Journal of Research and Advances in Mathematics Education
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.
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<![CDATA[Chronicling the experiences and beliefs of mathematics student teachers and their educators on their practices ]]>
<![CDATA[Olawale, Babawande Emmanuel]]>;
<![CDATA[Hendricks, Winston]]>
<![CDATA[ JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 7 Issue 4 October 2022 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Surakarta ]]>
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DOI: 10.23917/jramathedu.v7i4.17979
<![CDATA[Understanding the experiences of those undergoing teacher education and their educators is central to pedagogical practices. While some studies have found that experiences and beliefs influence instructional decisions, others revealed that practice influences beliefs. Although the complexity of the relationship between conceptions and practice defies the simplicity of cause and effect, much of the contrast in the teachers’ instructional emphasis may be explained by differences in their prevailing views of mathematics. As such, the present study examined the experiences and beliefs of mathematics student teachers and their teacher educators on their practices. The study employed a qualitative research approach and a case study design; data was gathered using document reviews, observations, and interviews. For this study, seventy-five mathematics student teachers and six mathematics teacher educators were purposively sampled from three traditional South African universities. Data collected for this study were analyzed thematically. Research findings revealed that teacher education program positively influences mathematics student teachers’ beliefs of their practices. On the contrary, mathematics teacher educators’ educational background and teaching experiences contribute little to no to their teaching, making their practices authoritative. The study concludes that the emotional, relational, and moral viability of pedagogical methods is dependent on the experiences of those undergoing mathematics teacher preparation programs and their educators. As a result, development programs for mathematics teacher educators are critical, with the goal of upskilling them in how to set up and manage more participatory classrooms]]>
<![CDATA[Student teachers’ conceptualizations of mathematical problem solving and the nature of their warrants ]]>
<![CDATA[Ndemo, Zakaria]]>;
<![CDATA[Mtetwa, David K. J.]]>
<![CDATA[ JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 7 Issue 4 October 2022 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Surakarta ]]>
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DOI: 10.23917/jramathedu.v7i4.15303
<![CDATA[Absence of inquiry about meaning of mathematical objects learners deal with has permeated the school mathematics curriculum. Deep learning through questioning situations can be achieved if learners are helped to embrace the argumentation discourse in their problem solving efforts. This paper reports on a study that investigated linkages between the kinds of mathematical arguments constructed by students and the students’ grasp of the concept of problem solving. With the overall goal of teasing out such linkages a questionnaire that elicited likert-style and textual data was administered to 30 undergraduate and 5 postgraduate mathematics education students. The two data sources were triangulated with reflective interviews guided by students’ written responses and their validations on likert items. Descriptive statistics were applied to likert data and directed content analysis was used to analyze and interpret the qualitative data. The study concluded that students lacked appropriate conceptions of the notion of problem solving and in particular their thinking as reflected in their arguments that contradicted current understandings on the construct. The fragile grasp of the idea of mathematical problem solving uncovered by this study has the potential to inform mathematics instruction]]>
<![CDATA[Consequential implications of mathematics student teachers’ definitions of the function concept ]]>
<![CDATA[Malambo, Priestly]]>
<![CDATA[ JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 7 Issue 4 October 2022 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Surakarta ]]>
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DOI: 10.23917/jramathedu.v7i4.17146
<![CDATA[This article reports consequential implications of mathematics student teachers’ definitions of the function concept. The implications emanated from scrutiny of written definitions, and exploration of demonstrated ability to identify functions and translate them into different representations. A qualitative study characterized by a case study design was conducted. Four student teachers of mathematics education at a public university constitute the sample. Whereas the study site was conveniently chosen, the participants were a sub-sample in the principal study selected using extreme case strategy. Data were collected through semi-structured interviews preceded by student teachers’ written definitions of the function concept. Explorations of the written work and interview transcripts suggest that the student teachers’ definitions of a function were dominated by a narrow view that all functions are one-to-one relations. Notwithstanding, the participants’ conception of one-to-one functions was superficial. The student teachers’ flawed definitions of a function influenced their inability to correctly identify functions. Likewise, those definitions were consistent with the student teachers’ incapacity to translate functions accurately from one kind of representation into another. These findings underscore the necessity for mathematics teacher educators to facilitate student teachers’ development of correct definitions and appropriate concept images of the function concept.]]>
<![CDATA[Analysis of students’ mathematical communication skills in web-based geometry in space and plane learning ]]>
<![CDATA[Priatna, Nanang]]>;
<![CDATA[Muchlis, Effie Efrida]]>;
<![CDATA[Maizora, Syafdi]]>
<![CDATA[ JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 7 Issue 4 October 2022 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Surakarta ]]>
Show Abstract
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Download Original
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DOI: 10.23917/jramathedu.v7i4.17498
