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Journal of Research and Advances in Mathematics Education
Published by Universitas Muhammadiyah Surakarta
ISSN : 25033697     EISSN : 25412590     DOI : -
Core Subject : Education,
Education Mathematics
JRAMathEdu (Journal of Research and Advances in Mathematics Education) is open-access and peer-reviewed scholarly online journal managed by Department of Mathematics Education, Universitas Muhammadiyah Surakarta and published by Muhammadiyah University Press (MUP). The journal is published twice a year in January and July.
Arjuna Subject : -
Articles 12 Documents
 1   2 
Search results for , issue "Volume 6 Issue 1 January 2021" : 12 Documents clear
A design approach to mathematics teacher educator development in East Africa Golding, Jennie; Batiibwe, Marjorie Sarah K.
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 6 Issue 1 January 2021
Publisher : Department of Mathematics Education, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v6i1.11898

Abstract

Mathematical functioning in sub-Saharan Africa remains persistently weak in global terms. This limits the flourishing of young people and communities in the region. Moreover, affordable, effective ways to address the issue are not well established. This paper analyses outcomes from a blended learning ‘Mathematical Thinking and IT’ course, iteratively adapted for East African primary mathematics teacher educators. The course adopted theoretical approaches derived from the mathematics, teacher and technology education literatures. It aimed to address the problem of low mathematical functioning by equipping participants for their own work, and also for supporting local collaborative teacher development workshops. The reported study asked, ‘What are the affordances and constraints of the adapted course and the available technology for mathematics teacher educator development in this context?’A variety of qualitative tools were used to track the course’s impact on the ten mathematics teacher educator participants over six months, as they attempted to transfer course learning to their home professional context. The analysis adopted an ethnographic lens. Outcomes suggested participants with a broad mathematical and pedagogical capacity for change, including critical levels of reflection, made significant progress in their technological, mathematical and mathematics pedagogical expertise. However, teacher educators without such a threshold capacity appeared not able to re-envision practice. Free subject-specific software was appreciated by all participants, but not yet reliably accessible in these teacher educators’ institutional contexts. The reported study evidences the potential for affordable, sustainable, development of many mathematics teacher educators in this context, but further research is needed. Similar courses should take account of local technological and education constraints
How to predict good days in farming: ethnomathematics study with an ethnomodelling approach Umbara, Uba; Wahyudin, Wahyudin; Prabawanto, Sufyani
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 6 Issue 1 January 2021
Publisher : Department of Mathematics Education, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v6i1.12065

Abstract

Mathematics cannot be separated from everyday life. The use of mathematical concepts in cultural activities can be studied through the ethnomathematics program. However, ethnomathematics research may not be able to provide noticeable results, especially in constructing mathematical modelling for pedagogical purposes. Ethnomodelling later became one of the concepts introduced as an approach in ethnomathematics research. Based on the cultural aspect, the ability to predict a good day in farming is included in the holistic concept of culture because it belongs to the knowledge system and belief system (religion) in the universal element of culture. The research was conducted using an ethnomethodological approach and a realist ethnographic design. Based on this, this research was conducted to describe the ability of the Cigugur indigenous people in Kuningan Regency to predict what days are considered good to start farming activities. Data were collected by using observation techniques, in-depth interviews, documentation, and field notes. Data analysis techniques are carried out in stages through content analysis, triangulation, and pattern search. Based on the study of ethnomathematics, research that is able to describe the mathematical ideas and practices of the indigenous Cigugur community can be classified into several fundamental mathematical dimensions including counting, finding, measuring, designing, and explaining. The use of the ethnomodelling approach in research can describe several mathematical concepts used by the concepts of numbers, sets, relations, congruence, modulo, and mathematical modelling.
A Van Hiele Theory analysis for teaching volume of three-dimensional geometric shapes Moru, Eunice Kolitsoe; Malebanye, Maqoni; Morobe, Nomusic; George, Mosotho Joseph
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 6 Issue 1 January 2021
Publisher : Department of Mathematics Education, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v6i1.11744

Abstract

Geometry is among the cornerstones of mathematics because of its applicability in real life and its connection to other areas of mathematics. The reported study explored how the volume of 3D geometric shapes was taught in one high school in Lesotho. One male teacher and an intact class of sixty high school students were the participants of the study. The study was exploratory in nature. This was in order to understand the phenomenon under study so as to suggest ways on how to make some improvements for the future. Data were collected through classroom observations, photo shootings, note-taking, and interviews. Classroom observations enabled the researchers to start the analysis while also observing. The photos taken captured the nature of the tasks given to students, some explanations, and class interactions. The Van Hiele theory of geometric thought was used as the framework of analysis. The findings of the study show that at level 1, the teacher focused mainly on the vocabulary of the concept at hand, the information phase. Another phase which was dominant in the teaching at the same level is the direct orientation. The free-orientation phase was not fully realized. The analysis level was achieved through the information phase and the direct orientation phase. Thus the progression from one level to another by students occurred having some phases of learning being skipped due to the way the instruction was organized. It is postulated that lack of proper understanding of some concepts in geometry by students may result from this kind of instruction.
The effectiveness of goal-free problems for studying triangle similarity in collaborative groups Purnama, Pratama Wahyu; Retnowati, Endah
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 6 Issue 1 January 2021
Publisher : Department of Mathematics Education, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v6i1.11198

