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

{"title":"Indonesian mathematics teachers’ views on distance learning barriers during the early Covid-19 pandemic","authors":"H. Julie, V. F. Rianasari, M. Apriani","doi":"10.23917/jramathedu.v7i1.15616","DOIUrl":"https://doi.org/10.23917/jramathedu.v7i1.15616","url":null,"abstract":"The aim of this paper is to describe the views of mathematics teachers in Indonesia on the distance learning barriers during the early Covid-19 pandemic. Specifically, this paper investigates the barriers that teachers view as significant in distance learning and efforts taken to overcome the barriers during the early Covid-19 pandemic. This study employed a descriptive research design involving 415 mathematics teachers by snowball sampling to fill out an online questionnaire. This study shows that barriers related to pedagogical dimensions were perceived as significant in distance learning during the early Covid-19 pandemic. Moreover, this study reveals that most of the teachers did some efforts that can be done by the teachers themselves to overcome the barriers. Based on the findings, we argue that it is important to support teachers’ pedagogical competencies to conduct distance learning in order to face this current pandemic or any future crises that may potentially disrupt face-to-face learning.","PeriodicalId":360385,"journal":{"name":"JRAMathEdu (Journal of Research and Advances in Mathematics Education)","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124837986","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}

{"title":"Social semiotics comparison between old and new Palestinian mathematics curriculum for the ninth grade","authors":"Husameddin Dawoud, Wajeeh M. Daher","doi":"10.23917/jramathedu.v7i1.16006","DOIUrl":"https://doi.org/10.23917/jramathedu.v7i1.16006","url":null,"abstract":"This research aimed to analyze Algebra unit in both the old and new Palestinian curriculum for the ninth grade by using deductive content analysis based on the social semiotic approach. The results of this study showed that, in both books, the mental, behavioral, and verbal processes were more frequent than the relational, existential, and material processes. Moreover, the most frequent object used in both curriculum were the initial description, the rule, and the official definition. The most frequent representation of the mathematical object in both curriculum, was the algebraic representation, then the verbal, the numerical and the graphic representations. The research findings also indicate that in both books, the use of the pronoun “I” was the most frequent, then the pronoun “we” and then other pronouns. The imperative was frequent in the Algebra unit in the old curriculum, but less frequent in the new curriculum. The research findings, regarding the textual function in both books, indicated that the text orientation ‘previous knowledge to new knowledge’ was the most frequent in Algebra. This demonstrates that the author in both books cared about applying the new knowledge and assessing it, what means that the text progresses horizontally in both curriculum.  ","PeriodicalId":360385,"journal":{"name":"JRAMathEdu (Journal of Research and Advances in Mathematics Education)","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116811472","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}

{"title":"Pre-service teachers’ mathematical concepts in indigenous languages: Challenges encountered in multilingual classrooms, Rundu urban, Namibia","authors":"Martha Nahole, F. N. Haimbodi","doi":"10.23917/jramathedu.v7i1.15482","DOIUrl":"https://doi.org/10.23917/jramathedu.v7i1.15482","url":null,"abstract":"Teaching mathematics in primary schools using indigenous languages as the language of instruction may present a professional challenge for teachers in several ways. Whereas most studies focused on teachers’ use of indigenous language in mathematics classrooms, there seems to be little done on the challenges experienced by pre-service teachers while teaching mathematics in indigenous languages. This study, thus, explored the challenges experienced by pre-service teachers teaching mathematics in indigenous languages at the primary school phase in Namibian multilingual classrooms. The study used a total population sampling technique and involved 90 pre-service teachers at the Rundu campus of the University of Namibia who voluntarily completed the questionnaires. The results showed that pre-service teachers faced difficulties with some concepts that were rather literally translated from English to vernacular. Thus, the translation led to ambiguous meanings. Another challenge was that some of the learners had problems in understanding the concepts in the language of instruction as they had a different mother tongue, for example the Chokwe and Nyemba speaking learners in classes where the medium of instruction is Rukwangali. ","PeriodicalId":360385,"journal":{"name":"JRAMathEdu (Journal of Research and Advances in Mathematics Education)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130598127","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}