<![CDATA[Mathematical communication skill in amathematics learning process isa basic skill that must be possessed by students in developing the ability to think, reason, and solve problems. Especially in virtual learning, both online learning and blended learning, teachersmust be able to conductlearning that built students' mathematical communication skills. Implementing web-based geometry in space and plane learning can be an alternative for forming mathematical communication skillswith the aidof technology in today's virtual learning environment. This research aimed to examine 1) how web-based geometry in space and plane learning is implemented, 2) how students' mathematical communication skills are builtthrough web-based geometry in space and plane learning, and 3) what learning alternatives need improvement to optimize students' mathematical communication skills. This research used a qualitative method with instruments in the form of lecturer activity observation sheet, student activity observation sheet, interview guide,and mathematical communication skillstest. Data were collected through observation of learning implementation, mathematical communication skills testing, and interviews based on the test results. The data were analyzed with a descriptive technique.The results showed that 1) web-based geometry in space and field learning can be implemented by exploring with concept discussion on the activity pages, 2)web-based geometry in space and plane learning couldhelp students explore ideas throughoutthe students' mathematical communication skills formation process, and 3) the learning could be improved by developing an HLT (hypothetical learning trajectory) using technology to develop a higher level of mathematical thinking ability.]]>
<![CDATA[Ethnomathematics study of bamboo woven model in Yogyakarta based on Liki design matrix and its integration in mathematics learning ]]>
<![CDATA[Sulistyawati, Eka]]>;
<![CDATA[Radite, Ramadian]]>
<![CDATA[ JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 7 Issue 4 October 2022 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Surakarta ]]>
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DOI: 10.23917/jramathedu.v7i4.18170
<![CDATA[This study aimed to analyze woven bamboo models in Yogyakarta based on Liki Design. Liki Design was sand painting design which was analyzed by Paul Gerdes. This study also described the integration of the results analysis in school mathematics. This research is a qualitative with an ethnomathematics approach. The woven bamboo model was analyzed based on the stages of data collection through interviews, documentation and collection of audiovisual materials, data separation, data analysis carried out by determining the main motif, coding the woven motifs into a matrix, analyzing using Liki Design, and conducting assessments between raters to prove the validity of the results. Based on the results by analyzed of 13 woven bamboo motifs obtained 6 corresponding matrix models. The integration of research results can be done in 2 ways, namely as context and content. As a context, the results of the analysis of woven motifs could be used to teach the context of matrix orders, number motifs, matrix operations, and geometric transformations. While integration in terms of content, research results can be used as content for mathematical exploration and technological literacy in the learning process.]]>
<![CDATA[Consequential implications of mathematics student teachers’ definitions of the function concept ]]>
<![CDATA[Malambo, Priestly]]>
<![CDATA[ JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 7 Issue 4 October 2022 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Surakarta ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.23917/jramathedu.v7i4.17146
<![CDATA[This article reports consequential implications of mathematics student teachers’ definitions of the function concept. The implications emanated from scrutiny of written definitions, and exploration of demonstrated ability to identify functions and translate them into different representations. A qualitative study characterized by a case study design was conducted. Four student teachers of mathematics education at a public university constitute the sample. Whereas the study site was conveniently chosen, the participants were a sub-sample in the principal study selected using extreme case strategy. Data were collected through semi-structured interviews preceded by student teachers’ written definitions of the function concept. Explorations of the written work and interview transcripts suggest that the student teachers’ definitions of a function were dominated by a narrow view that all functions are one-to-one relations. Notwithstanding, the participants’ conception of one-to-one functions was superficial. The student teachers’ flawed definitions of a function influenced their inability to correctly identify functions. Likewise, those definitions were consistent with the student teachers’ incapacity to translate functions accurately from one kind of representation into another. These findings underscore the necessity for mathematics teacher educators to facilitate student teachers’ development of correct definitions and appropriate concept images of the function concept.]]>
<![CDATA[Analysis of students’ mathematical communication skills in web-based geometry in space and plane learning ]]>
<![CDATA[Priatna, Nanang]]>;
<![CDATA[Muchlis, Effie Efrida]]>;
<![CDATA[Maizora, Syafdi]]>
<![CDATA[ JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 7 Issue 4 October 2022 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Surakarta ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.23917/jramathedu.v7i4.17498
