Journal on Mathematics Education (JME)
Journal on Mathematics Education (IndoMS-JME) is peer-refereed open-access international journal which has been established for the dissemination of state-of-the-art knowledge in the field of mathematics education. This journal is founded under collaboration between Indonesian Mathematical Society and Sriwijaya University. Starting from 2019, IndoMS-JME would be published three times in a year (January, Mei, and September).
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<![CDATA[THE JOURNEY OF JOURNAL ON MATHEMATICS EDUCATION: FROM LOCAL TO GLOBAL ]]>
<![CDATA[Zulkardi Zulkardi]]>;
<![CDATA[Rully Charitas Indra Prahmana]]>
<![CDATA[ Journal on Mathematics Education Vol 12, No 3 (2021) ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
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DOI: 10.22342/jme.12.3.15001.389-410
<![CDATA[One of indicators to determine the quality of a journal can be observed from how many indexing institutions recognized it nationally and globally, such as Sinta, Scopus, and ScimagoJR. Furthermore, the rank of a journal in the indexing institution will add more value to the reputation of a journal. However, few journal editors are willing to share their experiences in managing a journal, from the beginning to getting recognition at the international level. Thus, this article describes the journey of the first journal in the mathematics education field from Indonesia called the Journal on Mathematics Education (JME), which is globally recognized and indexed on Scopus. JME's journey to gain global recognition is narrated in a structured way, starting from the history of journal formation, recognition at the local level, strategies to get authors from various countries, promotional activities to get credit, until finally getting a global position. In addition, this article also describes many contributions from world-class Mathematics Education researchers who have published their research results in JME. Finally, this article also describes the position of JME at national and international levels based on the data of several indexing institutes and JME's future targets.]]>
<![CDATA[CULTURAL HISTORICAL ANALYSIS OF IRANIAN SCHOOL MATHEMATICS CURRICULUM: THE ROLE OF COMPUTATIONAL THINKING ]]>
<![CDATA[Abolfazl Rafiepour]]>;
<![CDATA[Danyal Farsani]]>
<![CDATA[ Journal on Mathematics Education Vol 12, No 3 (2021) ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
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DOI: 10.22342/jme.12.3.14296.411-426
<![CDATA[In this paper, six mathematics curriculum changes in Iran will be reviewed, spanning from 1900 until the present time. At first, change forces, barriers, and the main features of each curriculum reform will be represented. The first five curriculum changes are described briefly and the sixth and most recent curriculum reform will be elaborated. In this paper, we call the last reform as contemporary school mathematics curriculum change. This recent (contemporary) curriculum reform will be explained in more detail, followed by a discussion of the effect of globalization and research finding in the field of mathematics and mathematics education (in the Iranian mathematics curriculum). In total, three key ideas are distinguished as an effect of globalization which is “New Math”, “International Comparative Studies”, and “Computational Thinking”. Finally, the paper comments on the necessity of paying more attention to information and communication technology as part of globalization; in particular, recall policy-makers to consider “Computational Thinking” as an important component of future curriculum design.]]>
<![CDATA[EXPLORING FIRST YEAR UNIVERSITY STUDENTS’ STATISTICAL LITERACY: A CASE ON DESCRIBING AND VISUALIZING DATA ]]>
<![CDATA[Ezra Putranda Setiawan]]>;
<![CDATA[Heru Sukoco]]>
<![CDATA[ Journal on Mathematics Education Vol 12, No 3 (2021) ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
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DOI: 10.22342/jme.12.3.13202.427-448
<![CDATA[Statistical literacy, which is the ability to use statistics in daily life, is an essential skill for facing society 5.0. This study aims to explore first-year university students’ ability to properly use simple descriptive statistics and data visualization. Qualitative data were collected using a set of questions from 39 undergraduate students. Many students were able to calculate various descriptive statistics, but some of them were still unable to determine suitable statistics to describe the data clearly. Related to data visualization, many students failed to provide a meaningful chart that effectively shows the difference between two groups of data. Students with higher statistical literacy tend to use comparison or variability reasoning to determine the usage of descriptive statistics, and use data-based reason in visualizing the data. Improvement in statistical teaching – both in the university and the secondary school – is needed so that the students can use descriptive statistics and data visualization correctly.]]>
<![CDATA[MOTIVATION AND MATHEMATICS ACHIEVEMENT: A VIETNAMESE CASE STUDY ]]>
<![CDATA[Lap Thi Tran]]>;
<![CDATA[Tuan Son Nguyen]]>
<![CDATA[ Journal on Mathematics Education Vol 12, No 3 (2021) ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
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DOI: 10.22342/jme.12.3.14274.449-468