{"title":"Ethnomathematics study: cultural values and geometric concepts in the traditional \"tanean-lanjang\" house in Madura – Indonesia","authors":"Ariesta Kartika Sari, M. T. Budiarto, R. Ekawati","doi":"10.23917/jramathedu.v7i1.15660","DOIUrl":"https://doi.org/10.23917/jramathedu.v7i1.15660","url":null,"abstract":"One of the cultural outcomes of the Madurese community is the traditional tanean lanjang house with a long front yard, designed from several batih (nuclear) families, consisting of a married couple with unmarried children. This study explores geometric concepts of the traditional house to demonstrate how they can be useful for learning mathematics. The descriptive qualitative study described the mathematical concepts found in the tanean lanjang traditional house or settlement in Madura. Furthermore, an ethnographic method was also used to analyze documents, ethnographic notes, and documentation (photos). Data analysis techniques employed an interactive model of data collection, data reduction, data presentation, and conclusion. The results of the study show that the cultural values and geometric concepts of the tanean lanjang traditional house comprised (1) kinship and brotherhood values, (2) harmony in the household, and (3) strength in the household. The geometric concepts contained in the traditional tanean lanjang house include 2-dimensional shape (i.e., rectangle, trapezoid, triangle), perimeter of 2-dimensional shape, area of 2-dimensional shape, 3-dimensional shape (i.e., triangular prism), the volume of 3-dimensional shape, curve, and the concept of reflection in geometry.","PeriodicalId":360385,"journal":{"name":"JRAMathEdu (Journal of Research and Advances in Mathematics Education)","volume":"75 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114848662","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}

{"title":"Tracing proof schemes: some patterns and new perspectives","authors":"Yasemin Yılmaz Akkurt, Soner Durmuş","doi":"10.23917/jramathedu.v7i1.15740","DOIUrl":"https://doi.org/10.23917/jramathedu.v7i1.15740","url":null,"abstract":"The aim of this paper is to review some studies conducted with different learning areas in which the schemes of different participants emerge. Also it is about to show how mathematical proofs are handled in these studies by considering Harel and Sowder's classification of proof schemes with specific examples. As a result, it was seen that the examined studies were addressed in the learning areas of Analysis, Geometry, Algebra, Linear Algebra, Elementary Number Theory, Probability, Combinatorics, and MIX. Students in early grades tend more towards external and empirical proof schemes. On the other hand, the characteristics of the proof schemes become more sophisticated as the participants' profiles change to pre-service teachers or as they become more specializing in mathematics. Some results are as follows: the academic achievement levels, genders, and grade levels of the participants in the studies examined in this paper have indicated that they have similar traces with the schemes they use. In addition, it has been determined that new perspectives such as examining Harel and Sowder's classification with new lenses, revealing the overlooked roles of some dynamics in proof, or improving the framework provide an important research area in terms of revealing students' potentials.","PeriodicalId":360385,"journal":{"name":"JRAMathEdu (Journal of Research and Advances in Mathematics Education)","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127119015","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}

