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International Journal on Emerging Mathematics Education最新文献

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Analyzing Students’ Errors in Solving Sequence and Series Application Problems Using Newman Procedure 分析学生用纽曼法解数列应用问题的错误
International Journal on Emerging Mathematics Education Pub Date : 2021-03-16 DOI: 10.12928/IJEME.V5I1.17377
N. Agustiani
{"title":"Analyzing Students’ Errors in Solving Sequence and Series Application Problems Using Newman Procedure","authors":"N. Agustiani","doi":"10.12928/IJEME.V5I1.17377","DOIUrl":"https://doi.org/10.12928/IJEME.V5I1.17377","url":null,"abstract":"This study aims to analyze the errors of students in solving the problem of applying sequence and series based on Newman's rules. This research uses descriptive analysis method. The subjects of this study were first semester students majoring in business administration at Muhammadiyah University of Sukabumi. The data collection used test and interview methods. Based on the results of data analysis using the Newman error analysis procedure, it is concluded that students made 8.9% reading errors, 18.9% comprehension errors, 32.2% transformation errors, 42.2% process skills errors, and 43.3% encoding errors. The percentage of reading errors up to encoding errors has increased because students cannot solve the problem correctly after encountering obstacles at the beginning. Error analysis can be used as reference material for lecturers in designing learning that can overcome student errors in working on the applied of sequence and series.","PeriodicalId":350885,"journal":{"name":"International Journal on Emerging Mathematics Education","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114180899","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 5
Virtual Class During COVID 19: A Self-Regulated Learning Study Of Mathematics Pre-Service Teacher 新冠肺炎期间的虚拟课堂:数学职前教师自主学习研究
International Journal on Emerging Mathematics Education Pub Date : 2020-12-21 DOI: 10.12928/ijeme.v4i2.16671
M. G. Jatisunda, D. S. Nahdi, V. Suciawati
{"title":"Virtual Class During COVID 19: A Self-Regulated Learning Study Of Mathematics Pre-Service Teacher","authors":"M. G. Jatisunda, D. S. Nahdi, V. Suciawati","doi":"10.12928/ijeme.v4i2.16671","DOIUrl":"https://doi.org/10.12928/ijeme.v4i2.16671","url":null,"abstract":"The massive spread of COVID 19 has disrupted the entire system of human life, including the education system. The policy decided by the Indonesian government regarding the learning process must be based online and the university's quick response by taking the initiative to use virtual classroom-based learning. However, with virtual classroom-based learning, independence is the main keyword for the success of student learning processes. The implementation of the virtual classroom-based learning process is based on constructivism theory. Student's initial knowledge becomes important in constructivist classes in achieving learning goals. This research is pre-experimental research with one shoot case study design. Determination of the research sample by purposive sampling technique with a sample size of 33 students of mathematics teacher candidates at Majalengka University. The statistical analysis used was Anova one path. The results showed that the scale of self-regulated learning for mathematics teacher candidates differed significantly based on initial knowledge categories (high, medium, and low). This study concludes that initial knowledge is an important part of student success in virtual classroom-based learning.","PeriodicalId":350885,"journal":{"name":"International Journal on Emerging Mathematics Education","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115362169","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 4
Improvement Of Students' Mathematical Problem Solving Skills With The REACT Model 运用REACT模型提高学生数学解题能力
International Journal on Emerging Mathematics Education Pub Date : 2020-12-21 DOI: 10.12928/ijeme.v4i1.15211
Fitri Alyani, I. Nuriadin, Nidia Afilah
