Mathematics Education Students Research Articles

Toward culturally sustaining supervision practices in mathematics education: what do Pasifika research students value most about their supervisors?

Disrupting forms of exclusion in higher education requires culturally sustaining practices. However, in some areas of higher education, the notion of culturally sustaining practice remains unexplored. The present study addresses this disparity by exploring the concept of culturally sustaining supervision in the specific case of Pasifika research students in mathematics education. In particular, this case study examines what a group of 22 Pasifika research students in mathematics education valued most about their respective supervisors. Using talanoa (respectful and free-flowing conversation and discussion) to gather data, three characteristics of supervisors that the participants valued most were identified via thematic analysis: (a) being available and accessible; (b) developing the student’s confidence; and (c) providing support beyond the thesis. The characteristics are discussed with respect to the Pacific concept of vā (relationships), which refers to the intricate relational and spatial realm in which connections among people exist and evolve.

Analysis of Environmental Literacy Profile Indonesian Students at STKIP Pesisir Selatan, West Sumatera

Environmental literacy is considered an achievement of environmental education. Preservice teachers with good environmental literacy knowledge are more likely to align their actions with their understanding. Preservice teachers have two roles: as behavioural models for their students and as members of society. This research is a descriptive study that utilizes the survey method. The subjects of this research are 50 students from the Mathematics Education, Geography Education, and Technology and Informatics Education programs at STKIP Pesisir Selatan, West Sumatera-Indonesia. The data collection instrument in this research is a questionnaire. The data analysis technique used to process knowledge data utilizes the NELA score. This research indicates that students from all three programs have moderate environmental knowledge. The environmental literacy of Geography Education students has a minor standard deviation, showing relatively low variation in the scores. On the other hand, students in the Mathematics Education and Technology and Informatics Education programs have a higher standard deviation, indicating a more significant variation in their science literacy scores. Geography Education students have higher knowledge of ecology and pollution than students from the other two programs. Meanwhile, mathematics education students have the highest scores in environmental problem-solving skills. Keywords: Analysis, Environmental Literacy, Preservice Teacher

Spatial geometric thinking and its articulation with the visualization and manipulation of objects in 3D

This paper aims to build a conceptual framework that addresses spatial geometric thinking and the respective visualization skills required at different levels of the schooling process. Studies indicate that spatial geometric sills are essential for scientific thinking. It encompasses a set of cognitive processes through which humans can construct and manipulate mental representations of objects in space and is a skill directed towards understanding objects and their relations in the 2D and 3D worlds. The use of these spatial reasoning skills involves drawing, manipulating, and explaining objects and their relationships and should be developed from the first years of schooling. Based on this theoretical context, partial research results on surface representations that can be manipulated in three dimensions (3D) and obtained through GeoGebra will be presented in this paper. The underlying theory was Duval's Theory of Registers of Semiotic Representation, which allowed the analysis of activities developed by graduate students in Mathematics Education by observing and physically manipulating such representations to obtain the respective graphic and algebraic records. The conceptual framework constructed and presented in this article contributed to identifying other skills required in this study for the development of spatial geometric thinking.

Students' mathematical argumentation ability when proving mathematical statements based on self-efficacy

Argumentation as an aspect of problem-solving has been studied in mathematics education. However, mathematical proof still needs to be resolved further. This study investigates students' mathematical argumentation skills when proving mathematical statements based on their self-efficacy. The research subjects were 43 mathematics education students at a university in Aceh Province who had taken a number theory course. The study used a qualitative approach with a case study design: students’ mathematical proving self-efficacy. Data was obtained using self-efficacy questionnaires and mathematical proof test instruments that experts have validated, while the data triangulation used was an in-depth interview. The results of this study reveal that students' mathematical argumentation skills in proving mathematical statements have differences based on their self-efficacy. The mathematical argumentation ability of students with high self-efficacy involves all aspects of argumentation well so that the construction of the proof is scientifically correct. Meanwhile, the argumentation ability of students with moderate or low self-efficacy still does not involve essential aspects of argumentation. So, the proof results are not scientifically correct because they have not arrived at the proper conclusion.

