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College students’ perceived teaching presence in emergency remote online mathematics teaching Taley, Isaac Bengre
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 7 Issue 3 July 2022
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v7i3.17589

In this period of the Covid-19 outbreak, the interest in replacing conventional face-to-face teaching with online teaching in Ghana's Colleges of Education has sown amidst concerns about the presence of teaching. Through an online survey, 452 students from three education colleges responded to the teaching presence scale. This study examined college students' perception of mathematics teaching presence and how gender and the mode of interaction affected students' sense of teaching presence during the emergency remote online teaching of mathematics. The results showed that about 82.7% of the students had a moderate to a high sense of mathematics teaching presence in the emergency remote online teaching. This means that mathematics teachers were unable to identify the mathematics learning needs, neither were teachers able to manage collaborative and reflective work, nor averted undirected discourse among 27.3% of the students. Although the gender of students did not affect the sense of mathematics teaching, the result indicated that in the absence of asynchronous mode of interaction, synchronous and blended modes of interaction positively affected students' perceived mathematics teaching presence. Altogether, this study urges mathematics teachers to employ creative pedagogical approaches that make teaching presence more conspicuous to students in emergency remote online mathematics teaching.

GeoGebra-based flipped learning model: An alternative panacea to improve student’s learning independency in online mathematics learning Naufal Ishartono; Adi Nurcahyo; Mohamad Waluyo; Rafiza Abdul Razak; Suliadi Firdaus Sufahani; Millenia Hanifah
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 7 Issue 3 July 2022
Publisher : Department of Mathematics Education, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v7i3.18141

Previous studies have tried to improve students' independence in online mathematics learning. However, the Flipped Learning model integrated with GeoGebra is scarce as none of the existing syntaxes accommodate the model. As the existing syntax is based on three phases: pre-class activity, in-class activity, and post-class activity. This research aims to develop GeoGebra-based Flipped Learning syntax to increase students' independence in learning mathematics. The main difference between the existing syntax and the developed one is the integration of GeoGebra in the pre-class activity. The integration is based on previous studies showing that using GeoGebra can improve student’s learning achievements. It research employed the Design-Based Research (DBR) model involving 125 second-year undergraduate students of a private university in Indonesia. The syntax results were obtained from the study, indicating an increase in the average value of student independence in learning mathematics based on learning independence, confidence, level of discipline, sense of responsibility, level of initiative, and self-control. This developed syntax is expected to help teachers streamline online mathematics learning.

A constructivist analysis of Grade 8 learners’ errors and misconceptions in simplifying mathematical algebraic expressions Eunice Kolitsoe Moru; Motlatsi Mathunya
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 7 Issue 3 July 2022
Publisher : Department of Mathematics Education, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v7i3.16784

Algebra is an important branch of mathematics which applies to many fields related to mathematics. However, many studies show algebra as posing problems even to the most gifted students. This phenomenon, therefore, necessitates more studies to be conducted in this area. As such, the study explored the types of errors that Grade 8 learners committed in simplifying algebraic expressions and the misconceptions that might have given rise to such errors. Ninety-five Grade 8 learners were selected as the subjects of the study at one high school in Lesotho. Within the framework of the Qualitative case study design, the study used tasks and interviews for data collection. The thematic approach to data analysis within the framework of the constructivist theory was adopted. The study identified most errors committed by the learners as persistent. Overgeneralizing the rules of prior knowledge to new knowledge, particularly in different contexts, was the most frequent cause of the errors. In addition to this was the misunderstanding and misinterpretation of correct meanings in the given context. Some of the identified errors overlapped with those in the reviewed literature while others did not.

Describing prospective teacher’s promote action In online mathematics learning Iffah, Jauhara Dian Nurul; Tristanti, Lia Budi
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 7 Issue 3 July 2022
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v7i3.17258

Promoted action is an activity offered by the teacher to students so that they can develop new knowledge or experience. The promoted action chosen by the teacher will depend on the knowledge possessed by the teacher. It is commonly referred to as pedagogical content knowledge (PCK). In addition, to become a professional teacher with a well-measured PCK, the prospective teacher has been trained since the lecturing process. This study aims to describe promoting the actions of prospective teacher students in learning mathematics online. It is descriptive qualitative research on the subject of four students who take the peer teaching program. Subject selection was based on the PCK criteria of subjects with categories 0-0, 0-1, 1-0, and 1-1, which indicated the order of levels of pedagogical knowledge- content knowledge. Data collection methods are tests to determine the PCK of prospective subjects, observation of the learning process, and documentation of learning records. The triangulation used to see the credibility of the data is time triangulation. The results showed that all subjects elicited promoted actions in motivation, concentration, processing, and exploration phases. The four students have different ways of bringing up encouraging action based on their ability criteria.

