Journal on Mathematics Education最新文献

Exploring default-interventionist interaction of thinking activity types on probability problem-solving 探索思维活动类型对概率问题解决的默认--干预--相互作用

Journal on Mathematics Education Pub Date : 2023-11-24 DOI: 10.22342/jme.v15i1.pp295-316

Susiswo, Puguh Darmawan, W. Murtafiah, Sharifah Osman

{"title":"Exploring default-interventionist interaction of thinking activity types on probability problem-solving","authors":"Susiswo, Puguh Darmawan, W. Murtafiah, Sharifah Osman","doi":"10.22342/jme.v15i1.pp295-316","DOIUrl":"https://doi.org/10.22342/jme.v15i1.pp295-316","url":null,"abstract":"This research aims to determine the thinking activity types dominated by a mental process in producing answers characterized by automatic, unconscious, and subjective-empirical processes (system 1) in solving problems so that the default-interventionist interaction occurs. This research novelty is the formulation of the contents and thinking activity arrangement adapted to students' thinking when solving problems. The problem used in this research is a mathematical problem that triggers students to produce answers quickly with confidence that the answers are correct at a high level. Another problem is about probability because the mode of occurrence of students' learning difficulties at the secondary school level occurs when learning the concept of probability. This is qualitative research with a case study approach. The research subjects were students of Mathematics Education in semester 1. The results showed that thinking activity one could condition the occurrence of type 1 default-interventionist interaction. Thinking activity two could condition the occurrence of type 2 default-interventionist interaction. Thinking activity three could condition the occurrence of type 3 default-interventionist interaction. This research concluded that the default-interventionist interaction occurred because the content and arrangement of the thinking activity conditioned the subjects to pay attention to information gradually and change the subjects’ beliefs. Lecturers were recommended to produce, develop, and research thinking activities on topics other than probability at various levels of education. The default-interventionist interaction was essential to be conditioned when system one dominated students' thinking, causing difficulties.","PeriodicalId":37090,"journal":{"name":"Journal on Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139242323","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

What explains early numeracy achievement: A comparison of South Africa and China 早期算术成绩的原因：南非与中国的比较

Journal on Mathematics Education Pub Date : 2023-11-24 DOI: 10.22342/jme.v15i1.pp277-294

Thukwane Nelisiwe, Ke Yu

引用次数: 0

Mathematics learning orientation: Mathematical creative thinking ability or creative disposition? 数学学习取向：数学创造性思维能力还是创造性倾向？

Journal on Mathematics Education Pub Date : 2023-11-23 DOI: 10.22342/jme.v15i1.pp253-276

I. Khalil, Rully Charitas, Indra Prahmana

{"title":"Mathematics learning orientation: Mathematical creative thinking ability or creative disposition?","authors":"I. Khalil, Rully Charitas, Indra Prahmana","doi":"10.22342/jme.v15i1.pp253-276","DOIUrl":"https://doi.org/10.22342/jme.v15i1.pp253-276","url":null,"abstract":"Mathematical creative thinking skill often becomes the orientation of mathematics learning, aiming to enhance students’ creativity in mathematics. Recognizing that creativity encompasses the capacity for thinking creatively and creativity disposition is essential. Building on this conceptual foundation, the primary objective of this study is to develop a comprehensive model illustrating the relationship between students' aptitude for mathematical creative thinking and their creative disposition. The research methodology employed in this study aligned with the framework of cause-and-effect analysis. The study cohort consisted of 36 students, carefully selected by a cluster random sampling technique. The research instruments included a mathematical creative thinking ability assessment and a creative disposition scale. The data was analyzed using the Non-Recursive Structural Equation Modeling. The results showed the reciprocal cause-and-effect dynamic between mathematical creative thinking ability and creative disposition, exhibiting a mutually influential relationship with determination coefficients of 21.83% and 21.05%. This shows that mathematical creative thinking ability is better at explaining mathematical creative disposition than mathematical creative disposition explaining mathematical creative thinking ability, with a relatively small difference (0.78%). This study also concluded that an optimal approach to mathematics pedagogy entails a balanced and simultaneous focus on nurturing mathematical creative thinking ability and disposition.","PeriodicalId":37090,"journal":{"name":"Journal on Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139243973","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

