Journal on Mathematics Education最新文献_第2页

Comparative study of means of mathematical communication in Japan, Laos, and Thailand 日本、老挝和泰国数学交流手段的比较研究

Journal on Mathematics Education Pub Date : 2023-10-14 DOI: 10.22342/jme.v15i1.pp99-114

Duangmanee Ya-amphan, Sampan Thinwiangthong, Phailath Sythong

{"title":"Comparative study of means of mathematical communication in Japan, Laos, and Thailand","authors":"Duangmanee Ya-amphan, Sampan Thinwiangthong, Phailath Sythong","doi":"10.22342/jme.v15i1.pp99-114","DOIUrl":"https://doi.org/10.22342/jme.v15i1.pp99-114","url":null,"abstract":"This comparative study analyzed the similarities and differences in the mathematical communication used by teachers and primary school students in Japanese, Lao, and Thai mathematics classrooms. It adopted a qualitative research design, and the targets were teachers and students in Grades 1 - 6 at a selected school in each of the three countries. The data were collected from one classroom at each grade level from the three schools, so eighteen classrooms were involved in the study. The research tools included video recorders, photo cameras, and a field notes form. The data were analyzed by employing the analytical descriptive method based on Pirie's conceptual framework of the means of mathematical communication (1998). The findings revealed that the means of mathematical communication in the three countries were similar in their use of ordinary, mathematical, verbal, and symbolic language—differences in the means of mathematical communication related to how varied the learning materials were. The Japanese classrooms used the most varied means of mathematical communication, demonstrating all six means, while the Thai classrooms used only 5, and the Lao PDR classrooms used only 4. The Japanese classrooms were shown to be focused on the students' diverse self-solution concepts, while some of the Thai and Lao PDR classrooms were based on question-answer interactions between the teachers and students.","PeriodicalId":37090,"journal":{"name":"Journal on Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139319388","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

Adversity quotient of Indonesian prospective mathematics teachers in solving geometry higher-order thinking skills problems 印度尼西亚未来数学教师在解决几何高阶思维能力问题时的逆商

Journal on Mathematics Education Pub Date : 2023-10-14 DOI: 10.22342/jme.v15i1.pp79-98

Lathiful Anwar, C. Sa’dijah, W. Murtafiah, Miftha Huljannah

{"title":"Adversity quotient of Indonesian prospective mathematics teachers in solving geometry higher-order thinking skills problems","authors":"Lathiful Anwar, C. Sa’dijah, W. Murtafiah, Miftha Huljannah","doi":"10.22342/jme.v15i1.pp79-98","DOIUrl":"https://doi.org/10.22342/jme.v15i1.pp79-98","url":null,"abstract":"Comprehending and formulating strategies for geometry problems that require higher-order thinking skills (HOTS) is crucial in enhancing mathematics education. This study implements a qualitative case study approach to comprehend how prospective mathematics teachers with varying Adversity Quotients (AQ) solve geometry Higher-Order Thinking Skill (HOTS) problems. We selected 3 participants from 167 Indonesian prospective mathematics teachers to solve the three- and two-dimensional HOTS problems and were invited to an interview session. The three participants represent three types of participants: a climber student (high AQ), a camper student (medium AQ), and a quitter student (low AQ). Our findings show that each student had different responses to deal with the obstacles they faced while solving the problem. The climber student is more adept at solving problems than the camper and quitter students. In addition to identifying specific implications, this study offers a comprehensive understanding of AQ's significant role in solving mathematical problems. This knowledge serves as a concrete foundation for guiding the future advancement of curricula, assessment methods, and instructional approaches in mathematics education, particularly in the field of geometry. This research contributes to enhancing educational practices and policies on a broader scale.","PeriodicalId":37090,"journal":{"name":"Journal on Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139319444","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

Transformation geometry in eleventh grade using digital manipulative batik activities 利用数字操作蜡染活动在十一年级进行几何变换

Journal on Mathematics Education Pub Date : 2023-10-14 DOI: 10.22342/jme.v15i1.pp55-78

Sani Sahara, M. Dolk, A. Hendriyanto, T. A. Kusmayadi, Laila Fitriana

引用次数: 0

Development of a protocol to measure mathematics higher-order thinking skills in Mexican primary schools 制定一项协议，以衡量墨西哥小学的数学高阶思维能力

Journal on Mathematics Education Pub Date : 2023-10-09 DOI: 10.22342/jme.v14i4.pp781-796

Lesly Yahaira Rodriguez-Martinez, Paul Hernandez-Martinez, Maria Guadalupe Perez-Martinez

引用次数: 0

Designing area of circle learning trajectory based on “what-if” questions to support students’ higher-order thinking skills 设计基于“假设”问题的圆形学习轨迹，以支持学生的高阶思维能力

Journal on Mathematics Education Pub Date : 2023-10-06 DOI: 10.22342/jme.v14i4.pp757-780

