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.
{"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}
Pub Date : 2023-10-14DOI: 10.22342/jme.v15i1.pp79-98
Lathiful Anwar, C. Sa’dijah, W. Murtafiah, Miftha Huljannah
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.
理解和制定解决需要高阶思维技能（HOTS）的几何问题的策略，对于加强数学教育至关重要。本研究采用定性案例研究的方法，以了解具有不同逆境商数（AQ）的准数学教师如何解决几何高阶思维技能（HOTS）问题。我们从 167 名印尼准数学教师中挑选了 3 名参与者，让他们解决三维和二维 HOTS 问题，并邀请他们参加访谈。这三位学员代表了三种类型的学员：攀登者学员（高AQ）、露营者学员（中AQ）和放弃者学员（低AQ）。我们的研究结果表明，每个学生在解决问题时都有不同的应对措施。攀登者比露营者和放弃者更善于解决问题。除了确定具体的影响外，本研究还让我们全面了解了 AQ 在解决数学问题中的重要作用。这些知识是指导未来数学教育，特别是几何领域的课程、评估方法和教学方式的具体基础。这项研究有助于在更大范围内改进教育实践和政策。
{"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}
Pub Date : 2023-10-14DOI: 10.22342/jme.v15i1.pp55-78
Sani Sahara, M. Dolk, A. Hendriyanto, T. A. Kusmayadi, Laila Fitriana
Learning Transformation Geometry (TG) needs a more informal approach to concern situational problems. This study aims to develop actionable knowledge of TG in the form of design related to context and yet general enough to use digital manipulative activities in new situations. We propose such knowledge in the form of conjectured Local Instructional Theory (LIT) in the framework of design research methodological framework. The designed learning activities were based on Realistic Mathematics Education (RME) principles and used batik as the context and van Hiele’s mode of geometric thought. In addition, the CorelDraw software is used as a tool to transform batik-making activities into a digital manipulative environment. The design consists of a pre-assessment and four learning activities. The data were analyzed retrospectively in accordance with the HLT. The analysis of the data described above and the justification of the processes during the teaching experiment indicate a compelling trajectory for students learning transformation geometry for this specific context and the prospect for future studies.
学习变换几何（TG）需要一种更非正式的方法来解决情境问题。本研究旨在以与情境相关的设计形式，开发可操作的变换几何知识，但其通用性足以在新情境中使用数字操作活动。我们在设计研究方法框架内，以猜想的本地教学理论（LIT）的形式提出了这种知识。设计的学习活动以现实数学教育（RME）原则为基础，以蜡染为情境，采用了 van Hiele 的几何思维模式。此外，还以 CorelDraw 软件为工具，将蜡染制作活动转化为数字操作环境。设计包括一个预评估和四个学习活动。数据按照 HLT 进行了回顾性分析。上述数据分析和教学实验过程的论证表明，在这一特定背景下，学生学习变换几何的轨迹令人信服，未来研究前景广阔。
{"title":"Transformation geometry in eleventh grade using digital manipulative batik activities","authors":"Sani Sahara, M. Dolk, A. Hendriyanto, T. A. Kusmayadi, Laila Fitriana","doi":"10.22342/jme.v15i1.pp55-78","DOIUrl":"https://doi.org/10.22342/jme.v15i1.pp55-78","url":null,"abstract":"Learning Transformation Geometry (TG) needs a more informal approach to concern situational problems. This study aims to develop actionable knowledge of TG in the form of design related to context and yet general enough to use digital manipulative activities in new situations. We propose such knowledge in the form of conjectured Local Instructional Theory (LIT) in the framework of design research methodological framework. The designed learning activities were based on Realistic Mathematics Education (RME) principles and used batik as the context and van Hiele’s mode of geometric thought. In addition, the CorelDraw software is used as a tool to transform batik-making activities into a digital manipulative environment. The design consists of a pre-assessment and four learning activities. The data were analyzed retrospectively in accordance with the HLT. The analysis of the data described above and the justification of the processes during the teaching experiment indicate a compelling trajectory for students learning transformation geometry for this specific context and the prospect for future studies.","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":"139319540","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}
Pub Date : 2023-10-09DOI: 10.22342/jme.v14i4.pp781-796
Lesly Yahaira Rodriguez-Martinez, Paul Hernandez-Martinez, Maria Guadalupe Perez-Martinez
This paper aims to describe the development process of the Observation Protocol for Teaching Activities in Mathematics (POAEM) and to report the findings from the qualitative and statistical analyses used to provide evidence of validity and reliability of the information collected with the first version of the POAEM. As part of this development process, 20 teachers from Mexican primary schools were videotaped twice while teaching mathematics. The study assessed the reliability of the POAEM rubrics. Results showed that the dimensional structure of the instrument can be grouped in one factor. A generalizability study provided information on the different sources of error in the measurement, showing that the dimensions accounted for 78% of the variance. This study provides an exemplar of the design and validation of an instrument that can help other researchers develop their own instruments and data collection to generate evidence of validity and reliability in different sociocultural contexts.