Abstract

Similarity is a topic in Geometry which investigates similar elements of a plane. This topic has a high complexity that generates cognitive load in working memory. A deep understanding of the concept is needed to solve similarity problems. Based on cognitive load theory, learning by goal-free problems is suggested since it can minimize cognitive load. This research examined the effectiveness of presenting similarity inquiries using goal-free problems for learning by collaboration. Using a factorial design: 2 presentation techniques (goal-free vs. goal-given problems) x 2 groupings (collaborative vs. individual) in authentic classrooms, the experiment consisted of four consecutive phases: introductory, learning phase, retention test, and transfer test. One-hundred eleven eighth-graders from four classrooms in a junior high school in Yogyakarta, Indonesia, served as research participants. The findings showed that students who were learning using goal-free problems possessed significantly higher scores of retention and transfer tests, as well as experience lower cognitive load during both tests. On the contrary, it was found that studying individually yielded a significantly higher transfer score than studying collaboratively. Since there was no interaction effect, it may be concluded that goal-free problems can be effective for either collaborative or individual learning.
Rubric as a learning tool in teaching application of derivatives in basic calculus Auxtero, Leah Conejos; Callaman, Roar Abalos
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 6 Issue 1 January 2021
Publisher : Department of Mathematics Education, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v6i1.11449

Abstract

Rubric has been associated with the term assessment used for grading and/or scoring. However, it might observe less, but it is also designed as students ‘learning tool. This study was conducted to provide empirical facts on its effectiveness as a learning tool in teaching Applications of Derivatives in Basic Calculus. It used the quasi-experimental design called the pretest posttest design. The participants were the 96 students from two classes of Grade 11 STEM students at the University of Mindanao. The instruments used were the adapted and improved rubric designed from two different research, a 25-item teacher-made problem-solving test questionnaire that was used in both pretest and posttest to measure the performance of the experimental and control group. The test questionnaire and rubric were both validated by 3 experts in the field with a result of very good, and it has a good internal consistency. The data gathered were summarized, translated, and analyzed using the mean scores of pretest and posttest. Findings showed that both the experimental and control group showed improvement, however, the experimental group who used rubric as a learning tool showed more significant improvement than control group. Thus, using a rubric as a learning tool in teaching Applications of derivatives is effective in improving students’ academic achievement as it teaches students to develop their understanding of procedural knowledge.
Cognitive flexibility: exploring students’ problem-solving in elementary school mathematics learning Rahayuningsih, Sri; Sirajuddin, Sirajuddin; Nasrun, Nasrun
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 6 Issue 1 January 2021
Publisher : Department of Mathematics Education, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v6i1.11630

Abstract

In classroom learning, students need mathematical cognitive flexibility to be able to solve mathematical problems with the various ideas they express. To solve the problems, they must be able to grasp the problem, see it from various points of view, and should not be rigid thinking with one solving method.  In fact, the students still lack the ability to think flexibly in solving math problems. This exploration is necessary to determine how to encourage the students’ creative problem-solving. The purposive sampling technique is used to select two out of 150 of 4th Grade students who have taken an initial test to measure their creative abilities. Problem-solving worksheet, think-aloud records, and interviews are used as data collection instruments. Then, the data were analyzed using a qualitative descriptive approach. The research instrument is validated by two professors of mathematics. Through a series of revisions based on expert advice, the validity results are said to be feasible for use. To check for reliability, field tests are tested on 10 students who meet the criteria as research subjects. Analysis results indicate that cognitive abilities involve cognitive processes in the form of the ability to assess process by looking for patterns of numbers, mentally compute, estimate, and assess the rationality or reasonableness of calculation results. Other findings on students' cognitive processes in solving math problems include looking for number patterns, carrying out trial-and-error (also called guess-and-check), and drawing diagrams. Students with cognitive flexibility tend to use trial-and-error when solving mathematical problems.
Rubric as a learning tool in teaching application of derivatives in basic calculus Leah Conejos Auxtero; Roar Abalos Callaman
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 6 Issue 1 January 2021
Publisher : Department of Mathematics Education, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v6i1.11449

