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.
Articles
237 Documents
<![CDATA[Exploring senior high school student's abilities in mathematical problem posing ]]>
<![CDATA[Muhtarom, Muhtarom]]>;
<![CDATA[Shodiqin, Ali]]>;
<![CDATA[Astriani, Novita]]>
<![CDATA[ JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 5 Issue 1 February 2020 ]]>
Publisher : <![CDATA[Department of Mathematics Education, Universitas Muhammadiyah Surakarta ]]>
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DOI: 10.23917/jramathedu.v5i1.9818
<![CDATA[The ability of problem posing is very essential for the student’s. However, there are still many students who don't realize the importance of these abilities. This research describes the senior high school student’s ability in mathematical problem posing, especially in the material system of linear equations in three variables. Research data were collected from 7 student’s using written test and interview techniques. The validity of the data used triangulation methods by comparing the results of written tests and interviews. Data were coded, simplified, presented, and triangulated for the credibility and conclusion drawing. The results show that there were still very few students who have all three classifications of problem posing abilities, namely pre-solution posing, within-solution posing, and post-solution posing. Students who have the ability of pre-solution posing can ask questions based on the data provided and can arrange problem solving. Students who have the ability of within-solution posing can write what is given and asked of the problem, raise supporting questions which is relevant to the problem and arrange solutions to the supporting questions and problems that are given correctly. Students who have the ability of post-solution posing can raise similar mathematics problem after solving the problem. Students can also arrange solutions to problems that have been made. Teacher needs to practice pre-solution posing, within-solution posing, and post-solution posing to the students.]]>
<![CDATA[Promoting creative thinking for gifted students in undergraduate mathematics ]]>
<![CDATA[Ngiamsunthorn, Parinya Sa]]>
<![CDATA[ JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 5 Issue 1 February 2020 ]]>
Publisher : <![CDATA[Department of Mathematics Education, Universitas Muhammadiyah Surakarta ]]>
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DOI: 10.23917/jramathedu.v5i1.9675
<![CDATA[Gifted students need a form of special education through extracurricular and learning experiences because they have extraordinary potential in terms of intelligence, creativity, social and mentality, compared to other students. This study aims to investigate various teaching and learning approaches designed for gifted students, and to constitute appropriate techniques that enhance their creative thinking in mathematics. The participants of this study were first-year gifted students enrolled in fundamental mathematics courses towards their undergraduate engineering programs at a science and technology-based university in Thailand. This study discovered that an adequate use of challenge-based learning, problem solving process, project-based learning, well-designed questions and in-depth learning style in the classroom effectively fostered their insightful and creative thought. Moreover, an online tool such as Facebook could be used as a learning platform outside the classroom to engage them in online discussion and collaboration and to challenge their thinking. Ultimately, based on students’ feedbacks and evaluation, this study found that a combination of these techniques and methods built up a more comfortable and motivating atmosphere that helped them for creative thinking and corresponded to their needs and satisfaction.]]>
<![CDATA[A factor analytic structure of the conceptions of mathematics scale among pre-service mathematics teachers in South-West Nigeria ]]>
<![CDATA[Awofala, Adeneye Olarewaju]]>;
<![CDATA[Lawani, Abisola Olusola]]>;
<![CDATA[Oraegbunam, Chidinma O.]]>
<![CDATA[ JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 5 Issue 1 February 2020 ]]>
Publisher : <![CDATA[Department of Mathematics Education, Universitas Muhammadiyah Surakarta ]]>
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DOI: 10.23917/jramathedu.v5i1.9491