{"title":"Improvement Of Students' Mathematical Problem Solving Skills With The REACT Model","authors":"Fitri Alyani, I. Nuriadin, Nidia Afilah","doi":"10.12928/ijeme.v4i1.15211","DOIUrl":"https://doi.org/10.12928/ijeme.v4i1.15211","url":null,"abstract":"The ability to solve mathematical problems is a way of thinking that can be used when trying to solve a problem, it is hoped that students can use it to solve problems in daily life. However, the reality is that students' mathematical problem solving abilities are still low. One effort that can improve students' mathematical problem solving skills is to use the mathematics learning model Relating, Experiencing, Applying, Cooperating, Transferring (REACT). REACT learning model where the REACT model is a contextual learning approach. Contextual learning itself is learning that can motivate and relate problems in everyday life. The purpose of this study is to improve the ability to solve mathematical problems with the REACT model. The research method used in this research is Quasi-Experimental type Pretest-Posttest Control Group Design. The results of this study indicate that students 'mathematical problem-solving abilities with the REACT model are better than students' mathematical problem-solving abilities with conventional models.","PeriodicalId":350885,"journal":{"name":"International Journal on Emerging Mathematics Education","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115964167","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Emergence of Contrast of Cognitive-Valuing Features of Mathematics Across Global Classrooms 全球课堂数学认知价值特征对比的出现
International Journal on Emerging Mathematics Education Pub Date : 2020-12-21 DOI: 10.12928/ijeme.v4i1.15820
J. Ordiz
{"title":"Emergence of Contrast of Cognitive-Valuing Features of Mathematics Across Global Classrooms","authors":"J. Ordiz","doi":"10.12928/ijeme.v4i1.15820","DOIUrl":"https://doi.org/10.12928/ijeme.v4i1.15820","url":null,"abstract":"Processes and patterns in mathematics education are shaped into dynamic complex systems – referred to as a new structure because of the close interplay and networks of different social atoms. The study attempts to understand the interactions at the macro level using exploratory data analysis  of secondary data from an international assessment organization in order to discover and fathom the interrelationship of the characteristics namely achievement in mathematics and valuing attitude towards math. Findings showed that global classroom displayed a decline of performance as the valuing to the discipline intensifies. Further analysis found out that presently, the nature of valuing is extrinsic which focuses in the practical use of the subject. With this, behavior in learning mathematics is not positive when geared towards usefulness; but it will dramatically change the achievement when approach is modified to being a desirable disciple.","PeriodicalId":350885,"journal":{"name":"International Journal on Emerging Mathematics Education","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127061125","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Analysis of Student Errors in Learning Circle Based on the Watson Error Category 基于沃森错误分类的学生学习圈错误分析
International Journal on Emerging Mathematics Education Pub Date : 2020-12-21 DOI: 10.12928/ijeme.v4i1.15840
W. N. N. Riantini, I. N. Suparta, I. Sudiarta
{"title":"Analysis of Student Errors in Learning Circle Based on the Watson Error Category","authors":"W. N. N. Riantini, I. N. Suparta, I. Sudiarta","doi":"10.12928/ijeme.v4i1.15840","DOIUrl":"https://doi.org/10.12928/ijeme.v4i1.15840","url":null,"abstract":"Error analysis is a process of reviewing students' answers to identify patterns of understanding. Errors in mathematics are considered as deviations from the actual solution of a problem. The aim of the study is to analyze student errors based on the Watson error category learning circle. In this study students were given 5 essay mathematical problems, and then analyzed their errors based on 8 Watson error categories and continued by interviewing 1 student for each category of error. This study was conducted at SMP PGRI 3 Denpasar in a class on IX grade with 40 students. The results show that the percentage of student errors categories obtained from this study as follows: comprehension errors 54%, transformation errors 18%, process skills errors 15%, encoding errors 7%. Students are interviewed to find out carelessness and motivation that affect students' mistakes. While for question form category we found no errors.","PeriodicalId":350885,"journal":{"name":"International Journal on Emerging Mathematics Education","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133883488","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Development of Calculus Teaching Material: Context of Universitas Timor, Indonesia 微积分教材的开发:以印尼帝汶大学为例
