JRAMathEdu (Journal of Research and Advances in Mathematics Education)最新文献

A constructivist analysis of Grade 8 learners’ errors and misconceptions in simplifying mathematical algebraic expressions 八年级学生简化数学代数表达式错误与误解的建构主义分析

JRAMathEdu (Journal of Research and Advances in Mathematics Education) Pub Date : 2022-07-31 DOI: 10.23917/jramathedu.v7i3.16784

E. K. Moru, Motlatsi Mathunya

{"title":"A constructivist analysis of Grade 8 learners’ errors and misconceptions in simplifying mathematical algebraic expressions","authors":"E. K. Moru, Motlatsi Mathunya","doi":"10.23917/jramathedu.v7i3.16784","DOIUrl":"https://doi.org/10.23917/jramathedu.v7i3.16784","url":null,"abstract":"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.","PeriodicalId":360385,"journal":{"name":"JRAMathEdu (Journal of Research and Advances in Mathematics Education)","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121680757","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: 2

GeoGebra-based flipped learning model: An alternative panacea to improve student’s learning independency in online mathematics learning 基于geogebra的翻转学习模式:在线数学学习中提高学生学习自主性的另一种灵丹妙药

JRAMathEdu (Journal of Research and Advances in Mathematics Education) Pub Date : 2022-07-31 DOI: 10.23917/jramathedu.v7i3.18141

Naufal Ishartono, Adi Nurcahyo, M. Waluyo, R. Razak, S. Sufahani, Millenia Hanifah

{"title":"GeoGebra-based flipped learning model: An alternative panacea to improve student’s learning independency in online mathematics learning","authors":"Naufal Ishartono, Adi Nurcahyo, M. Waluyo, R. Razak, S. Sufahani, Millenia Hanifah","doi":"10.23917/jramathedu.v7i3.18141","DOIUrl":"https://doi.org/10.23917/jramathedu.v7i3.18141","url":null,"abstract":"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.","PeriodicalId":360385,"journal":{"name":"JRAMathEdu (Journal of Research and Advances in Mathematics Education)","volume":"188 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121797795","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

A Ruppert’s framework: How do prospective teachers develop analogical reasoning in solving algebraic problems? 鲁珀特框架:未来教师如何在解决代数问题中发展类比推理?

JRAMathEdu (Journal of Research and Advances in Mathematics Education) Pub Date : 2022-07-31 DOI: 10.23917/jramathedu.v7i3.17527

Siti Lailiyah, Kusaeri Kusaeri, E. Retnowati, E. Erman

{"title":"A Ruppert’s framework: How do prospective teachers develop analogical reasoning in solving algebraic problems?","authors":"Siti Lailiyah, Kusaeri Kusaeri, E. Retnowati, E. Erman","doi":"10.23917/jramathedu.v7i3.17527","DOIUrl":"https://doi.org/10.23917/jramathedu.v7i3.17527","url":null,"abstract":"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.","PeriodicalId":360385,"journal":{"name":"JRAMathEdu (Journal of Research and Advances in Mathematics Education)","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125589771","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

Describing prospective teacher’s promote action In online mathematics learning 描述准教师在在线数学学习中的促进作用

JRAMathEdu (Journal of Research and Advances in Mathematics Education) Pub Date : 2022-07-31 DOI: 10.23917/jramathedu.v7i3.17258

Jauhara Dian Nurul Iffah, L. B. Tristanti

{"title":"Describing prospective teacher’s promote action In online mathematics learning","authors":"Jauhara Dian Nurul Iffah, L. B. Tristanti","doi":"10.23917/jramathedu.v7i3.17258","DOIUrl":"https://doi.org/10.23917/jramathedu.v7i3.17258","url":null,"abstract":"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.","PeriodicalId":360385,"journal":{"name":"JRAMathEdu (Journal of Research and Advances in Mathematics Education)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129280661","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

College students’ perceived teaching presence in emergency remote online mathematics teaching 大学生在应急远程在线数学教学中的教学存在感

JRAMathEdu (Journal of Research and Advances in Mathematics Education) Pub Date : 2022-07-31 DOI: 10.23917/jramathedu.v7i3.17589

Isaac Bengre Taley

{"title":"College students’ perceived teaching presence in emergency remote online mathematics teaching","authors":"Isaac Bengre Taley","doi":"10.23917/jramathedu.v7i3.17589","DOIUrl":"https://doi.org/10.23917/jramathedu.v7i3.17589","url":null,"abstract":"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.","PeriodicalId":360385,"journal":{"name":"JRAMathEdu (Journal of Research and Advances in Mathematics Education)","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133562188","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

