the prospective teachers stems from the inadequacy related to proof.DOI:Â http://dx.doi.org/10.22342/jme.8.2.4102.165-184]]>
<![CDATA[MATHEMATICS TEACHERS' KNOWLEDGE OF STUDENT THINKING AND ITS EVIDENCES IN THEIR INSTRUCTION ]]>
<![CDATA[Aytug Özaltun Çelik]]>;
<![CDATA[Esra Bukova Güzel]]>
<![CDATA[ Journal on Mathematics Education Vol 8, No 2 (2017) ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
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DOI: 10.22342/jme.8.2.4144.199-210
<![CDATA[The aim of this case study is to examine mathematics teachers’ knowledge of students’ thinking and its evidences in their teaching. The participants were three secondary mathematics teachers. Data were gathered from interviews and observations. While analyzing the data, the framework about teachers’ knowledge of students’ thinking was used. The findings showed that each teacher mainly considered the knowledge of students’ thinking as knowing students’ prior knowledge. They expressed that they benefited from the questions to reveal students’ ideas, encouraged their students to use different solution ways for the problems, and had ideas on misconceptions and difficulties their students might be confronted. The participants also considered students’ prior knowledge in their lessons, but they did not tackle their difficulties, errors and misconceptions unless students asked questions to them. They had the limited approaches for building on students’ mathematical ideas, promoting students thinking mathematics, triggering and considering divergent thoughts, engaging students in mathematical learning, and motivating students learning.]]>
<![CDATA[ON USING VARIOUS MATHEMATICS INSTRUCTIONS VERSUS TRADITIONAL INSTRUCTION-AN ACTION RESEARCH ]]>
<![CDATA[Jehad Alzabut]]>
<![CDATA[ Journal on Mathematics Education Vol 8, No 2 (2017) ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
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DOI: 10.22342/jme.8.2.4139.133-144
<![CDATA[In this research, I provide an overview of potentially selected interactive mathematical instructions that help learners-educators identifying the most effective practices for teaching a course on differential equations. Based on my practical experience, positive and negative aspects of the used techniques are discussed. Immediate reactions on the disadvantages of the implementation of these different instructions have been successfully demonstrated throughout the practices. I conduct a survey in form of a questionnaire asking the learners about their opinions in this experience from which conclusion and recommendation are drawn and proposed to use in the process of teaching and learning next semesters.DOI: http://dx.doi.org/10.22342/jme.8.2.4139.133-144]]>
<![CDATA[DESIGN RESEARCH ON RATIO AND PROPORTION LEARNING BY USING RATIO TABLE AND GRAPH WITH OKU TIMUR CONTEXT AT 7th GRADE ]]>
<![CDATA[Haniful Muttaqin]]>;
<![CDATA[Ratu Ilma Indra Putri]]>;
<![CDATA[Somakim Somakim]]>
<![CDATA[ Journal on Mathematics Education Vol 8, No 2 (2017) ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
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DOI: 10.22342/jme.8.2.3969.211-222
<![CDATA[This research was motivated by several studies which show that students have difficulties in understanding the material ratio, wherein one contributing factor is the lack of ability in proportional reasoning. The purpose of this study is to produce a trajectory of learning to help students develop abilities in comparison reasoning. Solution strategies in this study were the ratio tables and graphs using PMRI approach (Indonesian Realistic Mathematics Education) with OKU Timur context. This research was conducted in MTs Subulussalam 2 Sriwangi Ulu OKU Timur. The method used was design research with three stages, those are the preliminary experiment, design experiment, and retrospective analysis. At the preliminary experiment, researchers designed the Hypothetical Learning Trajectory (HLT). At the design experiment, HLT tested on students to develop informal knowledge into a formal knowledge of mathematics through activities. The trial results were analyzed in a retrospective analysis phase so that the trajectory of learning or Learning Trajectory (LT) resulted.DOI:Â http://dx.doi.org/10.22342/jme.8.2.3969.211-222]]>
<![CDATA[SUNDANESE ETHNOMATHEMATICS: MATHEMATICAL ACTIVITIES IN ESTIMATING, MEASURING, AND MAKING PATTERNS ]]>
<![CDATA[Dedi Muhtadi]]>;
