Southeast Asian Mathematics Education Journal最新文献

Integrating STEAM Education and Computational Thinking: Analysis of Students’ Critical and Creative Thinking Skills in an Innovative Teaching and Learning 整合STEAM教育和计算思维:在创新教学中分析学生的批判性和创造性思维技能

Southeast Asian Mathematics Education Journal Pub Date : 2023-06-30 DOI: 10.46517/seamej.v13i1.241

Epifani Putri Mariana, Yosep Dwi Kristanto

{"title":"Integrating STEAM Education and Computational Thinking: Analysis of Students’ Critical and Creative Thinking Skills in an Innovative Teaching and Learning","authors":"Epifani Putri Mariana, Yosep Dwi Kristanto","doi":"10.46517/seamej.v13i1.241","DOIUrl":"https://doi.org/10.46517/seamej.v13i1.241","url":null,"abstract":"Teaching and learning in the 21st century should equip students with critical and creative thinking skills to be ready to live and contribute productively to society. One suitable learning approach is integrating STEAM education and computational thinking—the STEAM-CT approach. The present study aims to describe students' critical and creative thinking skills in STEAM-CT integrative learning. The descriptive qualitative method was employed in this study. The current study included 26 eighth-grade students from a private middle school in Yogyakarta, Indonesia. According to the analysis, the students demonstrated critical and creative thinking skills during the integrative STEAM-CT learning process, particularly in planning problem solving, flexibility in providing problem solutions, and the aesthetics of their product designs. However, students must still be encouraged to conduct in-depth evaluations and use the results for improvement. For recommendation, to promote students' critical and creative thinking skills, feedback practices could be embedded in teaching and learning.","PeriodicalId":471408,"journal":{"name":"Southeast Asian Mathematics Education Journal","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136368910","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

Mathematics Teachers’ Levels of ICT Expertise and Use and Their Beliefs about ICT Integration and Students’ Problem-Solving Skills 数学教师的ICT专业知识和使用水平及其对ICT整合和学生问题解决能力的看法

Southeast Asian Mathematics Education Journal Pub Date : 2023-06-23 DOI: 10.46517/seamej.v13i1.208

Mark Joseph Deblois Pastor, Lily Ann Cabanilla Pedro

{"title":"Mathematics Teachers’ Levels of ICT Expertise and Use and Their Beliefs about ICT Integration and Students’ Problem-Solving Skills","authors":"Mark Joseph Deblois Pastor, Lily Ann Cabanilla Pedro","doi":"10.46517/seamej.v13i1.208","DOIUrl":"https://doi.org/10.46517/seamej.v13i1.208","url":null,"abstract":"This study aimed to determine the relationship between the secondary Mathematics teachers’ level of ICT expertise, level of ICT use and students’ problem-solving skills. It employed two data collection tools: the Mathematics Teachers' Survey Questionnaire (MTSQ) and the Mathematics Assessment on Problem Solving (MAPS). The samples encompassed 40 Grade 7 Mathematics teachers and 2,439 Grade 7 students from three school divisions in Ilocos Norte, Philippines. The results demonstrated that teachers are highly competent in basic ICT skills and applications, and they have positive beliefs about the use of ICT in teaching. However, because preparing ICT-enriched instruction takes more time, they only use ICT in teaching once or twice a week on average. According to the study's findings, teachers who are younger and have attended more ICT-related training are better equipped with ICT skills, use ICT in classroom instruction more frequently, and have a better disposition towards ICT integration in teaching. The study further discovered that when teachers believe they have a high level of ICT expertise, they are more likely to use ICT in their classrooms. Similarly, when teachers are more knowledgeable about using ICT, they are more inclined to support ICT integration in the classroom. Notably, the study reveals that students' problem-solving skills are significantly related to teachers' level of expertise, level of ICT use, and their beliefs about ICT integration.","PeriodicalId":471408,"journal":{"name":"Southeast Asian Mathematics Education Journal","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136084262","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 Mathematical Literacy using Desmos Polygraph 利用Desmos测谎仪提高数学素养

Southeast Asian Mathematics Education Journal Pub Date : 2023-06-21 DOI: 10.46517/seamej.v13i1.204

Faradillah Haryani, Yola Yaneta Harso

引用次数: 1

Usage of Classroom Technology and the Technological Pedagogical Content Knowledge (TPACK) of Mathematics Teachers 课堂技术的使用与数学教师的技术性教学内容知识(TPACK

Southeast Asian Mathematics Education Journal Pub Date : 2023-06-21 DOI: 10.46517/seamej.v13i1.175

Junymer Callo Plantado

{"title":"Usage of Classroom Technology and the Technological Pedagogical Content Knowledge (TPACK) of Mathematics Teachers","authors":"Junymer Callo Plantado","doi":"10.46517/seamej.v13i1.175","DOIUrl":"https://doi.org/10.46517/seamej.v13i1.175","url":null,"abstract":"Technological Pedagogical Content Knowledge (TPACK) is a theoretical framework in technology integration that is highly regarded in today's digital era. Using a descriptive research design, this study investigated 81 secondary mathematics teachers' use of available classroom technology and level of competence in the eight TPACK domains. The findings revealed that classroom technology was rarely employed. This was due to a combination of external and internal factors. While along the TPACK domains, the teachers obtained the highest level of competence in CK (M = 4.29, SD = .59) and lowest in TK (M = 3.69, SD = .70). One-way ANOVA uncovered that there was a highly significant difference in the level of competence along with TPACK domains. Furthermore, correlation and multiple regression analysis unveiled that the level of usage of classroom technology was discovered to be highly significant and served as the best predictor of TK (F(6, 74) = 6.17, p<.001), TPK (F(6, 74) = 6.39, p<.001), TCK (F(6, 74) = 4.30, p<.001), and TPACK (F(6, 74) = 2.65, p =.022). Implications of the findings and recommendations are discussed.","PeriodicalId":471408,"journal":{"name":"Southeast Asian Mathematics Education Journal","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135091145","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

Analysis of Metacognition Ability to Solve Mathematics Problem 数学解题元认知能力分析

Southeast Asian Mathematics Education Journal Pub Date : 2023-06-21 DOI: 10.46517/seamej.v13i1.183

Fani Yunida Anggraheni, Kismiantini Kismiantini, Ariyadi Wijaya

引用次数: 0