On Mathematics Anxiety and Achievement of BSHRM Students in Surigao City, Philippines

Mathematics anxiety is an intense feeling of uneasiness about one’s ability to do mathematics, interfering achievement in the subject. The study aimed to describe the relationship between mathematics anxiety and mathematics achievement, and the respondents’ profile characteristics, including the extent of student-teacher rapport. The sample comprised of 109 BSHRM students (32 males and 77 females) selected through stratified sampling. Mathematics anxiety was measured using the internally reliable Mathematics Anxiety Rating Scale-Philippines, the student-teacher rapport using the Instrument for Teacher-Student Rapport, and mathematics achievement using the respondents’ performance in College Algebra. A descriptive-correlational design was used, where Pearson product-moment correlation, analysis of variance, and linear regression modelling were the means to analyze the data. The results revealed that mathematics anxiety has a significant negative correlation with mathematics achievement. In addition, it was found that the respondents significantly differed among each other when grouped based on the extent of student-teacher rapport, but no differences when they were grouped based on gender, age, and type of high school they graduated. There is a cubic polynomial function model that describes the relationship between math achievement and anxiety. These findings suggest that student-teacher rapport is an important factor to mathematics anxiety and achievement. Also, a student support program relevant to enhancing self-efficacy, classroom atmosphere, class participation, and study skills may be designed to facilitate mathematics education of students with anxiety in the subject

Beyond language: conceptualizing epistemic violence against Black immigrant students in mathematics education

Beyond language: conceptualizing epistemic violence against Black immigrant students in mathematics education

STUDENT LEARNING STYLE OF MATHEMATICS EDUCATION BASED ON GENDER

This study aimed to identify and describe the learning modalities of students in mathematics education based on gender. This research is a type of quantitative research that uses a descriptive design. The research was conducted at the Mathematics Education Study Program, USN Kolaka. The population in this study were all students of the mathematics education class 2018, totalling 40 students. The sampling technique in this study used non-probability sampling in the form of saturated sampling. The instrument used in this study was a questionnaire containing statements used to obtain research information about visual (V), auditory (A), read/write (R), and kinesthetic (K) learning modalities, which are called VARK. The data analysis technique in this study used descriptive analysis based on the trend analysis of learning modalities. This trend data is then described in the form of tables and graphs. The results showed that the 2018 USN Kolaka Mathematics Education Study Program students' learning styles had a multimodal preference. Male students have a preference for multimodal learning style in bimodal (AR and AK) as 5 (41.66%) of 12 students. On the other hand, female students tend towards a multimodal learning style in bimodal (AR), as much as 6 (21.4%) of 28 students.

The Effect of Interactive Multimedia-Based Learning on Students' Mathematical Problem Solving Ability

This research was motivated by the low mathematical problem solving ability of students, and the online learning system during the covid-19 pandemic. This research aims to improve students’ mathematical problem solving ability through interactive multimedia-based teaching material as a support for online learning. This research type is a quantitative research (quasi-experimental) which was carried out at Universitas Islam Riau (UIR) and Universitas Pasir Pangaraian (UPP). The research subjects were students of mathematics education who took Structure Algebra course at UIR (experimental class) students of mathematics education and UPP (control class) in the 2021/2022 academic year. The data collection technique used is a mathematical problem solving ability test and the test result data is processed by statistical test. Normality test using Kolmogorov-Smirnov and homogeneity test using Levene and also t test. Based on the result of the t-test, a significance value of 0,025 < 0,05 was obtained. This means that there is an increase in the mathematical problem solving ability of student who receive from using interactive multimedia-based teaching material.

