JRAMathEdu (Journal of Research and Advances in Mathematics Education)最新文献_第4页

Student with special needs and mathematics learning: A case study of an autistic student 有特殊需要的学生与数学学习:一个自闭症学生的个案研究

JRAMathEdu (Journal of Research and Advances in Mathematics Education) Pub Date : 2020-08-30 DOI: 10.23917/JRAMATHEDU.V5I3.11192

Sabaruddin Sabaruddin, Rosnidar Mansor, Irfan Rusmar, F. Husna

{"title":"Student with special needs and mathematics learning: A case study of an autistic student","authors":"Sabaruddin Sabaruddin, Rosnidar Mansor, Irfan Rusmar, F. Husna","doi":"10.23917/JRAMATHEDU.V5I3.11192","DOIUrl":"https://doi.org/10.23917/JRAMATHEDU.V5I3.11192","url":null,"abstract":"The provision of mathematics for autistic students has not gained a special concern. In fact, many autistic children have good mathematical skills and some are even excellent. It imposes teachers to formulate and create effective strategies to teach autistic students. The purpose of this study was to determine teacher behavior and how to teach students with autism effectively. This study was designed as a qualitative case study research. It involved mathematics teacher, assistant teacher, student, and parents. Data were obtained through observations and interviews. The autistic student's attitude and behaviors during mathematics learning were investigated. It included examinations on the supporting and inhibiting factors in mathematics learning in a school for students with special educational needs/SLB. The result indicated that mathematics learning for students with autism as performed in inclusive education was different from regular education programs, in which teachers were required to adjust materials with students' psychological condition. It also revealed that the students had had focus issues; hence materials were mostly conveyed outside the lesson plan, particularly to introduce the basic material. The supporting factors included parents' motivation for the student to learn and behave appropriately and well-designed learning packages. Meanwhile, limited learning media and school facilities, as well as the absence of special teachers for students with autism, became the inhibiting factors for mathematics learning.","PeriodicalId":360385,"journal":{"name":"JRAMathEdu (Journal of Research and Advances in Mathematics Education)","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134066166","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

The development of Schoology web-based learning media with GeoGebra to improve the ICT literacy on quadratic functions 利用GeoGebra开发学校学网络学习媒体，提高学生对二次函数的ICT素养

JRAMathEdu (Journal of Research and Advances in Mathematics Education) Pub Date : 2020-08-18 DOI: 10.23917/JRAMATHEDU.V5I3.10692

A. Fatahillah, Irsalina Dwi Puspitasari, S. Hussen

{"title":"The development of Schoology web-based learning media with GeoGebra to improve the ICT literacy on quadratic functions","authors":"A. Fatahillah, Irsalina Dwi Puspitasari, S. Hussen","doi":"10.23917/JRAMATHEDU.V5I3.10692","DOIUrl":"https://doi.org/10.23917/JRAMATHEDU.V5I3.10692","url":null,"abstract":"The use of technology in learning is essential for developing students' ICT literacy. However, the application of technology as a learning media remains limited. The purpose of this study is to develop a learning media to enhance students' ICT literacy. This research is conducted using a 4-D model, which consists of four stages: defining, designing, developing, and disseminating. This learning media is developed based on ICT literacy indicators. The study participants are 33 of 10th-grade students at one of the public vocational schools in Jember, East Java. Data collection methods consist of validation sheets, tests, questionnaires, interviews, and observations. The expert validation is used to validate the media, while the students' response questionnaire determines the practicality. The validity result shows that the media can be used to measure ICT literacy. Moreover, the practicality of media also shows that it can be easily applied. Furthermore, the effectiveness of learning media is obtained from the N-Gain average of test and ICT literacy questionnaire. The observation data also support the effectiveness of the media during the implementation. The result shows that the media confirmed to be effective as it can improve the students' ICT literacy. To sum up, the Schoology web-based learning media with GeoGebra is useful to improve ICT literacy on quadratic functions","PeriodicalId":360385,"journal":{"name":"JRAMathEdu (Journal of Research and Advances in Mathematics Education)","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133514095","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: 15

Improving student’s mathematical problem solving skills through Quizizz 通过Quizizz提高学生解决数学问题的能力

JRAMathEdu (Journal of Research and Advances in Mathematics Education) Pub Date : 2020-07-17 DOI: 10.23917/JRAMATHEDU.V5I3.10696

