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All Journal Journal on Mathematics Education (JME) Journal of Research and Advances in Mathematics Education Beta: Jurnal Tadris Matematika
Kamirsyah Wahyu
Universitas Islam Negeri Mataram
Education Mathematics Social Sciences

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PARTITIVE FRACTION DIVISION: REVEALING AND PROMOTING PRIMARY STUDENTS’ UNDERSTANDING Kamirsyah Wahyu; Taha Ertugrul Kuzu; Sri Subarinah; Dwi Ratnasari; Sofyan Mahfudy
Journal on Mathematics Education Vol 11, No 2 (2020)
Publisher : Department of Doctoral Program on Mathematics Education, Sriwijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (332.454 KB) | DOI: 10.22342/jme.11.2.11062.237-258

Abstract

Students show deficient understanding on fraction division and supporting that understanding remains a challenge for mathematics educators. This article aims to describe primary students’ understanding of partitive fraction division (PFD) and explore ways to support their understanding through the use of sequenced fractions and context-related graphical representations. In a design-research study, forty-four primary students were involved in three cycles of teaching experiments. Students’ works, transcript of recorded classroom discussion, and field notes were retrospectively analyzed to examine the hypothetical learning trajectories. There are three main findings drawn from the teaching experiments. Firstly, context of the tasks, the context-related graphical representations, and the sequence of fractions used do support students’ understanding of PFD. Secondly, the understanding of non-unit rate problems did not support the students’ understanding of unit rate problems. Lastly, the students were incapable of determining symbolic representations from unit rate problems and linking the problems to fraction division problems. The last two results imply to rethink unit rate as part of a partitive division with fractions. Drawing upon the findings, four alternative ways are offered to support students’ understanding of PFD, i.e., the lesson could be starting from partitive whole number division to develop the notion of fair-sharing, strengthening the concept of unit in fraction and partitioning, choosing specific contexts with more relation to the graphical representations, and sequencing the fractions used, from a simple to advanced form.
Mathematics Teachers and Digital Technology: A Quest for Teachers’ Professional Development in Indonesia Kamirsyah Wahyu; Dwi Ratnasari; Sofyan Mahfudy; Desventri Etmy
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Vol. 4, No. 1, January 2019
Publisher : Department of Mathematics Education, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v4i1.7547

Abstract

This article aims to explore a possible criterion of digital technology mathematics teachers’ professional development[1]. The criterion was canvassed through qualitative exploratory study which involve a hybrid model of DigiTech TPD, online published articles of related TPD, and theoretical perspective which relate to digital technology in mathematics education. Related frameworks (Drijverset al, 2010; Trocki Hollebrands, 2018) and content analysis were utilized to analyze the first two data. Theoretical perspectives of digital technology in mathematics education were accounted to reflect prior data and explore the criterion. We found that the current TPD[2]has not developed the knowledge of task design and supported teachers' roles in orchestrating technology-rich mathematics teaching as seen in the low level of tasks and teachers' orchestration in the classroom. Related articles on TPD in Indonesia show that the programs have not touched decisive factors of successfully implementing digital technology. An alternative criterion for DigiTech TPD is explored which includes three aspects namely theoretical approach, model and content. It could be alternative point of departure for designing and conducting DigiTech TPD in Indonesia.   
Student’s thinking path in mathematics problem-solving referring to the construction of reflective abstraction Patma Sopamena; Toto Nusantara; Eddy Bambang Irawan; Sisworo Sisworo; Kamirsyah Wahyu
Beta: Jurnal Tadris Matematika Vol. 11 No. 2 (2018): Beta November
Publisher : Universitas Islam Negeri (UIN) Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/betajtm.v11i2.230

Abstract

[English]: This article is a part of research which aimed to reveal the path of undergraduate students’ thinking in solving mathematical problems referring to the construction of reflective abstraction. Reflective abstraction is the process of thinking in constructing logical structures (logico-mathematical structures) by individuals through interiorization, coordination, encapsulation, and generalization. This article seeks to analyze a student with the simple closed path, as one of the two types of students’ thinking path found in the research, in solving limit problems. The thinking process of the student in solving mathematical problems occurred through the path of interiorization - coordination - encapsulation - generalization then to coordination - encapsulation - generalization. The path of the student’s thinking yields alternative to understand and marshal problem-solving activities in mathematics learning. Keywords: Thinking path, Limit problem, Reflective abstraction, Simple closed path [Bahasa]: Artikel ini merupakan bagian dari penelitian yang bertujuan mengungkap jalur berpikir mahasiswa dalam menyelesaikan masalah matematika berdasarkan konstruksi abstraksi reflektif. Abstraksi reflektif merupakan proses berpikir individu dalam membangun struktur logika (struktur matematis logis) melalui interiorisasi, koordinasi, enkapsulasi, dan generalisasi. Artikel ini akan menganalisis seorang mahasiswa yang memiliki jalur berpikir tertutup sederhan, salah satu dari dua jalur berpikir yang terungkap dalam penelitian, dalam menyelesaikan permasalahan limit. Proses berpikir mahasiswa dalam menyelesaikan masalah matematika berdasarkan konstruksi abstraksi reflektif dapat terjadi melalui jalur interiorisasi – koordinasi – enkapsulasi – generalisasi kemudian ke koordinasi – enkapsulasi – generalisasi. Hasil penelitian ini memberikan alternatif dalam memahami dan merancang aktivitas pemecahan masalah dalam pembelajaran matematika. Kata kunci: Jalur berpikir, Masalah limit, Abstraksi reflektif, Jalur tertutup sederhana
Co-Authors desventri etmy Dwi Ratnasari Dwi Ratnasari Eddy Bambang Irawan Patma Sopamena Sisworo Sofyan Mahfudy Sri Subarinah Taha Ertugrul Kuzu Toto Nusantara