Development of self-efficacy scale of differentiated instruction for teachers 教师差异化教学自我效能感量表的编制

JRAMathEdu (Journal of Research and Advances in Mathematics Education) Pub Date : 2022-04-28 DOI: 10.23917/jramathedu.v7i2.16204

A. P. Bal, Rumeysa Yilmaz, Vildan Atas

{"title":"Development of self-efficacy scale of differentiated instruction for teachers","authors":"A. P. Bal, Rumeysa Yilmaz, Vildan Atas","doi":"10.23917/jramathedu.v7i2.16204","DOIUrl":"https://doi.org/10.23917/jramathedu.v7i2.16204","url":null,"abstract":"The purpose of this research is to develop a scale to determine teachers' self-efficacy levels regarding differentiated instruction. To create the item pool, the first 61 item draft form was prepared. This draft form was submitted to the opinion of experts from different fields and necessary corrections were made. Before starting the analysis process, the data were numbered and transferred to the computer environment. Persons to participate in the study were selected by simple random sampling. The sample of the research consists of 572 teachers. During the analysis of the data, exploratory factor analysis and confirmatory factor analysis were performed. As a result of the exploratory factor analysis, it was seen that the scale consisted of 27 items and six factors. The factors of the scale are named as \"Teaching Process, Content, Learning Profile, Readiness, Assessment and Learning Environment\". The fit indices obtained from the confirmatory analysis showed that the model was sufficient. The Cronbach Alpha internal consistency coefficient of the scale was found to be .92. From these results, it was concluded that the differentiated instruction self-efficacy scale for teachers is a valid and reliable measurement tool.","PeriodicalId":360385,"journal":{"name":"JRAMathEdu (Journal of Research and Advances in Mathematics Education)","volume":"1412 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123684668","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: 2

Students’ understanding of a geometric theorem: A case of grade 9 problem posing 学生对几何定理的理解:以九年级习题为例

JRAMathEdu (Journal of Research and Advances in Mathematics Education) Pub Date : 2022-04-28 DOI: 10.23917/jramathedu.v7i2.16394

Adriano Patac, L. P. Patac, Nicolas Ensomo Crispo

{"title":"Students’ understanding of a geometric theorem: A case of grade 9 problem posing","authors":"Adriano Patac, L. P. Patac, Nicolas Ensomo Crispo","doi":"10.23917/jramathedu.v7i2.16394","DOIUrl":"https://doi.org/10.23917/jramathedu.v7i2.16394","url":null,"abstract":"Teaching axiomatic representation of mathematical objects in all grades can and should be done. The paper analyzes students' understanding and how they perceive theorems using problem posing. We looked at how English-language learners create questions about four geometric theorems from a 9th-grade math textbook. The analysis looks at the question's distinctiveness, its elements' relationships, and sentence structure flaws. These lines, angle, and triangle theorems were chosen to exemplify problem scenarios when a theorem is conveyed in words but not explicitly symbolized. The difficulty of posing mathematically relevant problems stems from the required process of simultaneously changing the theorem language, home language, and formal mathematics language. In Van Hiele's methodology, the pupils' issues aren't classified as a formal or informal deduction. Questions either deduce from a formal system or emphasize theorems. Mastering the required representation registers can assist students in posing problems that reflect, at the very least, at the formal deduction level. The absence of symbolic representation increases the difficulty in posing original problems involving geometric theorems. As a result, how problems are made, especially how they are written, shows how well students understand math through problem-posing.","PeriodicalId":360385,"journal":{"name":"JRAMathEdu (Journal of Research and Advances in Mathematics Education)","volume":"86 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127031975","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

In-service mathematics teachers’ knowledge of differentiated instruction 在职数学教师的差异化教学知识

JRAMathEdu (Journal of Research and Advances in Mathematics Education) Pub Date : 2022-04-23 DOI: 10.23917/jramathedu.v7i2.16863