{"title":"Investigating spatial skills and math anxiety as mediators in a sequential mediation model: A pilot study","authors":"Lu Wang","doi":"10.23917/jramathedu.v6i4.15157","DOIUrl":"https://doi.org/10.23917/jramathedu.v6i4.15157","url":null,"abstract":"Prior research showed a gender effect on spatial ability, math anxiety, and math achievement. Lacking, however, is a comprehensive study that testedthe mediation effects of spatial ability and math anxiety between gender and math achievement in a sequential mediation model. To fill this gap, this pilot study tested two mediation relationships, one with spatial ability as a mediator, gender as a predictor, and math anxiety as an outcome variable; the other with math anxiety as a mediator, spatial ability as a predictor, and math achievement as an outcome variable. In addition, the study tested the relative strengths of the relationship between specific spatial skills that included perspective-taking, spatial imagery, and mental rotation and collegiate math achievement that included trigonometry, calculus, and linear algebra) via canonical correlations. Lastly, gender differences in spatial skills, math anxiety, and math achievement were investigated. The results of the independent t-tests showed that none of the well-documented gender differences in spatial ability was found. Canonical correlation analysis showed that a single canonical variable is sufficient in accounting for math-spatial relationship. The sequential mediation model, with spatial ability and math achievement serving as themediators in the model, fitted reasonably well. However, none of the mediation effects was statistically significant. Implications of these findings and future directions of this research are discussed","PeriodicalId":360385,"journal":{"name":"JRAMathEdu (Journal of Research and Advances in Mathematics Education)","volume":"75 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125872936","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}

{"title":"The relationship between grade 11 learners’ procedural and conceptual knowledge of algebra","authors":"Munyaradzi Chirove, U. Ogbonnaya","doi":"10.23917/jramathedu.v6i4.14785","DOIUrl":"https://doi.org/10.23917/jramathedu.v6i4.14785","url":null,"abstract":"The acquisition of procedural and conceptual knowledge is imperative for the development of problem solving skills in mathematics. However, while there are mixed research findings on the relationship between the two domains of knowledge in some branches of mathematics, the relationship between learners’ procedural and conceptual knowledge of algebra has not been well explored. This research paper examined the relationship between Grade 11 learners’ procedural and conceptual knowledge of algebra. Data for the study was collected using an algebra test administered to 181 grade 11 learners in Gauteng province, South Africa. Descriptive statistics and Pearson’s correlation coefficient were used to analyse the data in SPSS. The study revealed that the learners have low levels of both procedural and conceptual knowledge of algebra. However, they displayed better procedural knowledge than the conceptual knowledge of algebra. In addition, a statistically significant moderate positive linear relationship was found between the learners’ procedural and conceptual knowledge of algebra.","PeriodicalId":360385,"journal":{"name":"JRAMathEdu (Journal of Research and Advances in Mathematics Education)","volume":"70 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133159777","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}

{"title":"Ethnomathematics: Modelling the volume of solid of revolution at Buginese and Makassarese traditional foods","authors":"Zulfiqar Busrah, Hikmawati Pathuddin","doi":"10.23917/jramathedu.v6i4.15050","DOIUrl":"https://doi.org/10.23917/jramathedu.v6i4.15050","url":null,"abstract":"Ethnomathematics can empirically improve the cognitive abilities of students in elementary and secondary schools. However, in undergraduate study, there are still limited studies on integrating ethnomathematics in learning resources. This study aims to apply interpolation in modelling polynomial functions and integral volume on the shape of Buginese and Makassarese traditional foods. Furthermore, it can be used by students as relevant learning resources regarding interpolation and the concept of volume of solid of revolution (VOSR). This is a qualitative study using an ethnographic approach. The data were collected through observations to obtain general information, interviews with informants to find out food-making techniques, and documentation to obtain physical models of each type of food. Data Analysis Techniques consist of the domain analysis to obtain an overview of Buginese and Makassarese traditional foods and the taxonomic analysis to categorize mathematical concepts obtained from the modeling and simulation. The result of this research reveals that lammang is suitable with the slabs. It can be represented as constant functions that revolved around the x-axis or the y-axis. While paso, bolu cukke, and cantik manis as well as barongko batara, Putu, and cucuru can be outlined in linear functions rotating about the x-axis, y-axis, or others fixed-line. They meet the criteria of the disks method. However, they are described in the function of polynomials of n-degree. The use of washers can be described in the model of blundered and sarang semut with a hole in the middle caused by the intersection of two curves rotated about the x-axis or the y-axis. For shells, the model can be applied to determine the cover volume of the cover of pisang ijo flour and onde-onde. Thus, all types of traditional foods in this study can be appropriate objects for a learning resource in modelling the VOSR.","PeriodicalId":360385,"journal":{"name":"JRAMathEdu (Journal of Research and Advances in Mathematics Education)","volume":"133 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131844324","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}

