cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
-
Contact Email
-
Phone
-
Journal Mail Official
-
Editorial Address
-
Location
Kota surakarta,
Jawa tengah
INDONESIA
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 5 Documents
 1 
Search results for , issue "Volume 7 Issue 1 January 2022" : 5 Documents clear
Ethnomathematics study: cultural values and geometric concepts in the traditional "tanean-lanjang" house in Madura – Indonesia Ariesta Kartika Sari; Mega Teguh Budiarto; Rooselyna Ekawati
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 7 Issue 1 January 2022
Publisher : Department of Mathematics Education, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v7i1.15660

Abstract

One of the cultural outcomes of the Madurese community is the traditional tanean lanjang house with a long front yard, designed from several batih (nuclear) families, consisting of a married couple with unmarried children. This study explores geometric concepts of the traditional house to demonstrate how they can be useful for learning mathematics. The descriptive qualitative study described the mathematical concepts found in the tanean lanjang traditional house or settlement in Madura. Furthermore, an ethnographic method was also used to analyze documents, ethnographic notes, and documentation (photos). Data analysis techniques employed an interactive model of data collection, data reduction, data presentation, and conclusion. The results of the study show that the cultural values and geometric concepts of the tanean lanjang traditional house comprised (1) kinship and brotherhood values, (2) harmony in the household, and (3) strength in the household. The geometric concepts contained in the traditional tanean lanjang house include 2-dimensional shape (i.e., rectangle, trapezoid, triangle), perimeter of 2-dimensional shape, area of 2-dimensional shape, 3-dimensional shape (i.e., triangular prism), the volume of 3-dimensional shape, curve, and the concept of reflection in geometry.
Social semiotics comparison between old and new Palestinian mathematics curriculum for the ninth grade Husam Dawoud; Wajeeh Daher
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 7 Issue 1 January 2022
Publisher : Department of Mathematics Education, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v7i1.16006

Abstract

This research aimed to analyze Algebra unit in both the old and new Palestinian curriculum for the ninth grade by using deductive content analysis based on the social semiotic approach. The results of this study showed that, in both books, the mental, behavioral, and verbal processes were more frequent than the relational, existential, and material processes. Moreover, the most frequent object used in both curriculum were the initial description, the rule, and the official definition. The most frequent representation of the mathematical object in both curriculum, was the algebraic representation, then the verbal, the numerical and the graphic representations. The research findings also indicate that in both books, the use of the pronoun “I” was the most frequent, then the pronoun “we” and then other pronouns. The imperative was frequent in the Algebra unit in the old curriculum, but less frequent in the new curriculum. The research findings, regarding the textual function in both books, indicated that the text orientation ‘previous knowledge to new knowledge’ was the most frequent in Algebra. This demonstrates that the author in both books cared about applying the new knowledge and assessing it, what means that the text progresses horizontally in both curriculum.  
Indonesian mathematics teachers’ views on distance learning barriers during the early Covid-19 pandemic Hongki Julie; Veronika Fitri Rianasari; Maria Suci Apriani
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 7 Issue 1 January 2022
Publisher : Department of Mathematics Education, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v7i1.15616

Abstract

The aim of this paper is to describe the views of mathematics teachers in Indonesia on the distance learning barriers during the early Covid-19 pandemic. Specifically, this paper investigates the barriers that teachers view as significant in distance learning and efforts taken to overcome the barriers during the early Covid-19 pandemic. This study employed a descriptive research design involving 415 mathematics teachers by snowball sampling to fill out an online questionnaire. This study shows that barriers related to pedagogical dimensions were perceived as significant in distance learning during the early Covid-19 pandemic. Moreover, this study reveals that most of the teachers did some efforts that can be done by the teachers themselves to overcome the barriers. Based on the findings, we argue that it is important to support teachers’ pedagogical competencies to conduct distance learning in order to face this current pandemic or any future crises that may potentially disrupt face-to-face learning.
Tracing proof schemes: some patterns and new perspectives Yasemin Yılmaz Akkurt; Soner Durmuş
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 7 Issue 1 January 2022
Publisher : Department of Mathematics Education, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v7i1.15740

Abstract

The aim of this paper is to review some studies conducted with different learning areas in which the schemes of different participants emerge. Also it is about to show how mathematical proofs are handled in these studies by considering Harel and Sowder's classification of proof schemes with specific examples. As a result, it was seen that the examined studies were addressed in the learning areas of Analysis, Geometry, Algebra, Linear Algebra, Elementary Number Theory, Probability, Combinatorics, and MIX. Students in early grades tend more towards external and empirical proof schemes. On the other hand, the characteristics of the proof schemes become more sophisticated as the participants' profiles change to pre-service teachers or as they become more specializing in mathematics. Some results are as follows: the academic achievement levels, genders, and grade levels of the participants in the studies examined in this paper have indicated that they have similar traces with the schemes they use. In addition, it has been determined that new perspectives such as examining Harel and Sowder's classification with new lenses, revealing the overlooked roles of some dynamics in proof, or improving the framework provide an important research area in terms of revealing students' potentials.
Pre-service teachers’ mathematical concepts in indigenous languages: Challenges encountered in multilingual classrooms, Rundu urban, Namibia Martha Nahole; Frans Ndemupondaka Haimbodi
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 7 Issue 1 January 2022
Publisher : Department of Mathematics Education, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v7i1.15482

Abstract

Teaching mathematics in primary schools using indigenous languages as the language of instruction may present a professional challenge for teachers in several ways. Whereas most studies focused on teachers’ use of indigenous language in mathematics classrooms, there seems to be little done on the challenges experienced by pre-service teachers while teaching mathematics in indigenous languages. This study, thus, explored the challenges experienced by pre-service teachers teaching mathematics in indigenous languages at the primary school phase in Namibian multilingual classrooms. The study used a total population sampling technique and involved 90 pre-service teachers at the Rundu campus of the University of Namibia who voluntarily completed the questionnaires. The results showed that pre-service teachers faced difficulties with some concepts that were rather literally translated from English to vernacular. Thus, the translation led to ambiguous meanings. Another challenge was that some of the learners had problems in understanding the concepts in the language of instruction as they had a different mother tongue, for example the Chokwe and Nyemba speaking learners in classes where the medium of instruction is Rukwangali. 

Page 1 of 1 | Total Record : 5

 1 

Filter by Year

2022 2022


Reset
Filter By Issues
All Issue Volume 7 Issue 4 October 2022 Volume 7 Issue 3 July 2022 Volume 7 Issue 2 April 2022 Volume 7 Issue 1 January 2022 Volume 6 Issue 4 October 2021 Volume 6 Issue 3 July 2021 Volume 6 Issue 2 April 2021 Volume 6 Issue 1 January 2021 Volume 5 Issue 3 October 2020 Volume 5 Issue 2 June 2020 Volume 5 Issue 1 February 2020 Vol. 4, No. 2, July 2019 Vol. 4, No. 1, January 2019 Vol. 4, No. 1, January 2019: Issue In Press Vol. 3, No. 2, July 2018 Vol. 3, No. 2, July 2018: Issue In Press Vol 3, No 2 (2018) Vol. 3, No. 1, January 2018 Vol. 2, No. 2, July 2017 Vol. 2, No. 2, July 2017 Vol. 2, No. 1, January 2017 Vol. 2, No. 1, January 2017 Vol. 1, No. 2, July 2016 Vol. 1, No. 2, July 2016 Vol. 1, No. 1, January 2016 Vol. 1, No. 1, January 2016 More Issue