International Journal on Emerging Mathematics Education Pub Date : 2020-12-21 DOI: 10.12928/ijeme.v4i2.15976
Yohanis Ndapa Deda, Hermina Disnawati
{"title":"Development of Calculus Teaching Material: Context of Universitas Timor, Indonesia","authors":"Yohanis Ndapa Deda, Hermina Disnawati","doi":"10.12928/ijeme.v4i2.15976","DOIUrl":"https://doi.org/10.12928/ijeme.v4i2.15976","url":null,"abstract":"The current research development aims at producing a valid, practical, and useful deferential calculus teaching material. The teaching material referred to this study is a student worksheet with a constructivism approach. It applied development research method. It was conducted in two stages, namely preliminary analysis and formative evaluation stage. The results of the experts’ validation stated that the teaching material developed has reached the correct category. The results of one-on-one trials class indicate that the developed the material can be accepted and be used. Furthermore, field trial results, which was conducted to see the effectiveness aspect, have met the criteria. In other words, the current research has produced a valid, practical, and useful derivative calculus teaching material that focuses on teaching material and its supporting components, including syllabus, and lesson plans.","PeriodicalId":350885,"journal":{"name":"International Journal on Emerging Mathematics Education","volume":"60 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126232308","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Conceptual Understanding of Visualizer and Verbalizer Using Multiple Representation 视觉化器和语言化器使用多重表示的概念理解
International Journal on Emerging Mathematics Education Pub Date : 2020-12-21 DOI: 10.12928/ijeme.v4i2.17767
F. Setyawan, E. Zuliana, R. Ali
{"title":"Conceptual Understanding of Visualizer and Verbalizer Using Multiple Representation","authors":"F. Setyawan, E. Zuliana, R. Ali","doi":"10.12928/ijeme.v4i2.17767","DOIUrl":"https://doi.org/10.12928/ijeme.v4i2.17767","url":null,"abstract":"Students’ understanding of function can be seen by their representation of symbols, words, and graphs. Students’ understanding can be determined by considering their choices in defining, giving examples, and presentations of functions from the presentation choices provided for them. This study had used three types of multiple representation which comprised of symbols, words, and graphs to describe students’ understandings of functions. In this descriptive qualitative research, the researchers had classified the subjects based on verbalizer learning style and visualizer learning style. Verbalizer and visualizer learning styles are forms of cognitive learning styles. Both the verbalizer and visualizer’s works were described based on their preferences in representing the given functions. Their works, as well as their response sin the interviews, provided opportunities for the researchers to study their emerging understanding of mathematical concepts. The verbalizer tends to connect her understanding by detail explanation of the given representation.  On the other hand, the visualizer tend to connect her imagination from a picture that represents her ideas.","PeriodicalId":350885,"journal":{"name":"International Journal on Emerging Mathematics Education","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124513823","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Mathematics Curriculum Review In Junior Secondary School Level: Implementation Of Web-Based CRMS 初中阶段数学课程回顾:基于web的crm的实施
International Journal on Emerging Mathematics Education Pub Date : 2020-09-01 DOI: 10.12928/ijeme.v4i2.16711
Iin Habibah Muttaqin, Fatimah Rahmawati, M. Fathurrohman, Cecep Anwar Hadi Firdos Santosa
{"title":"Mathematics Curriculum Review In Junior Secondary School Level: Implementation Of Web-Based CRMS","authors":"Iin Habibah Muttaqin, Fatimah Rahmawati, M. Fathurrohman, Cecep Anwar Hadi Firdos Santosa","doi":"10.12928/ijeme.v4i2.16711","DOIUrl":"https://doi.org/10.12928/ijeme.v4i2.16711","url":null,"abstract":"This study aims to analyze the Indonesia National Curriculum (Kurikulum 2013) of mathematics at junior secondary school level. The tool used is the Web-based Curriculum Review Mapping System (CRMS). The CRMS was developed to analyze the curriculum, as expected outcome, through teachers lesson plan. The method used in this research was descriptive with a qualitative approach. In this research, the research was the main instrument assisted with interview guide sheets and documentations. The object of this