Journal on Mathematics Education最新文献_第3页

Analysis of implementing Realistic Mathematics Education principles to enhance mathematics competence of slow learner students 实施现实主义数学教育原则提高慢学习者数学能力的分析

Journal on Mathematics Education Pub Date : 2023-08-29 DOI: 10.22342/jme.v14i4.pp683-700

Nur Listiawati, Simon Sili Sabon, None Siswantari, None Subijanto, Slamet Wibowo, None Zulkardi, Bambang Riyanto

{"title":"Analysis of implementing Realistic Mathematics Education principles to enhance mathematics competence of slow learner students","authors":"Nur Listiawati, Simon Sili Sabon, None Siswantari, None Subijanto, Slamet Wibowo, None Zulkardi, Bambang Riyanto","doi":"10.22342/jme.v14i4.pp683-700","DOIUrl":"https://doi.org/10.22342/jme.v14i4.pp683-700","url":null,"abstract":"One of the Education for Sustainable Development Goals is to provide equitable and inclusive access to quality education for all. However, some children with special needs, particularly slow learners, have yet to be able to enjoy inclusive and high-quality learning services. This research aims to enhance slow learners' competence by implementing the Realistic Mathematics Education Approach. It is descriptive qualitative research, with data collection techniques including focus group discussion, interview, and learning observation. The analysis involved comparing the principles of Realistic Mathematics Education in theory with those applied by teachers, as well as the learning approach used by teachers with those required by slow learners. The findings indicate that while some teachers have implemented learning based on the principles of Realistic Mathematics Education for all students, there needs to be more focus on interventions specifically tailored to the needs of slow learners. Furthermore, teachers still need to fully understand the services required by slow learners based on their unique characteristics. The implementation of Realistic Mathematics Education to meet the learning needs of slow learners in mathematics has primarily focused on activity and interactivity principles without emphasis on the understanding of concepts to enhance their competence.","PeriodicalId":37090,"journal":{"name":"Journal on Mathematics Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136349435","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

Relating students’ proportional reasoning level and their understanding of fair games 将学生的比例推理水平与他们对公平游戏的理解联系起来

Journal on Mathematics Education Pub Date : 2023-08-28 DOI: 10.22342/jme.v14i4.pp663-682

María Magdalena Gea, Luis Armando Hernández-Solís, Carmen Batanero, Rocío Álvarez-Arroyo

引用次数: 0

Developing a learning environment based on science, technology, engineering, and mathematics for pre-service teachers of early childhood teacher education 为幼儿教师教育职前教师建立以科学、技术、工程和数学为基础的学习环境

Journal on Mathematics Education Pub Date : 2023-08-18 DOI: 10.22342/jme.v14i4.pp647-662

Arvin Efriani, None Zulkardi, Ratu Ilma Indra Putri, Nyimas Aisyah

{"title":"Developing a learning environment based on science, technology, engineering, and mathematics for pre-service teachers of early childhood teacher education","authors":"Arvin Efriani, None Zulkardi, Ratu Ilma Indra Putri, Nyimas Aisyah","doi":"10.22342/jme.v14i4.pp647-662","DOIUrl":"https://doi.org/10.22342/jme.v14i4.pp647-662","url":null,"abstract":"The purpose of this research is to describe the development of a STEM-based learning environment for early childhood teacher candidates that is valid, practical, and has potential effects. The research sample consisted of 25 pre-service early childhood teachers and 19 students Kindergarten. The research method used was design research with the type of development study. This research has produced a learning environment with the Campus-Application-School (CAS) model consisting of the stages of training, designing, mentoring, and testing. The validity of the STEM-based learning environment model was seen from the developed student worksheet (LKPD) instrument and the content in the learning environment, obtaining a value of 0.88, which was categorized as high validity. The practicality, as seen from the results of one-to-one teaching, small group, and field tests with an average of 94.2, was categorized as very good. Meanwhile, the potential effect was based on Kirkpatrick's four levels of training evaluation with an average of 83.73, which was categorized as very good. This research suggests that the CAS learning environment model can affect teacher approaches to teaching in a step appropriate way based on STEM to prepare student teachers to teach basic mathematics.","PeriodicalId":37090,"journal":{"name":"Journal on Mathematics Education","volume":"60 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136215425","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

