Field Of Mathematics Education Research Articles

Enhancing Numeracy Skills in Elementary Students through the Traditional Congklak Game: A Study in Kudus

The objective of this study is to assess the efficacy of the conventional congklak game in enhancing numeracy abilities among primary school pupils in Kudus. The capacity to enumerate is a fundamental skill in the field of mathematics education, which is sometimes regarded as tedious by young learners. This study employed an experimental research approach and included a sample of 100 students representing diverse social and economic backgrounds. The employed methodologies encompass literature review, documentation, direct observation, and pre-test and post-test assessments to evaluate students' numeracy abilities. In addition, questionnaires and interviews were used to analyse several dimensions like learning motivation, social interaction, and family environmental support. The findings indicated that pupils who were taught utilizing the congklak game shown a notable enhancement in their numeracy abilities in comparison to students who employed traditional approaches, with an average rate of improvement of 28%. Furthermore, the congklak game has been empirically shown to enhance both learning motivation and social interaction among students. The findings of this study validate the need of including conventional games within the primary education curriculum in order to establish a learning environment that is both entertaining and efficient. Therefore, this study provides a substantial contribution to the advancement of novel and efficient learning methodologies. The findings from this study can serve as a valuable resource for policy makers and educators in developing a curriculum that is both engaging and effective in enhancing students' fundamental skills.

Comparative analysis between three theoretical approaches through empirical experiences at university level

Research into mathematics education at university level includes a wide range of theoretical approaches. This poses considerable challenges to researchers in terms of understanding and harmonizing the compatibility and commensurability of those approaches. The research community has already problematised and studied these challenges using networking theories. The networking theories framework is taken as a starting point in this study to contrast different approaches and to broaden the comparison of different frameworks. In particular, three case studies framed in the Action, Process, Object, Schema Theory, in the Problem-Solving approach, and in the Anthropological Theory of the Didactic are analysed. The differences and possible similarities between the three with regard to the research questions addressed, their objects of study, their empirical bases, as well as their research ends are considered. The analysis offers an insight into the potential for collaboration and the networking of theories in the field of university mathematics education.

Analysis of Mathematical Problem-Solving Ability on The Pythagoras’ Theorem

Since mastery of problem-solving techniques is one of the main objectives of studying mathematics, such techniques are very important in the field of mathematical education. With the help of the Pythagorean theorem, the problem-solving skills of eighth-grade students will be assessed. SM Muhammadiyah 01 Field, Class VIII-1 Integrated Facilities, is the location of this research. This research uses qualitative research methodology. The instruments used in this study are four and ten-question model questionnaires labeled Highly Agree (SS), Agreed (S), and Disagreement (TS). This research resulted in high categories whose presentation scores reached 57 to 60 were obtained by 2 students, a medium category where its presentation ratings reached 35 to 46 was achieved by 21 students, and a low category where the presentation value reached 2 compared to 31 was achieved by 5 students.

Research Trends in Self-Regulated Learning in the Field of Mathematics Education

Research Trends in Self-Regulated Learning in the Field of Mathematics Education

Utilization of Theoretical and Conceptual Frameworks: An Analysis of National Mathematics Education Theses Published in 2019-2023

This study aimed to examine the use of theoretical and conceptual frameworks in master's and doctoral theses published in the field of mathematics education in Turkiye between 2019 and 2023. For this purpose, a total of 237 master's and doctoral theses downloaded from the Council of Higher Education national thesis center were analyzed within the scope of the method and the framework used. Given that master's and doctoral theses in the field of mathematics education were reviewed, the document analysis method was utilized. The theses were analyzed based on characteristics: methodology (quantitative, qualitative, mixed research paradigm) and framework (theoretical, conceptual, theoretical and conceptual, other). In the analysis phase, the distribution of theses according to types and years was also examined. The findings indicated that the majority of thesis studies were conducted using a qualitative method within a theoretical framework. This was followed by quantitative studies using a theoretical framework and mixed-method studies within a theoretical framework. Additionally, there were qualitative studies classified under other and qualitative studies using a conceptual framework. The qualitative thesis studies using the theoretical framework were predominant and that these were mostly master's theses and published in 2023. The findings were discussed in the light of the relevant literature and suggestions were made for future research.

