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International Journal of Trends in Mathematics Education Research
ISSN : -     EISSN : 26218488     DOI : -
Core Subject : Education,
International Journal of Trends in Mathematics Education Research (IJTMER) E-ISSN 2621-8488 DOI Prefix 10.33122/ijtmer by is a peer-reviewed open-access international journal who aims to the sharing, dissemination and discussion of current trends research results, experience and perspectives across a wide range of mathematics education, teaching mathematics, development in mathematics instruction, innovations in mathematics learning, and current trends issue in mathematics education research. This journal will be published four issue per year in March, June, September and December published by the IIES Independent.
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Articles 9 Documents
Search results for , issue "Vol 3, No 1 (2020)" : 9 Documents clear
GENDER DIFFERENCES IN THE LANGUAGE OF MATHEMATICS IN SECONDARY SCHOOLS Bulayi, Makungu
International Journal of Trends in Mathematics Education Research Vol 3, No 1 (2020)
Publisher : IIES Independent

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (838.657 KB) | DOI: 10.33122/ijtmer.v3i1.170

Abstract

This study investigated gender difference in students? understanding of the language of mathematics at ordinary secondary school level in Tanzania. The participants were 489 students from 8 ordinary secondary schools. An achievement test that comprised of the language of mathematics and algorithmic skill tests was administered. The findings indicated that, there is no significance difference between boys and girls in the understanding of the language of mathematics. The participant students had a fair knowledge of mathematical terms with direct meaning in the common English language usage. It is recommended that, mathematics teachers should put into consideration the teaching of the language of mathematics in mathematics classrooms and equally encourage both boys and girls to understand the language of mathematics.
A HISTORICAL ANALYSIS OF THE PADOVAN SEQUENCE Vieira, Renata Passos Machado; Alves, Francisco Regis Vieira; Catarino, Paula Maria Machado Cruz
International Journal of Trends in Mathematics Education Research Vol 3, No 1 (2020)
Publisher : IIES Independent

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (806.22 KB) | DOI: 10.33122/ijtmer.v3i1.166

Abstract

In the present text, we present some possibilities to formalize the mathematical content and a historical context, referring to a numerical sequence of linear and recurrent form, known as Sequence of Padovan or Cordonnier. Throughout the text some definitions are discussed, the matrix approach and the relation of this sequence with the plastic number. The explicit exploration of the possible paths used to formalize the explored mathematical subject, comes with an epistemological character, still conserving the exploratory intention of these numbers and always taking care of the mathematical rigor approached
THE DEVELOPMENT OF PROBLEM SOLVING TO IMPROVE UNDERSTAND MATHEMATICAL CONCEPTS Sirait, Irin Irawati; Bharata, Haninda; Asmiati, Asmiati
International Journal of Trends in Mathematics Education Research Vol 3, No 1 (2020)
Publisher : IIES Independent

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (722.353 KB) | DOI: 10.33122/ijtmer.v3i1.130

Abstract

This study aims to 1) develop a problem solving learning model that is oriented towards the ability to understand mathematical concepts, 2) test the feasibility of a model developed on algebraic function derived material, and 3) test the effectiveness of the product of development. This study refers to the Research and Development procedure of Borg and Gall which is simplified into six stages and the resulting product is refined with ASSURE learning design theory. Data were analyzed with qualitative descriptive methods and cognitive learning outcomes with normalized N-gain to determine the effectiveness of the model, Independent t-test to determine differences in learning outcomes. The results were obtained through tests of mathematical concept understanding ability. The results showed that 1) the development of the learning model was carried out with due regard to the components of the model, 2) the results of the development of the learning model were feasible to be applied to the material derived from algebraic functions, 3) the developed learning model was able to improve the ability to understand mathematical concepts. The results of the study can be concluded that the problem solving learning model oriented on the ability to understand mathematical concepts is more effective than conventional learning models.
APPLICATION OF CUBIC NONLINEAR REGRESSION ON THE EFFECTS OF RAINFALL ON RICE HARVEST RESULTS Vulandari, Retno Tri; Widada, Bebas; Susyanto, Teguh; Hermawan, Dhian Dwi
International Journal of Trends in Mathematics Education Research Vol 3, No 1 (2020)
Publisher : IIES Independent

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1235.003 KB) | DOI: 10.33122/ijtmer.v3i1.171

Abstract

Sukoharjo rice yields fluctuate every year. There is no system used for predicting rice yields in the Sukoharjo region, this results in a lack of information to increase rice production in Sukoharjo Regency.The purpose of this study is to apply the Cubic Nonlinear regression method to predict rice yields in Sukoharjo Regency, taking into account the influence of average rainfall on the prediction of rice yields.The design method uses Unified Model Language (UML), the application is designed with the vb net programming language and sql server database system, testing the functionality using the Black Box Test and testing the validity using MAPE. The calculated data is the 2016 data. The results of the study show predictions in 2017 have a MAPE of . This shows the prediction error rate of Based on the results of the functionality test, 100% of the applications function.
THE IMPACT OF SILOZI LANGUAGE ON THE TEACHING OF NUMERACY IN THE ZAMBEZI REGION Mukwambo, M; Mhakure, D; Sitwala, N
International Journal of Trends in Mathematics Education Research Vol 3, No 1 (2020)
Publisher : IIES Independent

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (583.404 KB) | DOI: 10.33122/ijtmer.v3i1.167