Promoting socioeconomic equity through automatic formative assessment 通过自动形成性评估促进社会经济平等

Journal on Mathematics Education Pub Date : 2023-11-22 DOI: 10.22342/jme.v15i1.pp227-252

A. Barana, Marina Marchisio Conte

引用次数: 0

Aligning numeracy task design with SDG goals: Nutrition facts as a context for prospective mathematics teachers' problem posing 使计算任务设计与可持续发展目标相一致：营养事实作为未来数学教师提出问题的背景

Journal on Mathematics Education Pub Date : 2023-11-04 DOI: 10.22342/jme.v15i1.pp191-206

Y. M. Sari, A. W. Kohar, Yulia Izza El Milla, S. Fiangga, Dwi Shinta Rahayu

{"title":"Aligning numeracy task design with SDG goals: Nutrition facts as a context for prospective mathematics teachers' problem posing","authors":"Y. M. Sari, A. W. Kohar, Yulia Izza El Milla, S. Fiangga, Dwi Shinta Rahayu","doi":"10.22342/jme.v15i1.pp191-206","DOIUrl":"https://doi.org/10.22342/jme.v15i1.pp191-206","url":null,"abstract":"Nutrition facts are the details on food packaging that describe its nutritional value, including serving size, calories, macronutrients like carbohydrates, protein, and fat, and micronutrients such as vitamins and minerals. These facts have mathematical concepts that can be utilized as a context for prospective teachers to create mathematical problems. By leveraging this real-world data, educators can contribute to multiple Sustainable Development Goals (SDGs), particularly SDG 3 (Good Health and Well-being), by promoting nutritional awareness, and SDG 4 (Quality Education) by enhancing student engagement and understanding through relatable examples. This study examines the profile of mathematical tasks created by prospective mathematics teachers using nutrition facts as a context that meets numeracy task criteria. Data were collected from 62 mathematical tasks created by 31 prospective teachers attending a realistic mathematics education course on numeracy based on a problem-posing task at a public university in Surabaya, Indonesia. The posed tasks were categorized into solvable or unsolvable tasks and the domains of the level of context use and the level of cognitive processes. Results revealed that the level of context use in the posed tasks varied from zero to second order. Surprisingly, most of the tasks were in the first-order level context. Most posed tasks reached the application level, with only a few identified as reasoning tasks. Interestingly, some tasks coded as second-order context were classified as reasoning tasks. The study provides implications for designing numeracy tasks using nutrition facts and interventions in teacher education related to numeracy task design.","PeriodicalId":37090,"journal":{"name":"Journal on Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139289563","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

Learning obstacle of probability learning based on the probabilistic thinking level 基于概率思维水平的概率学习障碍

Journal on Mathematics Education Pub Date : 2023-11-04 DOI: 10.22342/jme.v15i1.pp207-226

Atika Defita Sari, Didi Suryadi, D. Dasari

{"title":"Learning obstacle of probability learning based on the probabilistic thinking level","authors":"Atika Defita Sari, Didi Suryadi, D. Dasari","doi":"10.22342/jme.v15i1.pp207-226","DOIUrl":"https://doi.org/10.22342/jme.v15i1.pp207-226","url":null,"abstract":"This study aims to determine students learning obstacles in probability material based on their probabilistic thinking (PT) level using the theory of didactical situation (TDS) perspective. This is qualitative research with the case study method. The subject consisted of 23 grade 9 students in junior high school who had studied the material and had taken the test. The test results were used to classify students depending on their PT level using the framework developed by Graha A. Jones. Furthermore, interviews were performed with three representative students from each PT level. The interviews indicated that students in each PT level continue to face learning obstacles, which include instrumental ontogenic and epistemological obstacles. The lowest PT level demonstrated a more complex and comprehensive learning obstacle in all constructs of PT. From the TDS perspective, all students who are at various levels of PT have reached an action situation. Only 33% of the students at the subjective level and 83% of the students at the transition level reached the formulation situation. Still, students at that level needed help to reach the other two situations. Unlike the two previous levels, students at the level of quantitative informal thinking can achieve situations of validation and institutionalization.","PeriodicalId":37090,"journal":{"name":"Journal on Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139289604","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