DEVELOPMENT OF LKS BASED ON REALISTIC MATHEMATICS EDUCATION (RME) ON ONE VARIABLE LINEAR EQUALITY AND INEQUALITY

This study uses development research using the ADDIE model, which includes five stages: Analysis, Design, Development, Implementation, and Evaluation. This study aims to produce a teaching material product, namely the Realistic Mathematics Education (RME) Based Student Worksheet (LKS), feasible or valid and practical. This research has done at SMP Muhammadiyah 7 Bayat, Bayat, Kab. Klaten. The subjects of this study were experts, namely lecturers, teachers, and students of class VII SMP Muhammadiyah 7 Bayat, totaling ten people. The type of data used is in the form of quantitative and qualitative data. The data collection instrument used in this study was a questionnaire. Based on the validity test results, the Realistic Mathematics Education (RME) based Student Worksheet (LKS) stated in the very feasible or very valid category, with the percentage data from material experts being 87.5%. The results of the percentage data from teaching materials experts being 90.2% included in the very feasible or very valid category. Based on the results of the practicality test using a student response questionnaire based on the Realistic Mathematics Education (RME) Student Worksheet, this includes in the efficient category with a percentage result of 86.92%. The results show that the Realistic Mathematics Education (RME) based Student Worksheet (LKS) on the material of one-variable linear equations and the developed inequalities can employ in learning mathematics.

Improving blended learning in higher technical education institutions with mobile and cloud-based ICTs

This research aims to refine the model of blended learning in higher technical education institutions using cloud-based information and communication technologies (ICTs). The study objectives include determining the role of cloud technologies among contemporary ICTs, analyzing the utilization of cloud technologies in traditional, online, and blended learning, and augmenting the blended learning model with mobile and cloud technologies. The research focuses on the implementation of ICTs in the higher education system of Ukraine. The subject of investigation encompasses the use of cloud technologies and other ICT learning tools in traditional, online, and blended learning. The research methods employed involve analyzing educational programs, monographs, dissertations, articles, conference materials, and online resources. Additionally, targeted pedagogical observations, interviews with educators and students, and analysis of teachers' practical experiences are conducted. The findings emphasize that among various ICTs available for instructional purposes, cloud technologies stand out as facilitators of harmonious integration between the components of traditional education and technology-mediated learning. A promising approach to organizing the learning process, referred to as blended learning, involves the integration of traditional, distance, electronic, mobile, and cloud technologies. The study explores the model of blended learning in higher mathematics education for students in technical institutions, leveraging innovative ICTs. The primary conclusions and recommendations highlight the prevailing trend of transitioning towards blended learning in higher education and the need for further development of cloud technologies in instructional settings. Cloud technologies are particularly valuable for fostering student autonomy, enabling distance learning, and facilitating collaborative research, thereby supporting ongoing monitoring of learning outcomes and timely adjustments to optimize learning experiences.

Mathematics Identity of Prospective Mathematics Teachers: Content Analysis of Open-Ended Survey Questions

Many problems faced by mathematics learners both at the school and college levels have occurred so far. Mathematics education students involved in mathematics daily also face various problems, be it problems related to cognitive and affective abilities. Problems such as the emergence of mathematical anxiety, negative self-perception of mathematics, lack of mathematical competence, and many other problems have become the recent focus in mathematics education research. So, how do mathematics education students, especially prospective mathematics teachers, view themselves as related to mathematics? What is their mathematical identity? This study aims to determine the mathematics identity possessed by prospective mathematics teachers. To find out the mathematics identity of prospective mathematics teachers, a descriptive design utilizing a survey with five open-ended questions was asked. Demographic data were analyzed using descriptive frequencies, while the five open-ended questions were analyzed using summative content analysis to analyze free-text responses from 225 prospective mathematics teachers. Free-text responses contain answers to five questions in each component of the mathematical identity obtained from disseminating questions through google forms. We obtained the results that prospective mathematics teachers generally have a positive mathematical identity, but some components need improvement. However, it was also found that the results were quite surprising concerning the mathematical identity of the prospective mathematics teacher. A complete explanation will be discussed in this article.