<![CDATA[An exploration of factor analytic structure of the conceptions of mathematics scale among pre-service mathematics teachers in South-West Nigeria was conducted as evidence suggests paucity of research on psychometric properties of the conceptions of mathematics scale in Nigeria.This article through instrumentation research methodology reports the reliability and validity of the Conceptions of Mathematics Scale based on the responses of 228 pre-service mathematics teachers from five public universities in South-West Nigeria. The reliability assessed as internal consistency produced a Cronbach alpha of .88. A principal components exploration with varimax gyration established the validity of the scale as two-component archetypal accounting for 48.9% of the total variance. The dimensions were taken as Patchy Formations and Unified Formations of mathematics, as explicated in the original and other replicating studies. The factor solution could be compared to that recounted in the previous studies; hence the outcome showed the need to adopt the scale in the Nigerian context, as the pedagogy implemented during the teaching and learning of mathematics can influence students’ conceptions of mathematics. Thus, teaching mathematics with rules-based and algorithm-dependent teacher-centered pedagogies might result into rote memorization thereby leading to patchy formations while teaching mathematics as a meaningful subject full of applications to the real life could engender conceptual understanding leading to unified formations. The implication of this study is that students with patchy formation are connected with surface approaches to learning while those with unified formation of mathematics are connected with deep approaches to learning and engaging mathematics.]]>
<![CDATA[Early-years future teachers’ mathematical beliefs as determinants of performance in primary mathematics ]]>
<![CDATA[Awofala, Adeneye Olarewaju]]>;
<![CDATA[Sopekan, Oludola Sarah]]>
<![CDATA[ JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 5 Issue 1 February 2020 ]]>
Publisher : <![CDATA[Department of Mathematics Education, Universitas Muhammadiyah Surakarta ]]>
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DOI: 10.23917/jramathedu.v5i1.9433
<![CDATA[One construct that lies in between the cognitive and affective domains of mathematics education is belief and this concept is rarely investigated in the Nigerian mathematics education community. Thus, an investigation of early-years future teachers’ mathematical beliefs as determinants of performance in primary mathematics within the blueprint of the quantitative method of the descriptive survey research design was conducted. Three research questions were addressed and secondary data relating to performance in mathematics of 320 early-years future teachers were retrieved from their records at the Department of Arts and Social Sciences Education, University of Lagos, Nigeria. One other instrument labeled Mathematical Beliefs Scale was employed for the collection of key data connected to the mathematical beliefs. The collected data were condensed and explored with the principal components factor analysis, multiple regression analysis, and independent samples t-test. Results showed that mathematical beliefs measured using the Mathematical Beliefs Scale are a multidimensional construct with four-factor structure: emotional and developmental commitment in learning of mathematics; self-assurance and philosophies concerning one's subjective mathematical aptitude; beliefs about mathematics; and mathematical problem-solving beliefs. These factors show adequate and excellent reliabilities as computed using Cronbach alpha. Also, gender was not a factor in early-years future teachers' mathematical beliefs even at the subscale level and the four factors of the mathematical belief scale predicted early-years future teachers' performance in primary mathematics. In line with these results, it is recommended that early-years future teachers be taught in a constructivist manner so that they can imbibe constructivist beliefs capable of engendering better learning of mathematics.]]>
<![CDATA[Front Matter (Cover, Editorial Board, Journal Profile and Citations, Indexing and Abstracting, Table of Content) ]]>
<![CDATA[Editorial, Editorial]]>
<![CDATA[ JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 5 Issue 1 February 2020 ]]>
Publisher : <![CDATA[Department of Mathematics Education, Universitas Muhammadiyah Surakarta ]]>
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DOI: 10.23917/jramathedu.v5i1.10394
<![CDATA[Front Matter (Cover, Editorial Board, Journal Profile and Citations, Indexing and Abstracting, Table of Content)]]>
<![CDATA[Junior high school mathematics teachers’ knowledge in calculators ]]>
<![CDATA[Taley, Isaac Bengre]]>;
<![CDATA[Adusei, Matilda Sarpong]]>
<![CDATA[ JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 5 Issue 1 February 2020 ]]>
Publisher : <![CDATA[Department of Mathematics Education, Universitas Muhammadiyah Surakarta ]]>
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DOI: 10.23917/jramathedu.v5i1.9523