research is the national curriculum for mathematics at a junior high school with three mathematics teachers as respondents to be interviewed. Analysis of the data used in the study is a qualitative analysis with three stages: data reduction, exposure, and drawing conclusions and verification. Qualitative data analysis is carried out simultaneously with data collection process. The results of the study state that the CRMS is at easy to implement by the teachers of mathematics. They can review their mathematics lesson plan using this system. Furthermore, by this system teachers could create various lesson plans.","PeriodicalId":350885,"journal":{"name":"International Journal on Emerging Mathematics Education","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132041756","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Development of Sharing Task and Jumping Task in Direct Proportion using Lesson Study and PBL 利用课程学习和PBL开发共享任务和跳跃任务的正比例关系
International Journal on Emerging Mathematics Education Pub Date : 2020-04-20 DOI: 10.12928/IJEME.V3I2.13865
Elisa Mayang Sari, R. Putri
{"title":"Development of Sharing Task and Jumping Task in Direct Proportion using Lesson Study and PBL","authors":"Elisa Mayang Sari, R. Putri","doi":"10.12928/IJEME.V3I2.13865","DOIUrl":"https://doi.org/10.12928/IJEME.V3I2.13865","url":null,"abstract":"This Research’s purpose is producing questions/case study in direct proportion topic focused on Map and Model, and analyse students’ answer in solving these arranged questions through lesson study for learning community (LSLC) and PMRI approach using problem based learning (PBL) method. Research subject are students of grade VII of Junior High School 1 Palembang. From this research, it results a LKPD questions about direct proportion in Map and Model that consist of three cases, such as determine new scale from known scale in problem solving (C2), determine size of Limas House miniature from known scale and sizes in problem solving (C3), and check for errors from a given comparison in problem solving (C4). Based on the results of the analysis of Students answer small group, the average score obtained by students in problem 1 (sharing task) is 73.5, problem 2 (sharing task) average student score is 55, and average student score in problem 3 (jumping task) is 48.5. So these three problems are well-billed and can be used to the next stage of the field test.","PeriodicalId":350885,"journal":{"name":"International Journal on Emerging Mathematics Education","volume":"98 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128806327","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Pre-Service Teachers’ Skills in Analyzing the Mathematics Competency Based on Bloom Taxonomy 基于Bloom分类法的职前教师数学能力分析技能
International Journal on Emerging Mathematics Education Pub Date : 2019-09-01 DOI: 10.12928/IJEME.V3I2.14549
V. Istihapsari, A. Istiandaru, S. N. Rohmah
{"title":"Pre-Service Teachers’ Skills in Analyzing the Mathematics Competency Based on Bloom Taxonomy","authors":"V. Istihapsari, A. Istiandaru, S. N. Rohmah","doi":"10.12928/IJEME.V3I2.14549","DOIUrl":"https://doi.org/10.12928/IJEME.V3I2.14549","url":null,"abstract":"Professional teachers need to be skilled in planning their lesson. One of the activities to plan the lesson is analyzing the competence and teaching material demanded by the curriculum. This article aims to describe the Indonesian pre-service mathematics teachers’ skills in analyzing junior high school mathematics competence. The analysis is important to prepare the appropriate material for their students. This is qualitative research involving 26 pre-service teachers enrolled in the subject of Curriculum Analysis for Junior High School. First, they were assigned to analyze a given basic competence and were then challenged to select the appropriate materials and the indicators when the competence achieved according to Bloom taxonomy. Surprisingly, though there are many reference books available for sources of analysis, the teacher candidates found some difficulties in arranging the topics and composing the appropriate indicators. Some errors found such as the use of unmeasurable verbs, unclear activities, and illogical-irrelevant topics.","PeriodicalId":350885,"journal":{"name":"International Journal on Emerging Mathematics Education","volume":"110 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121515503","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
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