Construction of reflective thinking: A field independent student in numerical problems 构建反思性思维：数字问题中的实地独立学生

Journal on Mathematics Education Pub Date : 2023-11-02 DOI: 10.22342/jme.v15i1.pp151-172

Setiyani, S. Waluya, Y. L. Sukestiyarno, Adi Nur Cahyono

{"title":"Construction of reflective thinking: A field independent student in numerical problems","authors":"Setiyani, S. Waluya, Y. L. Sukestiyarno, Adi Nur Cahyono","doi":"10.22342/jme.v15i1.pp151-172","DOIUrl":"https://doi.org/10.22342/jme.v15i1.pp151-172","url":null,"abstract":"In educational settings, reflective thinking is often overlooked, with an excessive emphasis on final answers, resulting in students needing more ability to evaluate and reconstruct their problem-solving processes. The ability for reflective thinking is required by students in solving problems, including numerical problems. This study uses a qualitative approach to focus on field-independent students' numerical problem-solving processes. The data collection technique begins by administering the Group Embedded Figures Test (GEFT), a valid and reliable numeracy problem instrument, and conducting in-depth interviews. Two students with similar initial mathematical abilities and field-independent cognitive styles were selected as research subjects. Findings reveal that these students face challenges such as lengthy problem descriptions and a lack of confidence but gradually develop strategies, emphasizing repeated problem analysis, concept interconnections, and error awareness. Researcher-provided scaffolding facilitates critical reflection, enabling the construction of new ideas. These results have practical implications for teachers, suggesting the need to design lessons that cater to diverse cognitive styles, providing more complex problems to field-independent students to enhance their problem-solving skills.","PeriodicalId":37090,"journal":{"name":"Journal on Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139290473","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

Developing mathematics teaching materials using maritime context for higher-order thinking in junior high school 利用海洋情境开发初中高阶思维数学教材

Journal on Mathematics Education Pub Date : 2023-11-02 DOI: 10.22342/jme.v15i1.pp173-190

Malalina, R. Putri, Zulkardi, Yusuf Hartono

{"title":"Developing mathematics teaching materials using maritime context for higher-order thinking in junior high school","authors":"Malalina, R. Putri, Zulkardi, Yusuf Hartono","doi":"10.22342/jme.v15i1.pp173-190","DOIUrl":"https://doi.org/10.22342/jme.v15i1.pp173-190","url":null,"abstract":"Mathematics learning using high-order thinking skills is crucial for students. High-order thinking skills can be developed through learning materials with contexts relevant to the student's environment. This research aims to: produce maritime context mathematics teaching materials for higher-order thinking in Junior High Schools that are valid, practical, and have a potential effect on analytical and evaluation skills. The subjects of this study were 7th-grade students at SMP Tamansiswa Palembang, SMP Tamansiswa Mariana, and SMP Tamansiswa Sungai Buah. Data collection techniques include walkthroughs, interviews, observations, documentation, and tests. Data analysis is conducted qualitatively through descriptive methods. The research development of maritime context mathematics teaching materials for higher-order thinking at Junior High Schools has been validated based on content, construct, and language by expert reviews. During one-to-one interactions, students demonstrated their comprehension of the teaching materials and their ability to analyze and evaluate the student worksheets (SW) and questions. Practicality was observed during small group interactions, as students encountered no difficulties in solving problems on the SW and questions using analytical and evaluative skills. Furthermore, the field test demonstrated that the maritime context mathematics teaching materials have the potential to enhance students' analytical and evaluative abilities. In conclusion, this research has produced valid, practical, and potentially effective maritime context mathematics teaching materials for higher-order thinking at Junior High Schools, which can enhance students' analytical and evaluative abilities.","PeriodicalId":37090,"journal":{"name":"Journal on Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139290153","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