Comparison Effectiveness of Concrete and Digital Mathematics Learning Media: Systematic Literature Review on Industrial Revolution 4.0 Era

Industrial Revolution 4. 0. Technological developments affect all aspects of human life, as well as education. Therefore, innovation is needed to achieve learning objectives. The goal is to produce a competitive workforce equipped with skills known as the 4Cs (communication, collaboration, critical thinking and problem solving, creativity and innovation). Reforms in the field of mathematics education to achieve the intended expectations include the use of tangible digital educational media. Researchers conducted research using systematic literature review methods to find out the latest facts about concrete and digital mathematics learning media in the era of the Industrial Revolution 4. 0. We interpret a total of 30 articles from various databases and make an overview of the use, advantages and disadvantages of digital and real mathematics educational media in the era of the Industrial Revolution 4. 0. The benefits of real educational media include improving students' problem-solving, creative and thinking skills, and visual reasoning. The advantages of digital learning media include efficiency and efficiency when learning mathematics, allowing for face-to-face (distance) learning, and eliminating the need for certain treatments. The shortcomings of concrete learning media require more consideration so that it takes a long time.

Designing of Numeracy Questions for Middle School Level Students

Numeracy is a skill that has begun to be paid attention to in recent years, including in Indonesia. When solving numeracy questions, students often find it difficult, especially if the stimuli used in the questions are unfamiliar to students. Teachers can bridge this by using numeracy questions starting with stimuli that the students are familiar with or are around the students. The aim of this research is to produce numeracy questions at the middle school level that are suitable for use. This research is Research and Development research with the ADDIE (Analyze, Design, Development, Implementation, Evaluation) model. The instruments used in this research were interview guides and questionnaires. Question validation was carried out by providing draft questions to 2 experts in the field of mathematics education at State Universities in Central Java, Indonesia. Data was analyzed descriptively, both qualitatively and quantitatively. The results of this research show that references to numeracy questions are needed. After preparing the numeracy questions through the design and development process, it was discovered that the questions prepared received a score of 4.27 in the very good category from expert validators.

How Prospective Mathematics Teachers Do Computational Thinking (CT) Task? : An Analysis Of CT Prior Knowledge

The purpose of writing this article is to find out about the initial Computational Thinking ability of prospective mathematics teacher students. This is because the 21st century demands changes in human resources (HR) to be more superior and competitive. Excellent and competitive human resources require the ability of Computational Thinking (CT), because it can help a person develop critical, creative, and analytical thinking skills in solving complex problems, both in the context of computing and everyday life. Improving the quality of human resources cannot be separated from the implementation of education in preparing this requires an educator who has the capability to be able to provide good and effective learning. Students that are expected to become professional teachers in the field of mathematics education in the future must have good CT ability. So, the condition of prior CT ability of Tadris Mathematics Education students as mathematics teacher candidates needs to be investigated. The method used in this article is qualitative research with a descriptive approach, with the aim of describing the prior CT abilities of prospective mathematics teachers, namely Tadris Mathematics Education students. Based on the analysis of the answers and further interviews of students which are prospective mathematics teachers, it is concluded that the CT ability is still low and not good, especially in the indicators of pattern recognition, algorithms, abstraction and generalization. So it is necessary to develop a learning or approach that can improve the CT ability of prospective mathematics teachers.