I Putu Ade Andre Payadnya, Rully Charitas Indra Prahmana, Jane-Jane Lo, Putu Ledyari Noviyanti, I Made Dharma Atmaja

{"title":"Designing area of circle learning trajectory based on “what-if” questions to support students’ higher-order thinking skills","authors":"I Putu Ade Andre Payadnya, Rully Charitas Indra Prahmana, Jane-Jane Lo, Putu Ledyari Noviyanti, I Made Dharma Atmaja","doi":"10.22342/jme.v14i4.pp757-780","DOIUrl":"https://doi.org/10.22342/jme.v14i4.pp757-780","url":null,"abstract":"The study material on circle areas is contextually oriented and aids students in comprehending their surrounding environment. Higher-order thinking skills are imperative for the success of circular learning, as they help students grasp concepts holistically and solve concept problems. \"What-if\" questions can enhance students' higher-order thinking skills through problem-solving activities, fostering critical and creative thinking. However, applying \"what-if\" questions is limited to serving as problem-posing triggers, resulting in minimal variation in the material. Therefore, this study aims to design a learning trajectory for the area of circles based on \"what-if\" questions to enhance students' higher-order thinking skills. This research also addresses the gap by utilizing \"what-if\" questions to construct and evaluate circle area learning activities. We employed design research as the research method, conducted in three stages: preliminary design, experimental design, and retrospective analysis. The results demonstrated that the designed learning trajectory enhanced higher-order thinking skills in various aspects. Students exhibited critical thinking and profound analysis when working on worksheets and addressing the provided problems. Moreover, students showcased creative and divergent thinking abilities, enabling them to generate alternative problem solutions. Furthermore, optimizing technology usage and emphasizing reasoning in learning should be augmented to enhance student motivation and foster innovative learning.","PeriodicalId":37090,"journal":{"name":"Journal on Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134945716","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

A comparison of the effects of different methodologies on the statistics learning profiles of prospective primary education teachers from a gender perspective 性别视角下不同方法对小学教育准教师统计学学习概况的影响比较

Journal on Mathematics Education Pub Date : 2023-10-06 DOI: 10.22342/jme.v14i4.pp741-756

Jon Anasagasti, Ainhoa Berciano, Ane Izagirre

{"title":"A comparison of the effects of different methodologies on the statistics learning profiles of prospective primary education teachers from a gender perspective","authors":"Jon Anasagasti, Ainhoa Berciano, Ane Izagirre","doi":"10.22342/jme.v14i4.pp741-756","DOIUrl":"https://doi.org/10.22342/jme.v14i4.pp741-756","url":null,"abstract":"Over the last decades, it has been shown that teaching and learning statistics is complex, regardless of the teaching methodology. This research presents the different learning profiles identified in a group of future Primary Education (PE) teachers during the study of the Statistics block depending on the methodology used and gender, where the sample consists of 132 students in the third year of the PE undergraduate degree in the University of the Basque Country (Universidad del País Vasco/Euskal Herriko Unibertsitatea, UPV/EHU). To determine the profiles, a cluster analysis technique has been used, where the main variables to determine them are, on the one hand, their statistical competence development and, on the other hand, the evolution of their attitude towards statistics. In order to better understand the nature of the profiles obtained, the type of teaching methodology used to work on the Statistics block has been taken into account. This comparison is based on the fact that the sample is divided into two groups: one has worked with a Project Based Learning (PBL) methodology, while the other has worked with a methodology in which theoretical explanations and typically decontextualized exercises predominate. Among the results obtained, three differentiated profiles are observed, highlighting the proportion of students with an advantageous profile in the group where PBL is included. With regard to gender, the results show that women's attitudes toward statistics evolved more positively than men's after the sessions devoted to statistics in the PBL group.","PeriodicalId":37090,"journal":{"name":"Journal on Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134945712","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

Formation and development of mathematical literacy in the context of evaluative – Study tasks of PISA 在PISA评估性研究任务的背景下数学素养的形成与发展

Journal on Mathematics Education Pub Date : 2023-10-01 DOI: 10.22342/jme.v14i4.pp701-722

