Journal on Mathematics Education最新文献_第5页

Differential learning assisted with SANTUY mobile application for improving students’ mathematical understanding and ability 差异性学习辅助SANTUY移动应用，提高学生的数学理解和能力

Journal on Mathematics Education Pub Date : 2023-04-01 DOI: 10.22342/jme.v14i2.pp275-292

E. Rohaeti, Brian R. Evans, Toyo Wiyatno, R. C. I. Prahmana, W. Hidayat

{"title":"Differential learning assisted with SANTUY mobile application for improving students’ mathematical understanding and ability","authors":"E. Rohaeti, Brian R. Evans, Toyo Wiyatno, R. C. I. Prahmana, W. Hidayat","doi":"10.22342/jme.v14i2.pp275-292","DOIUrl":"https://doi.org/10.22342/jme.v14i2.pp275-292","url":null,"abstract":"Equations are often used in mathematics and other subjects, which means that a media can teach students how to solve equations, particularly linear equations of two variables, or Sistem Persamaan Linear Dua Variabel (SPLDV) as it is called in Indonesian, is needed. However, most teachers are still focused on developing the learning process and teaching materials rather than developing an application technology-based learning media. As we know that technology-based learning is currently the focus of teaching and learning activities in the digital era, especially learning after the pandemic. This study aimed to develop an application that can be a reference for teaching media in learning activities to improve students’ mathematical understanding and ability. The developed application is named, Integrated and Convenient Android-based Simulation or Simulasi Android Terpadu dan Nyaman, abbreviated as SANTUY. This development study with Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model, explained in detail in the paper, took seventy-five subjects consisting of six expert validators, nine users, and sixty students. The expert validators comprised three media experts and three material experts. The evaluation stage involved students from two groups, each consisting of thirty students. The results showed that the average percentage of the feasibility of the SANTUY SPLDV solution simulation-assisted application with differential learning nuance was 79.62%, which means the application is adequate. The level of usefulness of the SANTUY SPLDV solution simulation-assisted application with differential learning nuance was 86.11%, which is categorized as “excellent”. In addition, using the SANTUY SPLDV application had a direct positive influence on improving students’ mathematical understanding and ability.","PeriodicalId":37090,"journal":{"name":"Journal on Mathematics Education","volume":"55 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86220839","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

Web-based realistic mathematics learning environment for 21st-century skills in primary school students 面向21世纪小学生的网络现实数学学习环境

Journal on Mathematics Education Pub Date : 2023-03-27 DOI: 10.22342/jme.v14i2.pp253-274

Lisnani, Ratu Ilma, I. Putri, Somakim

引用次数: 0

TPACK-based hybrid learning model design for computational thinking skills achievement in mathematics 基于tpack的数学计算思维技能成就混合学习模型设计

Journal on Mathematics Education Pub Date : 2023-03-26 DOI: 10.22342/jme.v14i2.pp225-252

Y. Helsa, Turmudi, D. Juandi

{"title":"TPACK-based hybrid learning model design for computational thinking skills achievement in mathematics","authors":"Y. Helsa, Turmudi, D. Juandi","doi":"10.22342/jme.v14i2.pp225-252","DOIUrl":"https://doi.org/10.22342/jme.v14i2.pp225-252","url":null,"abstract":"Hybrid learning implementation is closely related with technology. In designing hybrid lessons, lecturers need to have both the pedagogical and content-related skills that make the best use of technology so that it also improves the students’ skills, including their computational thinking skills. The purpose of this research is to examine whether a hybrid learning model based on Technology Pedagogy and Content Knowledge (TPACK) affects the computational thinking skills achievement in a valid, practical, and effective manner. This research is development research using the Plomp’s model and is described in a qualitative descriptive manner. The participants were lecturers and 38 first-year students at Primary School Teacher Education Study Program of Padang State University. The instruments were validation sheets, practicality assessment sheets by lecturers, questionnaire sheets for students, and computational thinking skills test questions. The results of the validity test show that in terms of content, language, and e-learning practice, they all met very valid criteria with an average percentage score of 85.9%, 86.2%, and 84.1%, respectively. The practicality test results of model handbooks, Semester Lesson Plans, Lecture Program Units, computational thinking questions, additional material, and e-learning model meet the practical criteria with an average percentage score of 77.5%, 86.8%, 89.1%, 83.8%, 79%, and 82.4%, respectively. The average percentage of student assessment scores is 82.9% and meets the practical criteria. The results of the effectiveness test showed that 21.9% of students had reached the moderate level, 6.3% reached the low level, and 71.9% reached the very low level. This study recommends future researchers to develop a hybrid learning model based on TPACK to achieve other 21st-century abilities.","PeriodicalId":37090,"journal":{"name":"Journal on Mathematics Education","volume":"2016 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86585824","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

Ethnomathematics of Pananrang: A guidance of traditional farming system of the Buginese community 帕南让的民族数学:对华族传统农耕制度的指导