{"title":"Development of a protocol to measure mathematics higher-order thinking skills in Mexican primary schools","authors":"Lesly Yahaira Rodriguez-Martinez, Paul Hernandez-Martinez, Maria Guadalupe Perez-Martinez","doi":"10.22342/jme.v14i4.pp781-796","DOIUrl":"https://doi.org/10.22342/jme.v14i4.pp781-796","url":null,"abstract":"This paper aims to describe the development process of the Observation Protocol for Teaching Activities in Mathematics (POAEM) and to report the findings from the qualitative and statistical analyses used to provide evidence of validity and reliability of the information collected with the first version of the POAEM. As part of this development process, 20 teachers from Mexican primary schools were videotaped twice while teaching mathematics. The study assessed the reliability of the POAEM rubrics. Results showed that the dimensional structure of the instrument can be grouped in one factor. A generalizability study provided information on the different sources of error in the measurement, showing that the dimensions accounted for 78% of the variance. This study provides an exemplar of the design and validation of an instrument that can help other researchers develop their own instruments and data collection to generate evidence of validity and reliability in different sociocultural contexts.","PeriodicalId":37090,"journal":{"name":"Journal on Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135148963","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}
Pub Date : 2023-10-06DOI: 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
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.
{"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}
Pub Date : 2023-10-06DOI: 10.22342/jme.v14i4.pp741-756
Jon Anasagasti, Ainhoa Berciano, Ane Izagirre
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.
在过去的几十年里，事实证明，无论采用何种教学方法，统计学的教学和学习都是复杂的。本研究根据所使用的方法和性别，展示了一组未来小学教育(体育)教师在统计学块研究期间确定的不同学习概况，其中样本包括巴斯克大学(universsidad del País Vasco/Euskal Herriko Unibertsitatea, UPV/EHU)体育本科学位三年级的132名学生。为了确定概况，使用了聚类分析技术，其中确定概况的主要变量一方面是他们的统计能力发展，另一方面是他们对统计态度的演变。为了更好地理解所获得的配置文件的性质，我们考虑了用于统计模块的教学方法的类型。这种比较是基于这样一个事实，即样本被分为两组:一组使用基于项目的学习(PBL)方法，而另一组使用理论解释和典型的非情境化练习为主的方法。在获得的结果中，观察到三种不同的概况，突出了PBL包含的组中具有优势概况的学生的比例。在性别方面，结果表明，在PBL组中，在专门讨论统计的会议之后，女性对统计的态度比男性更积极。
{"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}
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.
{"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}
Pub Date : 2023-10-01DOI: 10.22342/jme.v15i1.pp1-26
Linda Nurmasari, Budiyono, J. Nurkamto, Murni Ramli
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.
{"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}
Pub Date : 2023-10-01DOI: 10.22342/jme.v15i1.pp27-54
Sugama Maskar, Tatang Herman
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.
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Pub Date : 2023-10-01DOI: 10.22342/jme.v14i4.pp723-740
Didi Suryadi, Takashi Itoh, None Isnarto
This paper aims to explore an Indonesian prospective mathematics teacher’s lesson planning and identify its characteristics of mathematical task design from the viewpoint of the anthropological theory of the didactic. The well-documented activities concerning lesson planning developed by the prospective mathematics teacher in her experiment to conduct a study on mathematics teaching were used as the primary data to be analyzed. Part of the anthropological theory of the didactic, namely mathematical praxeology, was used as the theoretical framework to analyze and explore the mathematical tasks design, their techniques, theoretical arguments of the techniques used, and theories underpinning the theoretical discourses. The study points out mathematical praxeology for each mathematical task included in the lesson plan analyzed. In addition, this study also figured out the characteristics of the mathematical praxeology of the lesson design developed by the prospective teacher.
{"title":"A prospective mathematics teacher’s lesson planning: An in-depth analysis from the anthropological theory of the didactic","authors":"Didi Suryadi, Takashi Itoh, None Isnarto","doi":"10.22342/jme.v14i4.pp723-740","DOIUrl":"https://doi.org/10.22342/jme.v14i4.pp723-740","url":null,"abstract":"This paper aims to explore an Indonesian prospective mathematics teacher’s lesson planning and identify its characteristics of mathematical task design from the viewpoint of the anthropological theory of the didactic. The well-documented activities concerning lesson planning developed by the prospective mathematics teacher in her experiment to conduct a study on mathematics teaching were used as the primary data to be analyzed. Part of the anthropological theory of the didactic, namely mathematical praxeology, was used as the theoretical framework to analyze and explore the mathematical tasks design, their techniques, theoretical arguments of the techniques used, and theories underpinning the theoretical discourses. The study points out mathematical praxeology for each mathematical task included in the lesson plan analyzed. In addition, this study also figured out the characteristics of the mathematical praxeology of the lesson design developed by the prospective teacher.","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":"136009810","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}
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