<![CDATA[Helping junior high school students to use calculators and computers for problem solving and investigating real-life situations is an objective of the junior high school mathematics curriculum in Ghana. Ironically, there is a technological drought in junior high school mathematics instruction in Ghana, with a suspicion that mathematics teachers’ competency in the use of calculators for teaching may be the source of this lack of use. This study sought to establish a correlation between junior high school mathematics teachers’ competence and the motivation supporting the use of calculators in teaching. A descriptive survey comprising of a test and questionnaire was used to collect data from junior high school mathematics teachers in an educational district in Ghana. Teacher characteristics such as educational attainment, age, and gender in relation to teachers’ competency in the use of calculators were discussed in the study. The results showed that about 70% of the teachers exhibited a low level of calculator competence. Besides, novice teachers outperformed expert teachers in the calculator competency-based test. Additionally, mathematics teachers’ enthusiasm for using calculators in teaching was directly associated with the teachers’ level of competency. The findings may send a signal to stakeholders in their efforts to revising the Ghana JHS curriculum in order to actualize the curriculum desire for the integration of technology in the teaching and learning of JHS mathematics.]]>
<![CDATA[Pre-service teacher’s mathematical knowledge for teaching in problem-based learning ]]>
<![CDATA[Novikasari, Ifada]]>
<![CDATA[ JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 5 Issue 2 June 2020 ]]>
Publisher : <![CDATA[Department of Mathematics Education, Universitas Muhammadiyah Surakarta ]]>
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DOI: 10.23917/jramathedu.v5i2.10556
<![CDATA[Mathematical Knowledge for Teaching (MKT), comprising Mathematics Content Knowledge (MCK) and Mathematics Pedagogy Content Knowledge (MPCK), is essential for pre-service teachers. However, numerous studies have shown that pre-service teachers are weak in content and difficult to plan to teach. Therefore, a shifting effort dealing with the learning activities within the teacher training program from a teacher-centered to student-centered approach should be made. One learning model succeeding in the student-centered approach is Problem-Based Learning (PBL). Studies on PBL as an effort to improve the MCK and MPCK of pre-service teachers have never been done before. There were two models of PBL applied in this experimental study: PBL with authentic problems (PBL1) and PBL with authentic problems and teaching practices (PBL2). The aspects of MCK studied are knowing, applying, and reasoning. While the aspects of MPCK are creating representation for the explanation, understanding mathematical structures, and anticipating students' thinking. The results of the study showed that there were significant differences between MCK and MPCK achievements in PBL1, PBL2, and conventional learning classes conventional. PBL1 and PBL2 classes were considered superiors since the pre-service teachers predominantly control the learning activities and were active in finding solutions. Hence, there were differences in the effect of the learning models on the aspects of MCK and MPCK.]]>
<![CDATA[Pre-service mathematics teachers’ nature of understanding of the tangent function ]]>
<![CDATA[Malambo, Priestly]]>
<![CDATA[ JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 5 Issue 2 June 2020 ]]>
Publisher : <![CDATA[Department of Mathematics Education, Universitas Muhammadiyah Surakarta ]]>
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DOI: 10.23917/jramathedu.v5i2.10638
<![CDATA[Mathematics teachers’ ability to translate and make connections between representations of functions requires investigation. Consequently, this qualitative case study article focuses on pre-service mathematics teachers’ nature of understanding of the tangent function; a function bearing unique characteristics compared with the sine and cosine functions. Twenty-two finalist pre-service teachers were conveniently selected and assessed concerning the ability to translate a tangent function to the graphical representation. Likewise, participants’ abilities to correctly explain this function and provide appropriate justifications for espoused perspectives were investigated. Although the teachers learned higher mathematics, their assessment was school mathematics-based. Descriptive analyses showed that only one teacher (5%) accurately completed the task. Eleven teachers (50%) did not provide graphs; suggesting a lack of knowledge required to change representation. Ten (45%) drew flawed graphs depicting a lack of understanding