Journal on Mathematics Education Pub Date : 2023-03-25 DOI: 10.22342/jme.v14i2.pp205-224

Hikmawati Pathuddin, Kamariah, Andi Mariani

引用次数: 1

Toward a theoretical framework for task design in mathematics education 探讨数学教育任务设计的理论框架

Journal on Mathematics Education Pub Date : 2023-03-25 DOI: 10.22342/jme.v14i2.pp189-204

Farzad Radmehr

引用次数: 0

Lesson study with sharing and jumping tasks in online mathematics classrooms for rural area students 农村学生在线数学课堂的共享跳课学习

Journal on Mathematics Education Pub Date : 2023-03-16 DOI: 10.22342/jme.v14i1.pp169-188

B. Tanujaya, R. C. I. Prahmana, J. Mumu

{"title":"Lesson study with sharing and jumping tasks in online mathematics classrooms for rural area students","authors":"B. Tanujaya, R. C. I. Prahmana, J. Mumu","doi":"10.22342/jme.v14i1.pp169-188","DOIUrl":"https://doi.org/10.22342/jme.v14i1.pp169-188","url":null,"abstract":"Due to the poor instruction process during the Covid-19 Pandemic, especially in mathematics, students frequently need help with data literacy. To overcome these obstacles, they must improve their thinking skills. This study aims to enhance the quality of mathematics instruction, especially students' thinking skills, by implementing Lesson Study to develop sharing and jumping tasks. This qualitative descriptive research was conducted at one of the senior high schools and universities in Manokwari, West Papua, with their students as the research subject. The lesson study was implemented in two cycles through instruction at school and lectures at the university. The lesson study consists of three processes: plan, do, and see. The hypothetical learning trajectory was developed at the lesson design stage and then tested at the teaching-learning stage. The open class results were then analyzed during the reflection step to redesign the sharing and jumping tasks. The success of the research was determined through field notes taken from teachers and students. The frequency distribution table is used as the topic matter. The findings revealed that students' thinking skills developed, indicating they were more interested than in the previous teaching and learning process. The learning process was more exciting and enhanced conceptual comprehension. Because learning was communicable, students were more satisfied. They were more engaged and required further thought to comprehend the topic matter. Also, they produce a variety of responses, which is only feasible if they are capable of critical thought.","PeriodicalId":37090,"journal":{"name":"Journal on Mathematics Education","volume":"42 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90552305","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: 2

Identification of characteristics of didactic and meta-didactic mathematical knowledge of novice and expert teachers when reflecting on class episodes 初学教师和专家教师在反思课堂事件时的教学性和元教学性数学知识特征的识别

Journal on Mathematics Education Pub Date : 2023-03-15 DOI: 10.22342/jme.v14i1.pp149-168

Y. Morales-López, Andrew Bocker Páez, Danilo Argüello Vega, Adriana Breda

{"title":"Identification of characteristics of didactic and meta-didactic mathematical knowledge of novice and expert teachers when reflecting on class episodes","authors":"Y. Morales-López, Andrew Bocker Páez, Danilo Argüello Vega, Adriana Breda","doi":"10.22342/jme.v14i1.pp149-168","DOIUrl":"https://doi.org/10.22342/jme.v14i1.pp149-168","url":null,"abstract":"This article describes the didactic analysis carried out by an expert teacher and a novice teacher, based on the didactic suitability criteria (DSC) of the Onto Semiotic Approach (OSA) when analyzing episodes of a high school mathematics class in Costa Rica. This is a qualitative investigation with an interpretive hermeneutic approach. First, a questionnaire was applied to the two participants, to classify them as novice and expert, based on certain defined characteristics. Both teachers then analyzed three video segments using a guide for didactic analysis and, finally, an interview was conducted to elaborate on the reflections previously obtained. The data analysis focused on identification, classification, and comparison of elements in each of the video segments with reference to the OSA’s DSC indicators. The results show that there are differences and similarities between the didactic analysis carried out by these teachers. It is concluded that the novice teacher provides a more descriptive analysis, in which errors are not specified, and focuses on the activities carried out by his students, while the expert teacher, who provides a thoughtful evaluative analysis of, identifying errors in the concepts and focusing his analysis on the teacher’s actions and performance in the video segments.","PeriodicalId":37090,"journal":{"name":"Journal on Mathematics Education","volume":"169 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84996811","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

Integral (antiderivative) learning with APOS perspective: A case study 基于APOS视角的积分(不定积分)学习:一个案例研究

Journal on Mathematics Education Pub Date : 2023-03-15 DOI: 10.22342/jme.v14i1.pp129-148