A Ruppert’s framework: How do prospective teachers develop analogical reasoning in solving algebraic problems? Siti Lailiyah; Kusaeri Kusaeri; Endah Retnowati; Erman Erman
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 7 Issue 3 July 2022
Publisher : Department of Mathematics Education, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v7i3.17527

It is widely agreed that knowing how prospective teachers develop analogical reasoning in solving problems is important. Some problem solving is domain specific and require particular ways of analogical reasoning skill, therefore this study aims to reveal the development of analogical reasoning and strategies used by prospective teachers. The research design use a qualitative method. As many as 69 mathematics prospective teachers were involved voluntarily to complete algebraic tasks and 12 of them were interviewed to investigate their analogical reasoning and solution strategies. The data analysis used the Ruppert’s framework consisting of four components: structuring, mapping, applying, and verifying. It was found that the first three components were fully performed by the prospective teachers. However, the verifying stage was applied by prospective teachers in different ways. The dominant strategy used was a combined strategy of multiplication and addition. Their strategies varied according to the subjects’ general ability. The more strategies employed in solving problems, the better their analogical reasoning becomes. This implies that instructional designs that will be developed by prospective teachers may vary. Therefore, during their candidature, they should be provided by many solving strategies in problem solving to develop students’ analogical reasoning.

Describing prospective teacher’s promote action In online mathematics learning Iffah, Jauhara Dian Nurul; Tristanti, Lia Budi
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 7 Issue 3 July 2022
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v7i3.17258

Promoted action is an activity offered by the teacher to students so that they can develop new knowledge or experience. The promoted action chosen by the teacher will depend on the knowledge possessed by the teacher. It is commonly referred to as pedagogical content knowledge (PCK). In addition, to become a professional teacher with a well-measured PCK, the prospective teacher has been trained since the lecturing process. This study aims to describe promoting the actions of prospective teacher students in learning mathematics online. It is descriptive qualitative research on the subject of four students who take the peer teaching program. Subject selection was based on the PCK criteria of subjects with categories 0-0, 0-1, 1-0, and 1-1, which indicated the order of levels of pedagogical knowledge- content knowledge. Data collection methods are tests to determine the PCK of prospective subjects, observation of the learning process, and documentation of learning records. The triangulation used to see the credibility of the data is time triangulation. The results showed that all subjects elicited promoted actions in motivation, concentration, processing, and exploration phases. The four students have different ways of bringing up encouraging action based on their ability criteria.

College students’ perceived teaching presence in emergency remote online mathematics teaching Taley, Isaac Bengre
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 7 Issue 3 July 2022
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v7i3.17589

In this period of the Covid-19 outbreak, the interest in replacing conventional face-to-face teaching with online teaching in Ghana's Colleges of Education has sown amidst concerns about the presence of teaching. Through an online survey, 452 students from three education colleges responded to the teaching presence scale. This study examined college students' perception of mathematics teaching presence and how gender and the mode of interaction affected students' sense of teaching presence during the emergency remote online teaching of mathematics. The results showed that about 82.7% of the students had a moderate to a high sense of mathematics teaching presence in the emergency remote online teaching. This means that mathematics teachers were unable to identify the mathematics learning needs, neither were teachers able to manage collaborative and reflective work, nor averted undirected discourse among 27.3% of the students. Although the gender of students did not affect the sense of mathematics teaching, the result indicated that in the absence of asynchronous mode of interaction, synchronous and blended modes of interaction positively affected students' perceived mathematics teaching presence. Altogether, this study urges mathematics teachers to employ creative pedagogical approaches that make teaching presence more conspicuous to students in emergency remote online mathematics teaching.

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Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name -

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Journal Mail Official -

Editorial Address -

Location Kota surakarta, Jawa tengah INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Contact Name
-

Contact Email
-

Phone
-

Journal Mail Official
-

Editorial Address
-

Location
Kota surakarta,

Jawa tengah

INDONESIA