Setiyani Setiyani, N. Fitriyani, L. Sagita

{"title":"Improving student’s mathematical problem solving skills through Quizizz","authors":"Setiyani Setiyani, N. Fitriyani, L. Sagita","doi":"10.23917/JRAMATHEDU.V5I3.10696","DOIUrl":"https://doi.org/10.23917/JRAMATHEDU.V5I3.10696","url":null,"abstract":"The Industrial Revolution 4.0 on Education in Indonesia affects school activities rapidly. Teachers are no longer educated in classrooms only, but they can also utilize technology to conduct distance learning. One interactive application that can be used as a form of question exercise is Quizizz. Therefore, this research aims to: first, examine the effectiveness of students' activities by using Quizizz on mathematical problem-solving skills; second, investigate the differences in the increase in students' ability to solve mathematical problems between the class with and without the Quizizz-aided learning method; third, describe the activities of students who used the Quizizz-aided drill learning method; and fourth, describe the students' responses in using Quizizz. The research was quasi-experiment with a pretest-posttest non-equivalent control group design. The participants in this study are 67 of Grade10 students divided into experimental and control classes. Data collection techniques used were tests for students' mathematical problem-solving skills and questionnaires. The instruments were validated using Pearson correlation, while the reliability was tested using Cronbach's Alpha. Then, the N-gain test was used to analyze the data. The results showed that there was an effect on students’ learning activities by using Quizizz on their problem-solving skills. Besides, there was a difference in the improvement of problem-solving skills between the class with and without Quizizz-aided. Furthermore, students’ activities in three meetings have increased. Moreover, students provided a positive response in learning using Quizizz. Thus, it can be concluded that Quizizz is effective in improving mathematical problem-solving skills.","PeriodicalId":360385,"journal":{"name":"JRAMathEdu (Journal of Research and Advances in Mathematics Education)","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125334471","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: 26

Designing learning trajectory of circle using the context of Ferris wheel 以摩天轮为背景设计圆的学习轨迹

JRAMathEdu (Journal of Research and Advances in Mathematics Education) Pub Date : 2020-07-16 DOI: 10.23917/JRAMATHEDU.V5I3.10961

N. Fitri, R. C. I. Prahmana

{"title":"Designing learning trajectory of circle using the context of Ferris wheel","authors":"N. Fitri, R. C. I. Prahmana","doi":"10.23917/JRAMATHEDU.V5I3.10961","DOIUrl":"https://doi.org/10.23917/JRAMATHEDU.V5I3.10961","url":null,"abstract":"Ferris wheel is one amusement playground that resembles a giant spinning wheel. Many students are familiar with the Ferris wheel in the mini version of it at night market festivals. This is the potential for learning mathematics. Furthermore, there is a mathematical learning approach called Indonesian Realistic Mathematics Education (IRME) where students learn with contexts which are close to students' life as starting points. Therefore, this study aims to design a learning trajectory using the IRME approach with the Ferris wheel as the context in the learning process to support students' understanding of the learning about circles. The research method is design research that consists of three stages: preliminary design, design experiments, and retrospective analysis. The subjects were 20 eighth-grade students from one of the private Junior High School in Yogyakarta. The instruments used are videos to see the learning process and when students work on the given problems, photos to refer the results of student work, and written test in worksheets to get the data on student's work. The research result explores the learning trajectory practiced using the Ferris wheel as the context seen in the student's daily activities. The learning trajectory consists of four events, namely assembling the Ferris wheel, drawing an illustration of the Ferris wheel, making a list of the circle parts, and solving a problem related to the parts of the circle. Lastly, this study shows that learning trajectory activities have essential roles in supporting students' understanding of the concept of a circle.","PeriodicalId":360385,"journal":{"name":"JRAMathEdu (Journal of Research and Advances in Mathematics Education)","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131501699","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: 10

Pre-service teacher’s mathematical knowledge for teaching in problem-based learning 职前教师数学知识在问题型学习教学中的应用

JRAMathEdu (Journal of Research and Advances in Mathematics Education) Pub Date : 2020-06-22 DOI: 10.23917/jramathedu.v5i2.10556

Ifada Novikasari

{"title":"Pre-service teacher’s mathematical knowledge for teaching in problem-based learning","authors":"Ifada Novikasari","doi":"10.23917/jramathedu.v5i2.10556","DOIUrl":"https://doi.org/10.23917/jramathedu.v5i2.10556","url":null,"abstract":"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.","PeriodicalId":360385,"journal":{"name":"JRAMathEdu (Journal of Research and Advances in Mathematics Education)","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116717185","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’ mathematics achievement in Mindanao context: A meta-analysis 棉兰老岛地区学生数学成绩:元分析

JRAMathEdu (Journal of Research and Advances in Mathematics Education) Pub Date : 2020-06-04 DOI: 10.23917/JRAMATHEDU.V5I2.10282