Perceived Research Expectations for Mathematics Education Faculty in US Institutions of Higher Education

ABSTRACT This paper reports the results of a survey of 404 US mathematics education faculty regarding their research expectations for obtaining tenure. Survey questions asked about participants’ perceptions of expected numbers of publications per year, and how much different types of publications (e.g. journal articles, book chapters) and scholarly activities (e.g. giving presentations, obtaining funding) were valued. Statistical analyses were used to examine differences in these results across three demographic characteristics (institution type, research commitment, department). We found statistically significant differences related to each of these variables. Research expectations varied substantially across institution type. For example, the average expected number of yearly publications was 2.23, 1.63, and .99 papers at R1, R2, and Other institutions respectively. By contrast, research expectations seldom varied by department. We conclude with implications of these findings for individual faculty, mathematics education programs, and to the broader field of mathematics education. Given the variation that exists across institutions, departments, and percent time doing research, it would seem beneficial to all for expectations documents to make explicit mention of expected number of publications, how much various types of publications count, how much other types of scholarly activities count, and whether those activities are necessary.

Triangles with arithmetic, geometric and harmonic progressions

This article explores the fascinating world of triangles with angle and side sequences in arithmetic, geometric and harmonic progressions. The properties and relationships between these progressions and the corresponding triangle parameters are investigated. The main focus is on proving a series of theorems that provide insights into the conditions under which triangles exhibit these progressions. The proofs are presented with meticulous attention to detail, offering a deep understanding of the results. The presented findings contribute to the field of mathematical education by providing rich material for classroom activities and discussions.

Behind the Love and Stories: Rural Learners’ Reasons and Motivations for Learning Mathematics

Research on learners within rural areas and rural schools in South Africa has been consistently overlooked by researchers in the field of mathematics education. If the education landscape in rural areas differs from that of urban areas, which has been extensively researched since the end of apartheid. In that case, it becomes evident that the research on mathematics education in South Africa has not adequately addressed issues of social justice. To address the lack of research on mathematics education in rural contexts in South Africa, this study focuses on exploring the experiences and attitudes of Grade 10 rural mathematics learners. A qualitative multiple case study design was used, involving 12 learners from two different school sites. Data was collected through semi-structured individual interviews and unstructured classroom observations. Fairclough's Critical Discourse Analysis, in conjunction with Anderson's concept of imagination, was employed to analyse the data. The findings revealed that learners anticipate and aspire for mathematics to enhance their opportunities for post-secondary education and employment, which instils a sense of hopefulness and motivates them to better understand mathematical concepts.

Development and validation of Mathematical Higher‐Order Thinking Scale for high school students

AbstractGlobally, significant attention is given to the cultivation and evaluation of Mathematical Higher‐Order Thinking Skills (MHOTS). This study aims to address the gap in developing and validating suitable MHOTS structures for high school students. In this study, 53 items were determined by experts in the field of mathematics education and scale development. The study group of this study consists of 654 students educated at the high school level. We decided to split the samples randomly in two by designating a random half as exploratory factor analysis (EFA) and the other half as confirmatory factor analysis (CFA). EFA was used to confirm a robust “four‐dimensional, nine‐factor” measurement structure, encompassing four key dimensions, namely mathematical critical thinking, mathematical creative thinking, mathematical problem‐solving, and mathematical metacognitive skills. The scale's quality was assessed through a retest using CFA and the structural validity was evaluated through CFA and correlation analysis. The criterion validity of the scale was also examined using math scores. The results from the double validity analysis showed that the scale had a reasonable and valid structure. The findings established the MHOTS for high school students as a reliable and valid instrument for measuring the level of MHOTS among high school students. This newly developed scale holds promise as an effective tool to assess and enhance mathematical higher‐order thinking in the student population.

Addressing student diversity to improve mathematics achievement through differentiated instruction

Managing student diversity is one of the issues that occur in mathematics education. Students typically achieve poorly in school if it is not appropriately addressed. Therefore, differentiated instruction (DI) strategies were used in mathematics classes to address the issue. This study aimed to evaluate the efficiency of DI strategies in addressing student diversity and raising mathematics proficiency levels. DI was carefully implemented in one school using the plan-do-study-act methodology. Data were gathered via test scores, questionnaires, and interviews, and professionals in the field of mathematics education verified the content validity of the said instruments. The study discovered that more incredible mathematics achievement resulted from addressing student diversity. Mathematics classes were better delivered and adapted to students’ learning styles using DI. However, mathematics teachers faced difficulties like lengthy preparation, poor classroom management, large class sizes, and a lack of resources.