Abstract

Rubric has been associated with the term assessment used for grading and/or scoring. However, it might observe less, but it is also designed as students ‘learning tool. This study was conducted to provide empirical facts on its effectiveness as a learning tool in teaching Applications of Derivatives in Basic Calculus. It used the quasi-experimental design called the pretest posttest design. The participants were the 96 students from two classes of Grade 11 STEM students at the University of Mindanao. The instruments used were the adapted and improved rubric designed from two different research, a 25-item teacher-made problem-solving test questionnaire that was used in both pretest and posttest to measure the performance of the experimental and control group. The test questionnaire and rubric were both validated by 3 experts in the field with a result of very good, and it has a good internal consistency. The data gathered were summarized, translated, and analyzed using the mean scores of pretest and posttest. Findings showed that both the experimental and control group showed improvement, however, the experimental group who used rubric as a learning tool showed more significant improvement than control group. Thus, using a rubric as a learning tool in teaching Applications of derivatives is effective in improving students’ academic achievement as it teaches students to develop their understanding of procedural knowledge.
Cognitive flexibility: exploring students’ problem-solving in elementary school mathematics learning Sri Rahayuningsih; Sirajuddin Sirajuddin; Nasrun Nasrun
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 6 Issue 1 January 2021
Publisher : Department of Mathematics Education, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v6i1.11630

Abstract

In classroom learning, students need mathematical cognitive flexibility to be able to solve mathematical problems with the various ideas they express. To solve the problems, they must be able to grasp the problem, see it from various points of view, and should not be rigid thinking with one solving method.  In fact, the students still lack the ability to think flexibly in solving math problems. This exploration is necessary to determine how to encourage the students’ creative problem-solving. The purposive sampling technique is used to select two out of 150 of 4th Grade students who have taken an initial test to measure their creative abilities. Problem-solving worksheet, think-aloud records, and interviews are used as data collection instruments. Then, the data were analyzed using a qualitative descriptive approach. The research instrument is validated by two professors of mathematics. Through a series of revisions based on expert advice, the validity results are said to be feasible for use. To check for reliability, field tests are tested on 10 students who meet the criteria as research subjects. Analysis results indicate that cognitive abilities involve cognitive processes in the form of the ability to assess process by looking for patterns of numbers, mentally compute, estimate, and assess the rationality or reasonableness of calculation results. Other findings on students' cognitive processes in solving math problems include looking for number patterns, carrying out trial-and-error (also called guess-and-check), and drawing diagrams. Students with cognitive flexibility tend to use trial-and-error when solving mathematical problems.
A design approach to mathematics teacher educator development in East Africa Jennie Golding; Marjorie Sarah K. Batiibwe
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 6 Issue 1 January 2021
Publisher : Department of Mathematics Education, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v6i1.11898

Abstract

Mathematical functioning in sub-Saharan Africa remains persistently weak in global terms. This limits the flourishing of young people and communities in the region. Moreover, affordable, effective ways to address the issue are not well established. This paper analyses outcomes from a blended learning ‘Mathematical Thinking and IT’ course, iteratively adapted for East African primary mathematics teacher educators. The course adopted theoretical approaches derived from the mathematics, teacher and technology education literatures. It aimed to address the problem of low mathematical functioning by equipping participants for their own work, and also for supporting local collaborative teacher development workshops. The reported study asked, ‘What are the affordances and constraints of the adapted course and the available technology for mathematics teacher educator development in this context?’A variety of qualitative tools were used to track the course’s impact on the ten mathematics teacher educator participants over six months, as they attempted to transfer course learning to their home professional context. The analysis adopted an ethnographic lens. Outcomes suggested participants with a broad mathematical and pedagogical capacity for change, including critical levels of reflection, made significant progress in their technological, mathematical and mathematics pedagogical expertise. However, teacher educators without such a threshold capacity appeared not able to re-envision practice. Free subject-specific software was appreciated by all participants, but not yet reliably accessible in these teacher educators’ institutional contexts. The reported study evidences the potential for affordable, sustainable, development of many mathematics teacher educators in this context, but further research is needed. Similar courses should take account of local technological and education constraints
How to predict good days in farming: ethnomathematics study with an ethnomodelling approach Uba Umbara; Wahyudin Wahyudin; Sufyani Prabawanto
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 6 Issue 1 January 2021
Publisher : Department of Mathematics Education, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v6i1.12065

Abstract

Mathematics cannot be separated from everyday life. The use of mathematical concepts in cultural activities can be studied through the ethnomathematics program. However, ethnomathematics research may not be able to provide noticeable results, especially in constructing mathematical modelling for pedagogical purposes. Ethnomodelling later became one of the concepts introduced as an approach in ethnomathematics research. Based on the cultural aspect, the ability to predict a good day in farming is included in the holistic concept of culture because it belongs to the knowledge system and belief system (religion) in the universal element of culture. The research was conducted using an ethnomethodological approach and a realist ethnographic design. Based on this, this research was conducted to describe the ability of the Cigugur indigenous people in Kuningan Regency to predict what days are considered good to start farming activities. Data were collected by using observation techniques, in-depth interviews, documentation, and field notes. Data analysis techniques are carried out in stages through content analysis, triangulation, and pattern search. Based on the study of ethnomathematics, research that is able to describe the mathematical ideas and practices of the indigenous Cigugur community can be classified into several fundamental mathematical dimensions including counting, finding, measuring, designing, and explaining. The use of the ethnomodelling approach in research can describe several mathematical concepts used by the concepts of numbers, sets, relations, congruence, modulo, and mathematical modelling.

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