Developing a workshop model for high school mathematics teachers in constructing HOTS questions through the Pendidikan Matematika Realistik Indonesia approach 通过 "印度尼西亚现实主义数学教育 "方法，为高中数学教师开发构建 HOTS 问题的工作坊模式

Journal on Mathematics Education Pub Date : 2023-07-24 DOI: 10.22342/jme.v14i4.pp603-626

Edwar, R. Putri, Zulkardi, Darmawijoyo

{"title":"Developing a workshop model for high school mathematics teachers in constructing HOTS questions through the Pendidikan Matematika Realistik Indonesia approach","authors":"Edwar, R. Putri, Zulkardi, Darmawijoyo","doi":"10.22342/jme.v14i4.pp603-626","DOIUrl":"https://doi.org/10.22342/jme.v14i4.pp603-626","url":null,"abstract":"Indonesia's Program for International Student Assessment (PISA) results from 2000 to 2018 are worrisome because they are at the bottom of the international rankings. This result illustrates the low quality of education in Indonesia, which correlates with the qualifications of teachers. The quality of education will increase proportionally to the proportion of teachers who possess the necessary skills. Therefore, this study aims to train teachers to improve their professionalism in developing HOTs questions using the Pendidikan Matematika Realistik Indonesia (PMRI) approach. Design research-type development studies with two stages, preliminary and formative evaluation, are utilized. The results of the workshop revealed that the teacher's competency scores in developing HOTs questions increased by 45.70% (before the workshop), 77.14% (workshop 1), and 85.70% (workshop 2), respectively. It is evidenced by the teacher's ability to develop HOTs questions with the characteristics of questions investigating number content within the local context of selling duku fruits (langsat), which is a typical fruit of the East Ogan Komering Ulu (OKU) Regency and with a high degree of difficulty. This research also affects students in that it can stimulate their critical thinking abilities.","PeriodicalId":37090,"journal":{"name":"Journal on Mathematics Education","volume":"79 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139355763","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

Metaphorical perceptions of gifted and normally developing students on the concept of solving mathematical problems 资优学生和发育正常学生对解决数学问题概念的比喻性认识

Journal on Mathematics Education Pub Date : 2023-07-24 DOI: 10.22342/jme.v14i4.pp627-646

Zübeyde Er, Perihan Dinç Artut

{"title":"Metaphorical perceptions of gifted and normally developing students on the concept of solving mathematical problems","authors":"Zübeyde Er, Perihan Dinç Artut","doi":"10.22342/jme.v14i4.pp627-646","DOIUrl":"https://doi.org/10.22342/jme.v14i4.pp627-646","url":null,"abstract":"This research aims to determine the metaphorical perceptions of gifted and normally developing students attending primary education regarding solving mathematical problems. In the research, the qualitative research method was employed. In the 2022-2023 academic year, 206 students studying at the primary school level in Turkey were determined according to the convenience sampling method. Students were given a sentence such as “In my opinion, solving mathematical problems is like .........., because; ........” and they were asked to develop a metaphor about mathematical problem solving and explain their reasoning. The research data were categorized using qualitative data analysis methods, and content analysis was performed. In addition, the categories related to the metaphors created and the distribution of the students according to their gender, whether they are gifted or not, and gender were analyzed. From the analysis of the data, seven categories and 84 metaphors emerged. As a result of the data analysis showed that male students were more likely than female students, and gifted students were more likely to produce metaphors than students with normal development. In the seven conceptual categories for mathematical problem solving, 37 metaphors were developed in the conceptual category containing positivity, 16 in the conceptual category containing negativity, and 8 in the conceptual categories containing and developing necessity. Besides, it was seen that 15 metaphors were developed in conceptual categories of Drug Therapeutic, Goal or Result Attainment, Nature, and Natural Phenomena.","PeriodicalId":37090,"journal":{"name":"Journal on Mathematics Education","volume":"6 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139355827","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

Linking diversity in learning Geometry: Exploring tessellation in techno-based mathematical tasks 几何学习中的多样性联系：探索基于技术的数学任务中的镶嵌法

Journal on Mathematics Education Pub Date : 2023-07-17 DOI: 10.22342/jme.v14i3.pp585-602