of discontinuity of the tangent function at certain angles and the role of a domain. Essentially, these demonstrated mere memorization of the appearance of the tangent graph. A purposive sub-sample of size six then participated in exploratory semi-structured interviews. The interviews allowed participants to elucidate their answers to the initial task. Content analysis of the transcripts corroborated the earlier finding as the interviewees could not coherently explain the tangent function, and failed to justify their reasoning. The teachers demonstrated a superficial understanding despite having studied advanced mathematics. This reinforces the view that studying advanced mathematics does not assure a relational understanding of school mathematics. Therefore, it is necessary for trainee teachers to explore school mathematics.]]>
<![CDATA[The pattern of a relational understanding of fifth-grade students on integer operations ]]>
<![CDATA[Utomo, Dwi Priyo]]>
<![CDATA[ JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 5 Issue 2 June 2020 ]]>
Publisher : <![CDATA[Department of Mathematics Education, Universitas Muhammadiyah Surakarta ]]>
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DOI: 10.23917/jramathedu.v5i2.9545
<![CDATA[Relational understanding constitutes students’ awareness of appropriate procedures to solve problems along with logical reasoning.  Itis pivotal to help students solve problems in mathematics. It is necessary that the teaching of mathematics be directed to achieve relational understanding. Accordingly, students are capable of solving complicated problems in mathematics. This current research aims at analyzing and describing relational understanding and the patterns of answering questions of the fifth graders on integer operation. This study used a qualitative approach with a case study as the research design. Further, three students belonging to the fifth grade of Elementary School in Malang City, Indonesia, were set up as the research subjects. A test was administered to measure the subjects' relational understanding. All collected data were analyzed using an interactive technique. The result has indicated that the highly-proficient student was able to show excellent relational understanding. Besides, it was shown that the fairly-proficient student could show good relational understanding. The lowly-proficient student was shown to be able to achieve only half of the holistic criteria set for relational understanding. The patterns of answering the questions demonstrated by all students in all levels included jotting down the models, completing the models, and answering the questions. The highly-proficient student understood the information and wrote it down. Whilst the fairly-proficient student understood the information without translating it into the written form. At last, the lowly-proficient student did not pronounce any signals of understanding of the information]]>
<![CDATA[Social media usage among pre-service secondary mathematics teachers in Zambia ]]>
<![CDATA[Mulenga, Eddie Mumba]]>;
<![CDATA[Marbà n, José MarÃa]]>
<![CDATA[ JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 5 Issue 2 June 2020 ]]>
Publisher : <![CDATA[Department of Mathematics Education, Universitas Muhammadiyah Surakarta ]]>
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DOI: 10.23917/jramathedu.v5i2.9920
<![CDATA[Social media technologies have reshaped our lives today and Zambian teachers do a massive use of smart phones, tablets, and other portable tools. In addition, they are continually searching for forefront innovations. Frequently, the utilization of these gadgets is not in manners foreseen by innovation advocates. This study focuses on exploring the use of social media platforms and the impact of such social networking services in the teaching and learning of mathematics by pre-service teachers. To explore pre-service teachers’ use of social media in their teaching and learning experiences, the authors administered an adapted and validated research instrument via a quantitative survey system to a sample of 102 pre-service teachers from the Copperbelt University. Analysis of variance and multiple regression analysis were used to test the interplay of relationships between pre-service teachers’ attitudes towards the use of social media based on year of study and gender, social media use and classroom integration, social media use, and mathematics pedagogy. Further, a statistical test was run to show whether positive correlations existed or not. Results disclosed that respondents showed an average use of social media tools in mathematics and provide a prediction model for pre-service teachers’ future integration of social media in the teaching and learning of mathematics.]]>