Understanding the textbook: Reflections in the field of mathematics education

This theoretical essay presents reflections about the textbook (TB) as a material widely used in the teaching and learning of Mathematics, aiming to present a perspective on what constitutes a TB and the different roles it assumes in school practice. In this sense, we start from its understanding as a didactic, curricular, and school material to characterize it as a resource that is not neutral and central in disseminating formal knowledge that is the school’s responsibility. Therefore, it is a component of its culture. We emphasize that the use of this material in the classroom mobilizes its different roles, namely: curricular, ideological-cultural reference, source of theoretical and methodological knowledge and scientific dissemination, as well as the role of the teacher in this particular resource, highlighting his critical performance when using TB in classroom practice, either with a reproduction character, adaptation, or improvisation. We conjecture that properly articulating TB-related attributes will favour the teacher’s practice and assist in students’ learning, directing educational institutions to a work that achieves their main objectives.

Metacognition in mathematics education: From academic chronicle to future research scenario–A bibliometric analysis with the Scopus database

Originally introduced by psychologists, metacognition has attracted considerable interest within academic spheres and has transformed into a significant research focal point in the field of mathematics education, commonly denoted as ‘mathematical metacognition.’ This investigation constitutes the primary endeavor to comprehensively examine all publications within the Scopus database related to metacognition in mathematics education (MiME). The data encompasses a total of 288 documents, authored by 653 individuals hailing from 58 different countries and territories and disseminated across 162 diverse sources. Notably, this examination delineates two distinct developmental phases, with a particularly pronounced surge in publications emerging from the year 2016 onward. Although Asia has two representatives in the top-10 in terms of number of publications (China and Indonesia), authors from developed countries have made significant contributions to research on MiME, especially the United States, Germany, Turkey, and Belgium. Among the 15 most influential academic journals, merely two pertain to the domain of mathematics education, whereas the majority belong to the disciplines of psychology and social sciences (educational science). The main research directions that have been pointed out are adults’ metacognitive abilities, considering gender differences and problem-solving abilities; metacognition and the ability to learn mathematical concepts (more recently arithmetic concepts); control metacognitive processes and students’ academic achievement. Early-career researchers as well as interested scholars can find important scholars, documents, and research directions on this topic to refer to for their research activities.

An An Exploration of High School Students’ Errors in Solving Trigonometry Problems

Trigonometry plays an important role in the field of mathematics education, but in fact, some errors are identified. Therefore, this study aims to explore the students’ errors in solving trigonometry problems, especially in the sub-topics of trigonometric ratios. This is a qualitative study using a case study design. The subjects of this study were 35 students in grade 10 in one of the senior high schools in a district located in the Province of East Kalimantan. The research instruments were 1) a diagnostic test consisting of five essay problems about trigonometric ratios; 2) observation sheets; and 3) interview guidelines. The data was analyzed through three processes. They were: 1) data reduction, 2) data presentation, and 3) conclusion drawing or verification. The results show that the subjects made errors in solving trigonometric ratio problems, with the most errors made by subjects being errors in understanding concepts and writing algorithms. The causes of students making errors are due to the weak understanding of students' concepts, lack of student mastery of the prerequisite topics, the problems given being less varied, and students being in a hurry to solve problems.

Promoting STEM learning perseverance through recognizing communal goals: understanding the impact of empathy and citizenship

Abstract Background Previous research has indicated that placing emphasis on communal goals within the field of science, technology, engineering, and mathematics (STEM) education can yield beneficial learning outcomes. However, there remains a relative dearth of investigation into the factors that contribute to the success of STEM education programs integrating communal goals. In the present study, we sought to explore the roles of two constructs that prioritize the interests of others, namely empathy and citizenship, in promoting STEM learning perseverance within the context of a STEM-based community service learning (CSL) program. Specifically, we proposed that empathy would be associated with STEM learning perseverance through its relationship with citizenship, within a sample of 275 secondary school students from Hong Kong who participated in the said program. Results Using structural equation modeling (SEM), the results revealed that empathy is significantly and positively associated with STEM learning perseverance, both directly and indirectly, through citizenship. The results held even after controlling for the demographic variables of school membership, gender, and age. Conclusions This research highlights the association between understanding the needs of the community (empathy) and students' desire for community involvement (citizenship), which subsequently influences their perseverance in STEM learning. This relationship is particularly pronounced in educational settings where communal goals are emphasized.