P. A. Laksmiwati, Miftahul Hidayah, Eva Schmidthaler, Rully Charitas Indra Prahmana, B. Sabitzer, Z. Lavicza

{"title":"Linking diversity in learning Geometry: Exploring tessellation in techno-based mathematical tasks","authors":"P. A. Laksmiwati, Miftahul Hidayah, Eva Schmidthaler, Rully Charitas Indra Prahmana, B. Sabitzer, Z. Lavicza","doi":"10.22342/jme.v14i3.pp585-602","DOIUrl":"https://doi.org/10.22342/jme.v14i3.pp585-602","url":null,"abstract":"Nowadays, digital technologies are crucial in supporting students in geometry in secondary mathematics classrooms. However, in some cases, the role of visual function in technology was only utilized for seeing and conjecturing, not for experimenting, while to develop a relational understanding of geometry concepts, students should actively participate in the learning process. To address the issue, this study investigated how students learn geometry with digital technology assistance based on students' diversity in their mathematics abilities. A task with a dynamic geometry software called Techno-based Mathematical Tasks (TbMT) was designed to assist students in exploring geometrical activities and solving a problem through investigations on tessellation. This research employs educational design research and focuses on the preliminary design by conducting a pilot study on three students based on the diversity in their ability in mathematics classrooms, i.e., low, middle, and high. As part of data collection, we captured students' works to examine critical information in their responses based on their differences in abilities. We collected the data through online meetings and recorded the data. We analyzed students' work from the recording by capturing critical information. The results revealed that the TbMT might provide students with opportunities to learn by exploring tessellation activities that might contribute to students' understanding of geometry concepts. Due to the limited number of participants in this study, further research can be an opportunity to expand the number of participants to enhance the contribution to the literature with more comprehensive empirical evidence.","PeriodicalId":37090,"journal":{"name":"Journal on Mathematics Education","volume":"96 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139358583","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

Onto-semiotic analysis of one teacher’s and university students’ mathematical connections when problem-solving about launching a projectile

Journal on Mathematics Education Pub Date : 2023-07-16 DOI: 10.22342/jme.v14i3.pp563-584

Camilo Andrés Rodríguez-Nieto, Vicenç Font, Flor Monserrat Rodríguez-Vásquez, L. Pino-Fan

{"title":"Onto-semiotic analysis of one teacher’s and university students’ mathematical connections when problem-solving about launching a projectile","authors":"Camilo Andrés Rodríguez-Nieto, Vicenç Font, Flor Monserrat Rodríguez-Vásquez, L. Pino-Fan","doi":"10.22342/jme.v14i3.pp563-584","DOIUrl":"https://doi.org/10.22342/jme.v14i3.pp563-584","url":null,"abstract":"An onto-semiotic analysis of the mathematical connections established by one in-service mathematics teachers and university students when solving a problem about launching a projectile using the derivative was carried out. Theoretically, this research was based on the articulation between the Extended Theory of Mathematical Connections and the Onto-semiotic Approach. The methodology was qualitative-descriptive where data was collected through interviews based on a task. Subsequently, following the joint analysis method of both theories, the mathematical activity of the participants when they solved the task was analyzed. The results show that, teacher and students established a system of connections of feature type, different representations, meanings, part-whole, procedural and implications in terms of practices, processes, objects, and semiotic functions that relate them. However, some students presented difficulties caused by some incorrect mathematical connection such as stating that the maximum height of the projectile is the time obtained with the critical number, errors in performing arithmetic calculations when evaluating the function, graphically representing the quadratic function as a straight line and use the general formula in an inappropriate way that prevents the procedural connection from being made.","PeriodicalId":37090,"journal":{"name":"Journal on Mathematics Education","volume":"2003 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139358909","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

Mathematics achievement emotions of high school students in Kazakhstan 哈萨克斯坦高中生数学成就情绪研究

Journal on Mathematics Education Pub Date : 2023-06-20 DOI: 10.22342/jme.v14i3.pp525-544

Tamer Gur, Nuri Balta, Aigul Dauletkulova, Gulzhaukhar Assanbayeva, Raquel Fernández-Cézar