Duisebek Nurgabyl, Baktiyar Satkulov, Aspet Kagazbayeva

{"title":"Formation and development of mathematical literacy in the context of evaluative – Study tasks of PISA","authors":"Duisebek Nurgabyl, Baktiyar Satkulov, Aspet Kagazbayeva","doi":"10.22342/jme.v14i4.pp701-722","DOIUrl":"https://doi.org/10.22342/jme.v14i4.pp701-722","url":null,"abstract":"To identify the level of education of schoolchildren in different countries of the world, the OECD conducts international studies in the field of education. Comparative results of these studies make it possible to determine the effectiveness of national educational systems contributing to adapting programs for modernization and reform of educational systems. This study aims to develop mathematical literacy among 15-year-old students of the Republic of Kazakhstan by developing the basic skills of the 21st century in solving practice-oriented problems. An experimental study was conducted to determine teachers' attitudes toward the formation of mathematical literacy among schoolchildren. The study involved 32 teachers. The Analysis of the results of the survey revealed that the majority of teachers had a negative attitude towards the formation of mathematical literacy among schoolchildren, substantiating their points of view by the fact that the formation and development of mathematical knowledge and skills by itself contributed to the development of skills in the 21st century. Only 11% of teachers could accurately indicate those tasks, out of the seven tasks presented for consideration, in the solution of which schoolchildren had shown critical, systemic thinking. An analysis of geometry textbooks used in schools of the Republic of Kazakhstan showed that out of the total number of educational tasks studied in geometry lessons, the share of practice-oriented tasks comprised less than 3%. Based on the results of the experimental study, it is concluded that it is necessary to develop appropriate methodological approaches that contribute to the formation of mathematical literacy among schoolchildren using the learning tasks of the school geometry course.","PeriodicalId":37090,"journal":{"name":"Journal on Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136009659","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

Realistic Mathematics Engineering for improving elementary school students’ mathematical literacy 提高小学生数学素养的现实数学工程

Journal on Mathematics Education Pub Date : 2023-10-01 DOI: 10.22342/jme.v15i1.pp1-26

Linda Nurmasari, Budiyono, J. Nurkamto, Murni Ramli

{"title":"Realistic Mathematics Engineering for improving elementary school students’ mathematical literacy","authors":"Linda Nurmasari, Budiyono, J. Nurkamto, Murni Ramli","doi":"10.22342/jme.v15i1.pp1-26","DOIUrl":"https://doi.org/10.22342/jme.v15i1.pp1-26","url":null,"abstract":"Mastery of mathematical literacy is essential for developing life skills in the 21st century. Mathematical literacy is even more critical in elementary schools as it forms the basis for mastery at the junior and senior high school levels. Elementary school students differ in their characteristics from students at the higher education level. They, therefore, require an appropriate learning model to improve their mathematical literacy. This research aims to develop a learning model, termed Realistic Mathematics Engineering (RMEng), that combines the Realistic Mathematics Education approach with the steps of the Engineering Design Process and determines the model’s effectiveness. The model was validated by seven experts from three universities in Indonesia and had an Aiken validity index value of 0.786, indicating that it was valid. The RMEng model contains the following steps: understanding realistic problems, solving problems in informal ways, developing formal mathematics, developing products, and drilling. Discussions and presentations can be incorporated into each of these five steps. The RMEng model was subjected to the stages of preliminary and main field testing and was revised based on the suggestions of teachers and observers. Through experimental research compared to a control group, the RMEng model was proven more effective in increasing elementary school students’ mathematical literacy at the 0.000 significance level.","PeriodicalId":37090,"journal":{"name":"Journal on Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139330494","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 relation between teacher and students' mathematical mindsets to the student’s comprehension of mathematics concepts 教师和学生的数学思维模式与学生理解数学概念的关系

Journal on Mathematics Education Pub Date : 2023-10-01 DOI: 10.22342/jme.v15i1.pp27-54

Sugama Maskar, Tatang Herman

{"title":"The relation between teacher and students' mathematical mindsets to the student’s comprehension of mathematics concepts","authors":"Sugama Maskar, Tatang Herman","doi":"10.22342/jme.v15i1.pp27-54","DOIUrl":"https://doi.org/10.22342/jme.v15i1.pp27-54","url":null,"abstract":"The aim of this study is to understand the relationship between teacher and student mindsets in relation to the student’s comprehension of mathematics concepts. This study used a qualitative research type with a case study method. Participants in this study were 30 students and one teacher from one of the public junior high schools in Cianjur, Indonesia. Data sources used in this study were collected through teacher and student questionnaires, class observations, and semi-structured interviews. The class observation material was about linear function, and the learning process was carried out using the Complex Instruction (CI) approach based on growth mindset instruction. The questionnaire results show that teachers and students tend to have a fixed mindset. The fixed mindset of both the students and the teacher is particularly evident in their beliefs about the nature of math and their orientation towards student mastery and performance. The results of observations and interviews show a relationship between this mindset and student performance in class. Most students tend to show low performance in understanding linear function concepts. Based on the observations, students experienced problems in algebra thinking, had difficulty understanding mathematical concepts as a whole, and showed a lack of motivation and self-confidence. The results indicate that there is a significant relationship between the fixed mindsets of teachers and students towards students' lower performance in mathematics learning in the classroom.","PeriodicalId":37090,"journal":{"name":"Journal on Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139330774","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

A prospective mathematics teacher’s lesson planning: An in-depth analysis from the anthropological theory of the didactic 准数学教师的课程规划:从教学的人类学理论深入分析

Journal on Mathematics Education Pub Date : 2023-10-01 DOI: 10.22342/jme.v14i4.pp723-740

Didi Suryadi, Takashi Itoh, None Isnarto

引用次数: 0