L. Nurhayati, D. Suryadi, D. Dasari, T. Herman

{"title":"Integral (antiderivative) learning with APOS perspective: A case study","authors":"L. Nurhayati, D. Suryadi, D. Dasari, T. Herman","doi":"10.22342/jme.v14i1.pp129-148","DOIUrl":"https://doi.org/10.22342/jme.v14i1.pp129-148","url":null,"abstract":"The objective of this study is to determine students’ learning barriers in understanding integral concepts through their thinking processes with the perspective of APOS theory (Action, Process, Object-Scheme). This research applied qualitative research with a case study method. The samples of this research were 19 civil engineering students who had contracted calculus courses and who had been given a written test. The results of the written test were divided into three different categories – they are comprehension ability is high (score ), medium (60 Score < ) and low (score < 60). Deep interviews were conducted with three representative students who took the written test and met the criteria for each group. The results of the interviews showed that students in the high category still had conceptual ontogenic learning obstacle despite passing the APOS path. Students in the moderate category be able to reach the encapsulation stage but they had not been able to de-encapsulate it to the process. They had conceptual and epistemological ontogenical learning obstacles. Whereas the low category students had the tendency to only reach the action stage and had difficulty in doing initial de-encapsulation due to lack of learning experience in the prerequisite materials. The learning obstacles they experienced were psychological and conceptual-ontogenical learning obstacles. Aggregately, the students tended to experience conceptual ontogenic learning obstacle. The result of this study is expected to be used as a basis for designing a hypothetical learning trajectory in future research.","PeriodicalId":37090,"journal":{"name":"Journal on Mathematics Education","volume":"7 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82183038","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

Enhancing prospective mathematics teachers' lesson planning skills through lesson study within school university partnership program 通过学校与大学合作计划中的课程研究，提高未来数学教师的课程规划技能

Journal on Mathematics Education Pub Date : 2023-02-22 DOI: 10.22342/jme.v14i1.pp69-84

F. Fitriati, R. Rosli, Zanaton H Iksan

{"title":"Enhancing prospective mathematics teachers' lesson planning skills through lesson study within school university partnership program","authors":"F. Fitriati, R. Rosli, Zanaton H Iksan","doi":"10.22342/jme.v14i1.pp69-84","DOIUrl":"https://doi.org/10.22342/jme.v14i1.pp69-84","url":null,"abstract":"Planning a mathematics lesson plan is a complex process. Its quality contributes to the effectiveness of mathematics instruction. Given this significance, improving prospective mathematics teachers’ lesson planning ability is essential for teacher preparation programs to produce effective teachers. This study examines how a lesson study within a school-university partnership program (SUPER-LS) could strengthen the lesson planning skills of prospective mathematics teachers. This study employed a case study, which included thirteen student teachers. Data were collected using four initial and four final drafts of mathematics lesson plans developed by four groups of prospective mathematics teachers and reflection reports. These were then analyzed qualitatively using the framework of MKT. The study found that sixteen categories of issues were present in the initial lesson plan, and six remained in the final lesson plan. In the final lesson plan, the 16 problems were reduced to 6, with an improvement of around 62.50%. In addition, prospective mathematics teachers improved their lesson planning skills because of their involvement in the SUPER-LS program, facilitated by intensive collaboration and interaction among participants, especially in-service teachers, and teacher educators, as well as peers’ feedback.","PeriodicalId":37090,"journal":{"name":"Journal on Mathematics Education","volume":"14 3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78374287","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

Indonesia-Germany MathCityMap training: Shifting mobile math trails teacher training to a hybrid environment 印度尼西亚-德国MathCityMap培训:将移动数学跟踪教师培训转变为混合环境

Journal on Mathematics Education Pub Date : 2023-02-22 DOI: 10.22342/jme.v14i1.pp55-68

A. Cahyono, Masrukan, Mulyono, M. Ludwig, Simone Jablonski, Deng-Xin Ken Oehler

{"title":"Indonesia-Germany MathCityMap training: Shifting mobile math trails teacher training to a hybrid environment","authors":"A. Cahyono, Masrukan, Mulyono, M. Ludwig, Simone Jablonski, Deng-Xin Ken Oehler","doi":"10.22342/jme.v14i1.pp55-68","DOIUrl":"https://doi.org/10.22342/jme.v14i1.pp55-68","url":null,"abstract":"The purpose of this study is to explore how MathCityMap training for teachers can be designed and implemented in a hybrid setting. Design research has been carried out involving teachers from 34 provinces in Indonesia. A four-day model training program for indoor and outdoor activities in a hybrid setting has been designed. The core concept of designing modeling tasks and math trails, as well as the introduction to MathCityMap, were delivered in a hybrid mode between Indonesia and Germany. The activity continued with the development of MathCityMap Trails in city parks. Post-training activities were conducted in their respective places of origin, in schools, and in city parks. Participants have successfully designed trails in both their schools and the city parks where they live supported using Learning Management System. The findings of the MathCityMap team's review indicate that most of the trails fulfilled the requirements. The trainee teachers then disseminate their knowledge and experience to their colleagues. They also used MathCityMap Trails for classroom learning as well as other activities such as MathCityMap competitions and public educational activities. The hybrid environment helps to accelerate the attainment of training objectives while also broadening the program's reach and network.","PeriodicalId":37090,"journal":{"name":"Journal on Mathematics Education","volume":"15 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81316781","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