{"title":"Mathematics achievement emotions of high school students in Kazakhstan","authors":"Tamer Gur, Nuri Balta, Aigul Dauletkulova, Gulzhaukhar Assanbayeva, Raquel Fernández-Cézar","doi":"10.22342/jme.v14i3.pp525-544","DOIUrl":"https://doi.org/10.22342/jme.v14i3.pp525-544","url":null,"abstract":"Emotions such as anxiety, fear, and frustration can interfere with cognitive processing and hinder our ability to learn and perform well on tasks. Mathematics is a school subject that could generate various emotions in students. This study examined mathematics achievement emotions of students across gender, grade level, and academic performance. Data was collected from 246 students using a questionnaire measuring seven emotions: enjoyment, pride, anger, anxiety, shame, hopelessness, and boredom. Results indicated that except for females’ higher pride, we did not find differences between males' and females’ emotions. Ninth-grade students demonstrated higher anxiety and shame than grade seven and eight students. Finally, students’ mathematics exam grades are weakly correlated with all seven measured emotions. Our findings add to the literature by presenting that emotions are contextual. Except for pride, the results clearly indicated that math emotions in our sample are gender irrelevant and further imply that the socio-cultural context of Kazakhstan supports females to compete with their male friends.","PeriodicalId":37090,"journal":{"name":"Journal on Mathematics Education","volume":"66 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135288197","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

RME-based local instructional theory for translation and reflection using of South Sumatra dance context 基于rme的地方教学理论对南苏门答腊舞蹈语境的翻译与反思

Journal on Mathematics Education Pub Date : 2023-06-20 DOI: 10.22342/jme.v14i3.pp545-562

Dewi Rawani, R. Putri, Zulkardi, E. Susanti

{"title":"RME-based local instructional theory for translation and reflection using of South Sumatra dance context","authors":"Dewi Rawani, R. Putri, Zulkardi, E. Susanti","doi":"10.22342/jme.v14i3.pp545-562","DOIUrl":"https://doi.org/10.22342/jme.v14i3.pp545-562","url":null,"abstract":"A learning trajectory as a sequence of mathematical activities that could facilitate the growth of students’ understanding of learning goals. This research aimed to produce an instructional sequence to learn the concepts of translation and reflection and to investigate how students develop their understanding informally using a South Sumatra dance context. The research employed the design research method, which consisted of three stages: preliminary design, design experiment (pilot experiment and teaching experiment), and retrospective analysis. This research involved six students who have the high, medium, low capability at the first cycle and 32 students ninth graders at the second cycle at Junior High School 1 Palembang. Data from observations, tests, interviews, and documentation were analyzed descriptively. The tests used were aimed to determine the improvement made by the students; while the classroom observations, interviews, and documentations were used to develop the local instructional theory. This study produced a learning trajectory with three activities include: the students watched a dance video to describe the dancer’s’ positions in relation to floor tiles; the students were asked to determine the starting points of the dancers in Cartesian coordinates to learn concepts; and the students developed a formal concept based on their own knowledge.","PeriodicalId":37090,"journal":{"name":"Journal on Mathematics Education","volume":"130 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86375561","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

Textbook praxeological-didactical analysis: Lessons learned from the Indonesian mathematics textbook 教材实践-教学法分析:印尼数学教材的经验教训

Journal on Mathematics Education Pub Date : 2023-06-15 DOI: 10.22342/jme.v14i3.pp503-524

Tri Nova Hasti Yunianta, D. Suryadi, D. Dasari, T. Herman

{"title":"Textbook praxeological-didactical analysis: Lessons learned from the Indonesian mathematics textbook","authors":"Tri Nova Hasti Yunianta, D. Suryadi, D. Dasari, T. Herman","doi":"10.22342/jme.v14i3.pp503-524","DOIUrl":"https://doi.org/10.22342/jme.v14i3.pp503-524","url":null,"abstract":"The objective of textbook study is to create high-quality textbooks. Analysis was done using a praxeological-didactical analysis (PDA) method. PDA offers space to analyze curriculum materials, such as math textbooks, which are the outcome of human action in the anthropology of a specific nation's society. There are 10 types of tasks given in the mathematics textbook on measurement of spatial figures and seven techniques are identified as possible ways to complete the tasks. The justification of praxis is that there are three emerging technologies and two theories that are used as the final direction of the given task type. There is a sequence of task composition at the start with loads at level 2 and level 3 that can affect student readiness. Psychologically, it is regarded as difficult at first, which can lead to students becoming disinterested as well as bored, thus experiencing difficulties, creating ontogenetic obstacles. The other predicted learning obstacles identified in this textbook are epistemological and didactic obstacles. All the findings from this analysis can be applied to continuously raise the standard of the currently available mathematics textbooks.","PeriodicalId":37090,"journal":{"name":"Journal on Mathematics Education","volume":"39 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74927771","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