Preservice Mathematics Teachers’ Experiences in Designing STEM Lessons

This study aims to investigate the views of pre-service mathematics teachers pertaining to STEM education and the challenges encountered during the process of lesson planning. The primary objective of the study is to provide guidance to enhance the efficiency of STEM education practices within mathematics courses. In this study, qualitative research method was utilized for in-depth analysis with three pre-service mathematics teachers. Three semi-structured interviews were conducted, and the participants were asked to prepare a STEM lesson plan. Following the initial interview, STEM education practices were conducted by the researcher. Then, the STEM lesson plans prepared by the participants were analyzed. The analysis of the findings revealed a remarkable progress in the pre-service teachers’ comprehension of STEM education following the intervention. Furthermore, it was observed that the participants were able to integrate mathematics and science into their lesson plans and did not have as much difficulty in this integration as other disciplines. Conversely, it was found that challenges were more pronounced when it came to the integration of engineering principles. The participants who stated that the integration of mathematics and technology was not challenging were weak in this integration. Finally, the participants stated that STEM education is an essential educational approach within the field of mathematics education, expressing their intentions to incorporate STEM activities into their future lesson plans.

Interpretasi Validitas dan Reliabilitas Instrumen Kemampuan Berpikir Aljabar

This research aims to interpret the validity and reliability of the items on the algebraic thinking ability instrument which are linked to content, context, question structure and students' cognitive level. The development of the algebraic thinking ability instrument was carried out in four stages by adapting the Plomp development model. The first stage (initial assessment), conducting a theoretical study of algebraic thinking abilities and curriculum analysis. The second stage (design), draft questions by paying attention to the relationship between indicators of algebraic thinking ability and learning objectives. Furthermore, this question design was validated by three experts in the field of mathematics education. The fourth stage (realization/construction) is testing the instrument which includes testing validity, reliability, distinguishability and level of difficulty. Apart from that, in the fourth stage the test results are also interpreted, evaluated and revised. The instrument was tested on 19 class VII students at one of the junior high schools in Bandung City. Interpretations of validity, reliability, distinguishability and level of difficulty are related to content, context, question structure and students' cognitive level. The results of the analysis at this stage are used as a reference for improving the instrument. The instrument produced in this research is a description question consisting of four items that are valid and reliable and can be used to measure algebraic thinking abilities, especially those related to generalization, transformation and metaglobal abilities.

The Learning of Mathematics Based on Individual Differences : A Topic Trend Bibliometric Analysis Using VOSviewer

This study aims to establish a foundation for the development of differentiated learning through an analysis of trends in articles related to personality type differences in the field of mathematics education. The research method used was descriptive, using Bibliometric Analysis. These 422 data from Scopus have been from Scopus-indexed journals and were obtained by defining search keywords, namely "individual differences." These articles were then filtered based on the highest citation, resulting in 100 articles that were analyzed using Vos Viewer and Microsoft Excel to display the necessary data for analysis. The results of this study indicated that from many articles that had been analyzed, individual differences have a wide meaning, it could be gender, characteristics, thinking process, fear, attitude, and others. Those differences should be taken into consideration by the teacher and cannot be neglected because they can influence the learners. From the data that has been analyzed, the topic above has been increasing after 2017 with the United States and the United Kingdom as the most recent country that published this topic. Cognition is the journal that has the most publications on this topic, with Engle, R. W. as the most productive writer. The most trending article was about Mathematics in general, mathematics concepts, and the phenomena in teaching and learning math. The next piece of advice is about the development of the individual learning model, its evaluation, and its utilization in creating a differentiated learning model.