<![CDATA[Mathematical communication skill in amathematics learning process isa basic skill that must be possessed by students in developing the ability to think, reason, and solve problems. Especially in virtual learning, both online learning and blended learning, teachersmust be able to conductlearning that built students' mathematical communication skills. Implementing web-based geometry in space and plane learning can be an alternative for forming mathematical communication skillswith the aidof technology in today's virtual learning environment. This research aimed to examine 1) how web-based geometry in space and plane learning is implemented, 2) how students' mathematical communication skills are builtthrough web-based geometry in space and plane learning, and 3) what learning alternatives need improvement to optimize students' mathematical communication skills. This research used a qualitative method with instruments in the form of lecturer activity observation sheet, student activity observation sheet, interview guide,and mathematical communication skillstest. Data were collected through observation of learning implementation, mathematical communication skills testing, and interviews based on the test results. The data were analyzed with a descriptive technique.The results showed that 1) web-based geometry in space and field learning can be implemented by exploring with concept discussion on the activity pages, 2)web-based geometry in space and plane learning couldhelp students explore ideas throughoutthe students' mathematical communication skills formation process, and 3) the learning could be improved by developing an HLT (hypothetical learning trajectory) using technology to develop a higher level of mathematical thinking ability.]]>
<![CDATA[Ethnomathematics study of bamboo woven model in Yogyakarta based on Liki design matrix and its integration in mathematics learning ]]>
<![CDATA[Sulistyawati, Eka]]>;
<![CDATA[Radite, Ramadian]]>
<![CDATA[ JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 7 Issue 4 October 2022 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Surakarta ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.23917/jramathedu.v7i4.18170
<![CDATA[This study aimed to analyze woven bamboo models in Yogyakarta based on Liki Design. Liki Design was sand painting design which was analyzed by Paul Gerdes. This study also described the integration of the results analysis in school mathematics. This research is a qualitative with an ethnomathematics approach. The woven bamboo model was analyzed based on the stages of data collection through interviews, documentation and collection of audiovisual materials, data separation, data analysis carried out by determining the main motif, coding the woven motifs into a matrix, analyzing using Liki Design, and conducting assessments between raters to prove the validity of the results. Based on the results by analyzed of 13 woven bamboo motifs obtained 6 corresponding matrix models. The integration of research results can be done in 2 ways, namely as context and content. As a context, the results of the analysis of woven motifs could be used to teach the context of matrix orders, number motifs, matrix operations, and geometric transformations. While integration in terms of content, research results can be used as content for mathematical exploration and technological literacy in the learning process.]]>
<![CDATA[Student teachers’ conceptualizations of mathematical problem solving and the nature of their warrants ]]>
<![CDATA[Ndemo, Zakaria]]>;
<![CDATA[Mtetwa, David K. J.]]>
<![CDATA[ JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 7 Issue 4 October 2022 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Surakarta ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.23917/jramathedu.v7i4.15303
<![CDATA[Absence of inquiry about meaning of mathematical objects learners deal with has permeated the school mathematics curriculum. Deep learning through questioning situations can be achieved if learners are helped to embrace the argumentation discourse in their problem solving efforts. This paper reports on a study that investigated linkages between the kinds of mathematical arguments constructed by students and the students’ grasp of the concept of problem solving. With the overall goal of teasing out such linkages a questionnaire that elicited likert-style and textual data was administered to 30 undergraduate and 5 postgraduate mathematics education students. The two data sources were triangulated with reflective interviews guided by students’ written responses and their validations on likert items. Descriptive statistics were applied to likert data and directed content analysis was used to analyze and interpret the qualitative data. The study concluded that students lacked appropriate conceptions of the notion of problem solving and in particular their thinking as reflected in their arguments that contradicted current understandings on the construct. The fragile grasp of the idea of mathematical problem solving uncovered by this study has the potential to inform mathematics instruction]]>
<![CDATA[Chronicling the experiences and beliefs of mathematics student teachers and their educators on their practices ]]>
<![CDATA[Olawale, Babawande Emmanuel]]>;
<![CDATA[Hendricks, Winston]]>
<![CDATA[ JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 7 Issue 4 October 2022 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Surakarta ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.23917/jramathedu.v7i4.17979
<![CDATA[Understanding the experiences of those undergoing teacher education and their educators is central to pedagogical practices. While some studies have found that experiences and beliefs influence instructional decisions, others revealed that practice influences beliefs. Although the complexity of the relationship between conceptions and practice defies the simplicity of cause and effect, much of the contrast in the teachers’ instructional emphasis may be explained by differences in their prevailing views of mathematics. As such, the present study examined the experiences and beliefs of mathematics student teachers and their teacher educators on their practices. The study employed a qualitative research approach and a case study design; data was gathered using document reviews, observations, and interviews. For this study, seventy-five mathematics student teachers and six mathematics teacher educators were purposively sampled from three traditional South African universities. Data collected for this study were analyzed thematically. Research findings revealed that teacher education program positively influences mathematics student teachers’ beliefs of their practices. On the contrary, mathematics teacher educators’ educational background and teaching experiences contribute little to no to their teaching, making their practices authoritative. The study concludes that the emotional, relational, and moral viability of pedagogical methods is dependent on the experiences of those undergoing mathematics teacher preparation programs and their educators. As a result, development programs for mathematics teacher educators are critical, with the goal of upskilling them in how to set up and manage more participatory classrooms]]>