<![CDATA[Sukirwan Sukirwan]]>;
<![CDATA[Warsito Warsito]]>;
<![CDATA[Rully Charitas Indra Prahmana]]>
<![CDATA[ Journal on Mathematics Education Vol 8, No 2 (2017) ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
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DOI: 10.22342/jme.8.2.4055.185-198
<![CDATA[Mathematics is a form of culture integrated in all aspects of society, wherever there are, including the sundanese ethnic communities. This enables the mathematical concepts embedded in cultural practices and recognizes that all people develop a special way of doing mathematics called ethnomathematics activities. Sundanese ethnomathematics is mathematics in sundanese culture implemented in community activities. Sundanese ethnic sundanese people living in the area of West Java Indonesia, speaking sundanese language, and having activities reflecting sundanese culture. Sundanese ethnomathematics in this study has three activities, namely estimating, measuring, and making patterns appearing in the activities in term of kibik (a unit for measuring volume), bata (a unit for measuring surface area), and path pihuntuan (a model of cane work).DOI: http://dx.doi.org/10.22342/jme.8.2.4055.185-198]]>
<![CDATA[LATENT CLUSTER ANALYSIS OF INSTRUCTIONAL PRACTICES REPORTED BY HIGH- AND LOW-PERFORMING MATHEMATICS TEACHERS IN FOUR COUNTRIES ]]>
<![CDATA[Qiang Cheng]]>;
<![CDATA[Hsien-Yuan Hsu]]>
<![CDATA[ Journal on Mathematics Education Vol 8, No 2 (2017) ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
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DOI: 10.22342/jme.8.2.4066.115-132
<![CDATA[Using Trends in International Mathematics and Science Study (TIMSS) 2011 eighth-grade international dataset, this study explored the profiles of instructional practices reported by high- and low-performing mathematics teachers across the US, Finland, Korea, and Russia. Concepts of conceptual teaching and procedural teaching were used to frame the design of the current study. Latent cluster analysis was applied in the investigation of the profiles of mathematics teachers’ instructional practices across the four education systems. It was found that all mathematics teachers in the high- and low-performing groups used procedurally as well as conceptually oriented practices in their teaching. However, one group of high-performing mathematics teachers from the U.S. sample and all the high-performing teachers from Finland, Korea, and Russia showed more frequent use of conceptually oriented practices than their corresponding low-performing teachers. Another group of U.S. high-performing mathematics teachers showed a distinctive procedurally oriented pattern, which presented a rather different picture. Such results provide useful suggestions for practitioners and policy makers in their effort to improve mathematics teaching and learning in the US and in other countries as well.DOI: http://dx.doi.org/10.22342/jme.8.2.4066.115-132]]>
<![CDATA[IMPLEMENTING INQUIRY-BASED LEARNING AND EXAMINING THE EFFECTS IN JUNIOR COLLEGE PROBABILITY LESSONS ]]>
<![CDATA[Jessie Siew Yin Chong]]>;
<![CDATA[Maureen Siew Fang Chong]]>;
<![CDATA[Masitah Shahrill]]>;
<![CDATA[Nor Azura Abdullah]]>
<![CDATA[ Journal on Mathematics Education Vol 8, No 2 (2017) ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
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DOI: 10.22342/jme.8.2.3964.157-164
<![CDATA[This study examined how Year 12 students use their inquiry skills in solving conditional probability questions by means of Inquiry-Based Learning application. The participants consisted of 66 students of similar academic abilities in Mathematics, selected from three classes, along with their respective teachers. Observational rubric and lesson observation checklist were used as the data collection instruments. The results obtained were analyzed and then quantitatively reported. Findings from the observational rubric revealed that Year 12 students were able to understand most of the questions during the activity, but they only select and use one previously learned method to solve the questions during the activity. In addition, these students rarely seek and asked probing questions during the activity. They only used words, diagrams and numbers to interpret the solutions to the questions and make connections between them but with few mistakes detected.DOI:Â http://dx.doi.org/10.22342/jme.8.2.3964.157-164]]>