<![CDATA[Motivation is key to engaging students in studying mathematics and in improving their mathematics achievement. Although the related literature has explored the correlation between motivation and mathematics achievement, a research gap remains in terms of the empirical testing of these variables in the context of mathematics education in Vietnam. Thus, the current study aims to fill this gap by empirically testing the correlation between mathematics motivation and mathematics achievement among high school graduate students in Vietnam, using a quantitative approach to test hypotheses. The study adopted the Academic Motivation Toward Mathematics Scale for collecting data from students and received 680 responses. The main study findings are that amotivation negatively correlates with mathematics achievement, whereas introjected regulation, identified regulation and intrinsic motivation positively correlate with mathematics achievement. These findings provide a strong theoretical foundation for improving mathematics achievement by encouraging teachers to improve motivational conditions in mathematics classes in Vietnam.]]>
<![CDATA[TURKISH PRE-SERVICE MATHEMATICS TEACHERS’ BELIEFS IN MULTIPLICATION ]]>
<![CDATA[Ifada Novikasari]]>;
<![CDATA[Yüksel Dede]]>
<![CDATA[ Journal on Mathematics Education Vol 12, No 3 (2021) ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
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DOI: 10.22342/jme.12.3.14440.469-486
<![CDATA[Mathematics teachers’ beliefs play an important role in the mathematics teaching practices. However, the instruments used to measure the mathematics on certain contents are still limited. Thus, this study was conducted to develop a Multiplication Beliefs Questionnaire (MBQ) to identify and examine the profile of Turkish pre-service mathematics teachers’ beliefs. The samples of this study consisted of 414 four-year pre-service primary mathematics teachers from 18 different universities in Turkey collected using a convenience sampling technique. The validity of the questionnaire was analyzed using an exploratory factor analysis (EFA). We obtained four components of beliefs in multiplication covering, remote belief in multiplication (C1), multiplication operation belief in mathematics textbooks (C2), dynamic belief in multiplication learning (C3), and self-efficacy belief in multiplication problems (C4). The results showed that the pre-service mathematics teachers’ beliefs in components C1, C3, and C4 were positive, while component C2 was neutral. This study had an essential contribution to the mathematics literature since developing a questionnaire on multiplication distributed to the pre-service teachers. The previous studies showed that belief was subjective yet objectively influenced knowledge. Thus, identifying the pre-service teachers’ beliefs in teacher education may provide various benefits in reforming mathematics teaching.]]>
<![CDATA[COUNTEREXAMPLES: CHALLENGES FACED BY ELEMENTARY STUDENTS WHEN TESTING A CONJECTURE ABOUT THE RELATIONSHIP BETWEEN PERIMETER AND AREA ]]>
<![CDATA[Wanty Widjaja]]>;
<![CDATA[Colleen Vale]]>
<![CDATA[ Journal on Mathematics Education Vol 12, No 3 (2021) ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
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DOI: 10.22342/jme.12.3.14526.487-506
<![CDATA[One pedagogical approach to challenge a persistent misconception is to get students to test a conjecture whereby they are confronted with the misconception. A common misconception about a ‘direct linear relationship’ between area and perimeter is well-documented. In this study, Year 4-6 students were presented with a conjecture that a rectangle with a larger perimeter will always have a larger area. Eighty-two (82) students’ written responses from three elementary schools in Victoria, Australia were analyzed. The findings revealed that Year 4-6 students could find multiple examples to support the conjecture but they struggled to find counterexamples to refute the conjecture. The findings underscored the importance of developing elementary school students’ capacity to construct counterexamples and recognize that it is sufficient to offer one counterexample in refuting a conjecture about all cases. Implications for teaching practice to support investigating and testing a conjecture are discussed.]]>
<![CDATA[STUDENTS’ GROWING UNDERSTANDING IN SOLVING MATHEMATICS PROBLEMS BASED ON GENDER: ELABORATING FOLDING BACK ]]>
<![CDATA[Patmaniar Patmaniar]]>;
<![CDATA[Siti Maghfirotun Amin]]>;
<![CDATA[Raden Sulaiman]]>
<![CDATA[ Journal on Mathematics Education Vol 12, No 3 (2021) ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
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DOI: 10.22342/jme.12.3.14267.507-530
<![CDATA[Students’ previous knowledge at a superficial level is reviewed when they solve mathematical problems. This action is imperative to strengthen their knowledge and provide the right information needed to solve the problems. Furthermore, Pirie and Kieren's theory stated that the act of returning to a previous level of understanding is called folding back. Therefore, this descriptive-explorative study examines high school students' levels of knowledge in solving mathematics problems using the folding back method. The sample consists of 33 students classified into male and female groups, each interviewed to determine the results of solving arithmetic problems based on gender. The results showed differences in the level of students' understanding in solving problems. Male students carried out the folding back process at the level of image having, formalizing, and structuring. Their female counterparts conducted it at image-making, property noticing, formalizing, and observing. Subsequently, both participants were able to carry out understanding activities, including explaining information from a mathematical problem, defining the concept, having an overview of a particular topic, identifying similarities and differences, abstracting mathematical concepts, and understanding its ideas in accordance with a given problem. This study suggested that Pirie and Kieren's theory can help teachers detect the features of students’ understanding in solving mathematical problems.]]>