Abstract

The study reports on the challenges lower primary numeracy teachers in the Zambezi Region face when using Silozi language as a medium of instruction. The use of Silozi language as a medium of instruction is part of the Namibian language policy in schools. In the Zambezi Region, Silozi, a lingua franca is considered predominant. The findings of the study show that teachers were unable to interpret the concepts in the curriculum and learners could not express their ideas using the lingua franca. However, when Numeracy questions were presented to the learners in symbolic form and in their mother tongue, they did not face challenges in understanding the questions. The study uses the socio-cultural theory as theoretical framework.
LOGISTIC-EMPIRICAL MODEL FOR STUDENTS SUSCEPTIBILITY TO HARMFUL EINSTELLUNG EFFECT IN MATHEMATICS INSTRUCTION Obasi, Chinedu
International Journal of Trends in Mathematics Education Research Vol 3, No 1 (2020)
Publisher : IIES Independent

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (977.017 KB) | DOI: 10.33122/ijtmer.v3i1.168

Abstract

Harmful Einstellung effect creates a serious source of aversion for students in Mathematics. It may not be clear whether students fail Mathematics due to lack of knowledge or due to aversion arising from Einstellung effect. This study therefore investigated students? susceptibility to harmful Einstellung effect in Mathematics instruction using logistic-empirical model approach. A cross-section of senior secondary school (SS 2) students of Alvana Model Secondary School Owerri, Imo State numbering 93 were continuously observed (using direct observational technique with observation schedule) and surveyed to decipher their susceptibility to harmful Einstellung effect. The result indicates increasing susceptibility to harmful Einstellung effect. That is, a high prevalence of Einstellung phenomenon was observed among students. It is important to note that this has consequently resulted in the increase of aversive behaviour in Mathematics learning. It was recommended among others that teachers should inform the students about harmful Einstellung effect during teaching and encourage them to think critically about any mathematical problem before finding solutions. Also, teachers should adopt some approaches when teaching Mathematics, such as, delayed formalization approach and target task approach.
DEVELOPING PBL TO IMPROVE MATHEMATICAL PROBLEM SOLVING AND SELF EFFICACY Anggalia, Fransisca; Bharata, Haninda; Rosidin, Undang
International Journal of Trends in Mathematics Education Research Vol 3, No 1 (2020)
Publisher : IIES Independent

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (802.807 KB) | DOI: 10.33122/ijtmer.v3i1.129

Abstract

This study is a research development (R&D) that aims to find out developing Problem-Based Learning (PBL) to improve students' mathematical problem solving abilities and valid, practical and effective student self-efficacy. The procedure of this research uses research development by Borg & gall, Research and Information Collecting, Planning, Developing Preliminary of Products, Preliminary Testing ,Main Product Revision, Main Field Test, Operational Product Revision, Operational Field Testing, Final Product Revision, Dissemination and Implementation, but in this study it was carried out only to the sixth stage. Data collection techniques using observation, interviews, questionnaires, and tests. The design is validated by the learning model design expert, while the learning device is validated by the material expert, media expert and education practitioner. Furthermore the design was revised according to expert opinion. It was concluded that the ability to solve mathematical problems and self efficacy with problem based learning is more effective than the ability to solve mathematical problems with conventional learning.
HOW GEOMETER’S SKETCHPAD (GSP) DEVELOPS GEOMETRY CONCEPT UNDERSTANDING Hodiyanto, Hodiyanto; Santoso, Danar
International Journal of Trends in Mathematics Education Research Vol 3, No 1 (2020)
Publisher : IIES Independent

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (775.716 KB) | DOI: 10.33122/ijtmer.v3i1.169

Abstract

The purpose of this study is to show that the development of analytical geometric practicum module based on the application of Geometer Sketpched (GSP) is effective and practical in developing Geometry Concept Understanding. The research method used in this research is research and development. The research subjects in this study consisted of the subject of development and the subject of trials, students of the Mathematics Education Study Program IKIP PGRI Pontianak. Research Procedure: define, design, and development. Data collection tools used in the form of: (1) Validation sheets (2) Questionnaire responses (3) Tests (posttest). The data analysis technique used in this study uses descriptive statistics. Based on the results of research and discussion, in this study it can be concluded that: (1) the practicum module developed is classified as very valid, (2) the practicum module developed is very practical, and (3) the practicum module developed is effective in increasing students' understanding of concepts.
O – LEVEL MATHEMATICS AND SCIENCE TEACHERS’ ALIGNMENT OF STEM SKILLS ORIENTED INSTRUCTIONAL OBJECTIVES WITH ASSESSMENT IN A HIGH STAKES EXAMINATIONS ENVIRONMENT Matorevhu, Alois
International Journal of Trends in Mathematics Education Research Vol 3, No 1 (2020)
Publisher : IIES Independent

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (607.326 KB) | DOI: 10.33122/ijtmer.v3i1.165

Abstract

In any school context, teaching and learning should be guided by objectives developed, and used by the teacher. These objectives are benchmarks by which the learning process is assessed. The teacher plays a dual role of assisting learners to develop requisite skills for the world of work, and ability to obtain good grades in high stakes examinations. High stakes examinations are of critical importance to the learner, because they determine the future of the learner through grades which are awarded. The balance between satisfying the requirements of syllabus assessment objectives, and high stakes examinations depends on how the teacher develops and implements instructional objectives. In an attempt to gain insight, this study explored O-Level mathematics and combined science teachers? alignment of science, technology, engineering and mathematics (STEM) oriented objectives with assessment in a high stakes examinations environment. Data were collected through interviews, observations and document analysis involving 10 mathematics and combined science teachers. Results suggest that, while teachers were aware of Mathematics and Combined Science syllabus requirements of aligning STEM oriented objectives with assessment, they devoted considerable time to preparation of students for high stakes examinations. However, the quality of preparation was questionable, measured against Bloom?s Taxonomy of educational objectives. Teachers tended to use drilling methods, the aim being production of high grades in high stake examinations, with little focus on understanding and application of knowledge in real life situations. It is recommended that teachers should include higher order STEM oriented instructional objectives aligned with assessment in order to prepare learners for the real world of work.

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