R. Callaman, Estela C Itaas

{"title":"Students’ mathematics achievement in Mindanao context: A meta-analysis","authors":"R. Callaman, Estela C Itaas","doi":"10.23917/JRAMATHEDU.V5I2.10282","DOIUrl":"https://doi.org/10.23917/JRAMATHEDU.V5I2.10282","url":null,"abstract":"Over the years, there have been several studies exploring the factors affecting mathematics achievement. However, no study, specifically in the Mindanao context has attempted to summarize or illustrate the model for these sets of studies. This study aims to analyze the overall effect size of the factors on the student’s achievement in mathematics. The causal-comparative research design was utilized to synthesize the existing research about the student-related, teacher-related, and school-related factors that have -greatly influenced students’ mathematics achievement. Through the use of a multi-stage sampling design, 200 existing studies were funneled down to 50 with 158 effect sizes which met the inclusion criteria coming from the different colleges and universities in Mindanao. To determine the significant factors be included in the model that significantly influence students’ achievement, Hierarchical Linear Modeling (HLM) was utilized. The findings revealed that the overall effect sizes have a small effect on mathematics achievement. On the other hand, mathematical skills, attitude, and self-efficacy are found to be the predictors of students’ mathematical achievement. Further, it was concluded that the type of school where the student is studying could cause significant variation in the effect sizes. It is recommended that educational institutions may review regularly the curriculum addressing the disparity of achievement between public and private schools. Also, teachers may utilize varied teaching strategies so that students would develop interest and positive learning attitudes towards mathematics.","PeriodicalId":360385,"journal":{"name":"JRAMathEdu (Journal of Research and Advances in Mathematics Education)","volume":"25 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120911937","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: 8

Pre-service mathematics teachers’ nature of understanding of the tangent function 职前数学教师对正切函数的本质理解

JRAMathEdu (Journal of Research and Advances in Mathematics Education) Pub Date : 2020-05-13 DOI: 10.23917/JRAMATHEDU.V5I2.10638

Priestly Malambo

{"title":"Pre-service mathematics teachers’ nature of understanding of the tangent function","authors":"Priestly Malambo","doi":"10.23917/JRAMATHEDU.V5I2.10638","DOIUrl":"https://doi.org/10.23917/JRAMATHEDU.V5I2.10638","url":null,"abstract":"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.","PeriodicalId":360385,"journal":{"name":"JRAMathEdu (Journal of Research and Advances in Mathematics Education)","volume":"115 34","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131943331","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

Promoting creative thinking for gifted students in undergraduate mathematics 促进大学数学资优学生的创造性思维

JRAMathEdu (Journal of Research and Advances in Mathematics Education) Pub Date : 2020-02-28 DOI: 10.23917/jramathedu.v5i1.9675

P. S. Ngiamsunthorn

{"title":"Promoting creative thinking for gifted students in undergraduate mathematics","authors":"P. S. Ngiamsunthorn","doi":"10.23917/jramathedu.v5i1.9675","DOIUrl":"https://doi.org/10.23917/jramathedu.v5i1.9675","url":null,"abstract":"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.","PeriodicalId":360385,"journal":{"name":"JRAMathEdu (Journal of Research and Advances in Mathematics Education)","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122443718","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: 8

Front Matter (Cover, Editorial Board, Journal Profile and Citations, Indexing and Abstracting, Table of Content) 封面内容(封面、编辑委员会、期刊简介和引文、索引和摘要、目录)

JRAMathEdu (Journal of Research and Advances in Mathematics Education) Pub Date : 2020-02-28 DOI: 10.23917/jramathedu.v5i1.10394

E. Editorial

引用次数: 0

Pre-service secondary teachers’ knowledge of the function concept: A cluster analysis approach 职前中学教师的功能概念知识:一种聚类分析方法

JRAMathEdu (Journal of Research and Advances in Mathematics Education) Pub Date : 2020-02-28 DOI: 10.23917/jramathedu.v5i1.9703

J. Marbán, E. Sintema

{"title":"Pre-service secondary teachers’ knowledge of the function concept: A cluster analysis approach","authors":"J. Marbán, E. Sintema","doi":"10.23917/jramathedu.v5i1.9703","DOIUrl":"https://doi.org/10.23917/jramathedu.v5i1.9703","url":null,"abstract":"Teacher training is a key aspect for the success of any educational system and it is a prior challenge to facein-depth in Zambia. This study explores some dimensions of prospective secondary mathematics teachers’ subject-matter knowledge and pedagogical content knowledge restricted to the topic of the function concept. Data were collected by means of a questionnaire that was administered to a sample of 150 prospective teachers enrolled attwo public universities inCopperbelt, Zambia. A two-step cluster analysis was used to reveal natural grouping within the datasetobtained. As a result, a two-cluster solution was revealedas the solution that best profiled the data, with participants within both clusters scoringlow in the knowledge domains under consideration. To further understand the results a one-way between-subjects multivariate analysis of variance (MANOVA) and a follow-up discriminant function analysis (DFA) were also conducted. Common content knowledge was shown to be the most important factor in discriminating between prospective teachers in Cluster 1 and those in Cluster 2. The knowledge inadequacies identified are certainly worrisome and are likely to be transferred to young learners at secondary schools. Consequently, it is necessary to address with some urgency certain reforms in educational policies for teacher training programs in Zambia.","PeriodicalId":360385,"journal":{"name":"JRAMathEdu (Journal of Research and Advances in Mathematics Education)","volume":"53 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126330749","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