Toward proficiency: Developing a multiplication mathematical content knowledge test for pre-service mathematics teachers in Indonesia and Türkiye 走向熟练：为印度尼西亚和土耳其的职前数学教师开发乘法数学内容知识测试

Journal on Mathematics Education Pub Date : 2023-11-01 DOI: 10.22342/jme.v15i1.pp115-130

Ifada Novikasari, Yüksel Dede

{"title":"Toward proficiency: Developing a multiplication mathematical content knowledge test for pre-service mathematics teachers in Indonesia and Türkiye","authors":"Ifada Novikasari, Yüksel Dede","doi":"10.22342/jme.v15i1.pp115-130","DOIUrl":"https://doi.org/10.22342/jme.v15i1.pp115-130","url":null,"abstract":"This study aimed to develop a specific Mathematical Content Knowledge (MCK) test focused on multiplication for pre-service mathematics teachers in Indonesia and Türkiye. No assessment tool exists to measure MCK related to multiplication among pre-service mathematics teachers. We used convenience sampling to obtain data from third- and fourth-year pre-service teachers in Indonesian and Turkish mathematics teacher education programs. The test items were administered to 423 Indonesian pre-service mathematics teachers and 413 Turkish pre-service mathematics teachers, and their responses were analyzed using factor analysis. The MCK test was found to be reliable, with 18 items that were grouped into four components: procedural knowledge of multiplication (C1), understanding of multiple representations (C2), conceptual knowledge of multiplication (C3), and anticipating students' thinking (C4). The study results suggest that a valid MCK test helps evaluate multiplication in these four components. Additionally, the study findings indicate that Indonesian pre-service teachers score higher in the C1 and C4 categories, while Turkish pre-service teachers score higher in the C2 and C3 categories.","PeriodicalId":37090,"journal":{"name":"Journal on Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139293294","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

Non-specialist secondary mathematics teachers learning in study groups by engaging with activities of algebra 非专业中学数学教师在学习小组中通过参与代数活动进行学习

Journal on Mathematics Education Pub Date : 2023-11-01 DOI: 10.22342/jme.v15i1.pp131-150

V. Hatisaru

{"title":"Non-specialist secondary mathematics teachers learning in study groups by engaging with activities of algebra","authors":"V. Hatisaru","doi":"10.22342/jme.v15i1.pp131-150","DOIUrl":"https://doi.org/10.22342/jme.v15i1.pp131-150","url":null,"abstract":"Teaching ‘out-of-field’ is a present obstacle in mathematics education in many countries, and developing professional learning programs aimed at upskilling non-specialist teachers is urgent. A teacher study group was established wherein two non-specialist teachers of mathematics (Years 7–10; aged 12–16) engaged with algebra to develop a deeper understanding of the subject and its teaching. The study group lasted one school year, during which the teachers actively participated in the learning. Multiple data sources were collected, including reflection forms, open-ended questionnaires, and a storytelling form. Analysis of the teachers’ solutions to a sample of algebra problems and self-reports suggests that the study group enabled teachers to acquire new knowledge/skills in mathematics pedagogy, gain a new understanding of how student thinking and understanding develop, adapt new classroom instruction strategies, develop ability/confidence in problem-solving, and develop new knowledge/ability in algebra. The study findings contribute to our understanding of supporting non-specialist mathematics teachers’ professional development.","PeriodicalId":37090,"journal":{"name":"Journal on Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139292013","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