Patrick Kyeremeh, Nixon Saba Adzifome, Emmanuel Amoah

{"title":"In-service mathematics teachers’ knowledge of differentiated instruction","authors":"Patrick Kyeremeh, Nixon Saba Adzifome, Emmanuel Amoah","doi":"10.23917/jramathedu.v7i2.16863","DOIUrl":"https://doi.org/10.23917/jramathedu.v7i2.16863","url":null,"abstract":"This study sought to investigate in-service mathematics teachers’ knowledge of differentiated instruction in junior high schools in Tano South Municipality of Ghana. The study adopted an explanatory sequential mixed method design. We employed a sample of 50 JHS mathematics teachers comprised 41 general in-service teachers and 9 special in-service teachersin the quantitative study through proportionate stratified sampling technique. In the qualitative phase, 6 JHS mathematics teachers comprising 4 general in-service teachers and 2 special in-service teachers were purposively selected and interviewed. In line with the design adopted, the quantitative data obtained through questionnaire was first collected and analysed. This was followed by the qualitative data obtained through semi-structured interviews. The quantitative data were analysed using both descriptive statistical tools (such as frequency counts, percentages, mean, standard deviation and average per item rating), and inferential statistical tool (independent samples t-test). Qualitative data used inductive content analysis. Among the findings, we found no statistically significant difference in the knowledge scores on differentiated instruction for general in-service teachers and special in-service teachers (t = -0.80, df = 48, p 0.05). We therefore recommend teacher education institutions to review their mathematics curriculum to reflect the use of differentiated instructional approaches among mathematics teachers.","PeriodicalId":360385,"journal":{"name":"JRAMathEdu (Journal of Research and Advances in Mathematics Education)","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132619502","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

The effect of teaching using multimedia on mathematical anxiety and motivation 多媒体教学对数学焦虑和数学动机的影响

JRAMathEdu (Journal of Research and Advances in Mathematics Education) Pub Date : 2022-04-23 DOI: 10.23917/jramathedu.v7i2.16141

N. Yaftian, Saeid Barghamadi

{"title":"The effect of teaching using multimedia on mathematical anxiety and motivation","authors":"N. Yaftian, Saeid Barghamadi","doi":"10.23917/jramathedu.v7i2.16141","DOIUrl":"https://doi.org/10.23917/jramathedu.v7i2.16141","url":null,"abstract":"In Iran and many other parts of the world, teaching and learning mathematics has confronted students and teachers with many challenges such as lack of motivation and increased anxiety. ThusT the current situation should be changed and shifted to active methods. One of the active methods is teaching with the help of multimedia. The purpose of this study was to investigate the effect of teaching using multimedia systems on the students' motivation and anxiety in mathematics. The method is a quasi-experimental with pretest and posttest design with a control group. Based on the available sampling, two classes were selected and a class was randomly assigned to the experimental group and the other to the control group. The tools were questionnaires of mathematical anxiety and motivation. In 8 sessions, using multimedia systems, the experimental group was taught, but in the control group, the same concepts were taught in the conventional way in Iran. In the end, Mathematical Anxiety and Mathematical Motivation Questionnaires were performed on both groups. The results showed that there was a significant difference between the two groups in each of the dependent variables and the use of multimedia systems has affected the students’ motivation and anxiety in mathematics. ","PeriodicalId":360385,"journal":{"name":"JRAMathEdu (Journal of Research and Advances in Mathematics Education)","volume":"123 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127260941","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

Students’ semantic reasoning characteristics on solving double discount problem 学生解决双折扣问题的语义推理特征

JRAMathEdu (Journal of Research and Advances in Mathematics Education) Pub Date : 2022-04-23 DOI: 10.23917/jramathedu.v7i2.16325

L. Prayitno, P. Purwanto, S. Subanji, Susiswo Susiswo, Ninik Mutianingsih

{"title":"Students’ semantic reasoning characteristics on solving double discount problem","authors":"L. Prayitno, P. Purwanto, S. Subanji, Susiswo Susiswo, Ninik Mutianingsih","doi":"10.23917/jramathedu.v7i2.16325","DOIUrl":"https://doi.org/10.23917/jramathedu.v7i2.16325","url":null,"abstract":"Semantic is associated with the relationship between symbol, reference, and the problem’s context involved in the problem-solving process which also involves reasoning and decision-making. Hence, this study describes the characteristics of students’ semantic reasoning to solve the double discounts problem. 51 high school students in Sidoarjo participated in this qualitative study. The data were collected through 15-20 minutes problem-solving tests. The students' answers were grouped into correct and wrong answers. The correct answers were then regrouped once more based on the strategies used by the students to answer the test and to identify their semantic reasoning characteristics. The data were analyzed by reducing, classifying the think-aloud and observing. Then the similarity of characteristics of students' semantic reasoning when solving the double discount problem was identified. To test the accuracy of the data, triangulation method was used. This semantic reasoning was identified by (1) giving the problem situation, (2) stating the keywords and their meaning, (3) stating the relationship, (4) transforming it into a mathematics statement, (5) calculating based on their strategies, (6) decision making, and (7) completing the answer interpretation. This study contributes to developing basic knowledge in interpreting each process of solving ill-structured problems until finding a solution. ","PeriodicalId":360385,"journal":{"name":"JRAMathEdu (Journal of Research and Advances in Mathematics Education)","volume":"344 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133818467","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