{"title":"Multivariate analysis on performance in statistics, self-efficacy and attitudes of senior high school students","authors":"M. J. Retutas, Marilyn Torela Rubio","doi":"10.23917/jramathedu.v6i4.14368","DOIUrl":"https://doi.org/10.23917/jramathedu.v6i4.14368","url":null,"abstract":"Over the past few years, teaching and learning of statistics have been influenced by the emergence of the reform movement in education such as the K-12 basic education curriculum. Those of statistics concepts have changed both elementary and secondary level. Considering the educational reform in the Philippines, the study was conducted to determine whether there are significant differences of the determinants such as gender, type of school, parent’s educational level, family monthly income, family size and Senior High School track preference to students’ self-efficacy beliefs, attitudes towards Statistics, and performance in Statistics. The causal-comparative research design was used for comparing two or more groups to find the differences or determine whether the independent variable influences the dependent variable. The data were gathered from 570 senior high school students of both public and private schools in Mindanao, Region XI. The study adopted the questionnaires on self-efficacy beliefs and attitude towards Statistics while it utilized a researcher-made questionnaire for performance in Statistics. Multivariate Analysis of Variance (MANOVA) was used to determine whether multiple levels of independent variables on their own or in combination with one another influence the dependent variables. The findings revealed that among the demographic factors, only type of school has a significant difference to the self-efficacy beliefs, attitudes towards Statistics, and performance of senior high students in Statistics. Implications from the findings of this study might suggest that improving of K-12 school facilities by the school public administrators and collaborative effort of teachers to enhance the students’ self-efficacy, attitudes towards statistics and teaching statistics reveals optimistic results.  Also, school administrators may provide opportunities for Statistics teachers to hone their pedagogical skills in promoting and building students’ self-confidence and interest in the subject.","PeriodicalId":360385,"journal":{"name":"JRAMathEdu (Journal of Research and Advances in Mathematics Education)","volume":"77 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124947464","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}

{"title":"Learning design of lines and angles for 7th -grade using Joglo traditional house context","authors":"H. Hartono, F. Nursyahidah, W. Kusumaningsih","doi":"10.23917/jramathedu.v6i4.14592","DOIUrl":"https://doi.org/10.23917/jramathedu.v6i4.14592","url":null,"abstract":"Lines and angles are essential for students because of geometry and its many applications in daily life. However, there are still many students who have difficulty grasping the material. Therefore, it is necessary to design learning using the right approach, context, and media. This study aims to produce a learning trajectory that can assist students in understanding the concept of lines and angles, maximize the effectiveness and efficiency of learning, create meaningful learning, and motivate student learning. This study used the Joglo Traditional House context as a starting point and the design research method developed by Gravemeijer and Cobb with three main steps: preparing for the experiment, designing the experiment (pilot experiment and teaching experiment), and retrospective analysis. However, in design experiment step is limited to the pilot experiment. In this study, all activities were designed based on Indonesian Realistic Mathematics Education. It involves six 7th-grade students from one of the junior high schools at Juwana Resident with three different abilities, namely two students for each level with high, moderate, and low ability. The learning trajectory generated in this study consists of a series of learning processes in four activities that can be used to develop local instructional theories and develop designs for further activities. Those are observing Joglo traditional house video for understanding lines and angles concepts, deducing line positions, discovering the angles' properties on parallel lines intersected by other lines, and solving lines and angles problems.","PeriodicalId":360385,"journal":{"name":"JRAMathEdu (Journal of Research and Advances in Mathematics Education)","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127412549","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}