<![CDATA[EXPLORING THE IMPLEMENTATION OF AN INTERVENTION FOR A PUPIL WITH MATHEMATICAL LEARNING DIFFICULTIES: A CASE STUDY ]]>
<![CDATA[Kin Eng Chin]]>;
<![CDATA[Sai Hoe Fu]]>
<![CDATA[ Journal on Mathematics Education Vol 12, No 3 (2021) ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
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DOI: 10.22342/jme.12.3.14473.531-546
<![CDATA[This study presents a single case study of how a remedial mathematics teacher incorporated an instructional intervention into her teaching practices in order to teach counting to a pupil with mathematical learning difficulties. This new theory-driven intervention was developed by the authors of this study. Dyscalculia is a term which refers to a wide range of mathematical learning difficulties or disabilities. Dyscalculic pupils have a specific mathematics learning disorder with a core deficit in representing and processing of numerosity. They might not be able to recognise numerical quantities, performing counting and so on. Early supports such as interventions have a great potential in helping dyscalculic pupils to improve mathematical skills. However, there remains a lack of appropriate instructional scaffolds to help dyscalculic pupils to organise their learning structures by addressing both cognitive deficits and mathematical skills. The present study involves a primary school remedial teacher, Daisy, and an at-risk dyscalculic pupil, David, both pseudonyms. Data were collected through interviews, lesson observations, and reflective journals. The findings revealed that the proposed intervention improved the counting ability of the pupil.]]>
<![CDATA[A PRAXEOLOGICAL ANALYSIS OF PRE-SERVICE ELEMENTARY TEACHER-DESIGNED MATHEMATICS COMICS ]]>
<![CDATA[Zetra Hainul Putra]]>;
<![CDATA[Dahnilsyah Dahnilsyah]]>;
<![CDATA[Ayman Aljarrah]]>
<![CDATA[ Journal on Mathematics Education Vol 12, No 3 (2021) ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
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DOI: 10.22342/jme.12.3.14143.563-580
<![CDATA[Mathematical and didactic knowledge presented in mathematics textbooks and other resources, like mathematics comics (MCs), needs to be evaluated from a lens of appropriate theoretical framework in mathematics education before it can be used as a medium for teaching and learning mathematics.Therefore, this study investigates mathematical and didactic competencies that were reflected in MCs designed by pre-service elementary teachers. The framework for analysing mathematical knowledge embedded in these MCs is based on the Anthropological Theory of the Didactic, specifically a praxeology. This study utilized a content analysis technique within a qualitative approach. Thirteen MCs were analysed using a praxeological analysis; the type of task and techniques (praxis block) as well as the possible technology and theory (logos block). The findings demonstrate that the mathematical praxeologies embedded in MCs belong to five mathematical domains, namely numbers and operations; number theory; fractions, decimals, and percentages; ratio and proportion; as well as measurement. Additionally, the analysis revealed that seven of these MCs were related to a single domain, while the others belong to two or three mathematical domains. Concerning the mathematical praxeologies, most of MCs focus on presenting the practical blocks, the type of task and the techniques, while only a few could provide the theoretical lens to justify the practical blocks.]]>
<![CDATA[MATHEMATICS ANXIETY AND ITS EFFECTS ON ENGINEERING STUDENTS’ PERFORMANCE DURING THE COVID 19 PANDEMIC ]]>
<![CDATA[Derling Jose Mendoza Velazco]]>;
<![CDATA[Elizeth Mayrene Flores Hinostroza]]>;
<![CDATA[Magda Francisca Cejas Martínez]]>;
<![CDATA[Edith Josefina Liccione]]>
<![CDATA[ Journal on Mathematics Education Vol 12, No 3 (2021) ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
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DOI: 10.22342/jme.12.3.13205.547-562
<![CDATA[The research objective was to describe the levels of anxiety and their effects on performance manifested by the mathematics students of the engineering faculty of the National University of Chimborazo UNACH during the 2020-1 academic semester. The study is in the quantitative paradigm with a descriptive exploratory design. The total sample consisted of 120 students studying mathematics, which are at different levels and careers of the engineering faculty. The sample selection was of an intentional non-probabilistic type and had as inclusion criteria not having been diagnosed with an anxiety disorder. The Brief Anxiety Situations and Responses Inventory was applied (ASRI-B). The ASRI-B was sent to students by email to facilitate data collection. The two-factor ANOVA (mathematics and comprehension) uses to analyze the research results. It's allowed to find statistically significant differences in the grasp of the contents presented by the teachers in a virtual way for the cognitive and physiological response system and the general level of anxiety, as well as in situational areas of evaluation anxiety and anxiety in everyday situations, during the academic closure in the quarantine season due to the COVID-19 pandemic.]]>