Motivation to Learn Mathematics on Different Personality Types

Motivation is one of the aspects that support a person's learning success. A person's motivation level is very likely to differ from one to another. There are differences in learners' characteristics in the classroom learning process. One characteristic difference students process is the difference in personality types, in this case, introvert-extroverted. It is likely to impact a person's learning success. However, research that discusses this still needs to be completed. This study aims to know how high the motivation of mathematics education students who have an introverted personality type, how high the mathematics motivation of mathematics education students who have an extroverted personality is, whether there is a difference in mathematics motivation of mathematics education students based on personality type and whether there is a relationship between mathematical motivation and personality type. A quantitative research design with a purposive random sampling technique in 81 students was used in this study. The data analysis techniques are descriptive statistical data analysis, independent sample t-test, and Pearson correlation with the help of the SPSS 25 program. The results showed that: the motivation of introverted students on high criteria; the motivation of extroverted students on high criteria; there are differences in motivation based on introverted-extroverted personality types; and there is a significant relationship between mathematical motivation and introverted-extroverted personality types. It has implications for lecturers to anticipate problems that potentially arise and play a role in increasing student motivation related to their personality in the teaching and learning process.

THE CRITICAL THINKING ABILITY OF STUDENT WITH LOW PRIOR KNOWLEDGE WHO LEARN USING PROBLEM BASED LEARNING

In the twenty-first century, having an ability for thinking critically is essential. Students, including those with low prior knowledge in mathematics, are expected to have this ability. Therefore, the purpose of this study is to evaluate students' critical thinking abilities when they first start using PBL (Problem Based Learning). This study uses a qualitative approach. The research subjects consisted of two mathematics education students who were repeating lectures. The research instrument consisted of tests of critical thinking skills and interviews. The results obtained are indicators of critical thinking skills that appear well in students with low initial abilities is the interpretation of the indicators. As for the analysis of indicators, applying the solutions obtained, making inferences and concluding the results appear at an unfavorable level. These results indicate that students with low prior knowledge who study using PBL still have a low level of critical thinking.

Pengaruh Mengikuti Program Kampus Mengajar terhadap Minat Menjadi Guru Pada Mahasiswa Pendidikan Matematika Untirta

The declining interest of millennial students and education students to become teachers needs attention. The importance of interest as a motivation for prospective teacher students to become professional teachers is the basis for the need to increase students' interest in becoming teachers. This study aims to determine the effect of the teaching campus program on interest in becoming a teacher and to find out the factors that support and or inhibit interest in becoming a teacher in Untirta Mathematics Education students participating in the teaching campus program. This research is a type of mixed method research using explanatory sequential design. The subjects in this study were Untirta Mathematics Education students participating in the teaching campus program from 1st to 4th year. The results showed that there was a positive influence of the experience of the campus teaching program on the interest in becoming a teacher in Untirta Mathematics Education students as indicated by a positive regression coefficient of 0.561. This means that every time there is an addition of one unit of the teaching campus program experience variable, the value of the interest in becoming a teacher variable increases by 0.561. This interest is supported by the factors of teaching campus program experience, feelings in teaching, attention to the quality of education, ideals, and family environment. Meanwhile, what hinders students in becoming teachers is mostly influenced by factors of professional perceptions and teacher welfare and social friend factors.

Thinking Process of Mathematics Education Students in Problem Solving Proof

This type of research is quantitative research. This study used document analysis, interviews and evidence problem solving task instruments. Qualitative data analysis was carried out interactively. The results of this study are the thinking processes of 2nd semester Mathematics Education students who have high learning achievements. Solving the problem of proof in a direct way, contraposition, and contradiction in the entry phase of the thought process activity obtained is the same, that is, the subject understands the problem by writing down the antecedents as what is known and the consequent as what must be proven. The thinking process of 2nd semester Mathematics Education students who have moderate learning achievements. Solving the problem of proof in a direct way, contraposition, and contradiction in the entry phase of the thought process activity obtained is the same, that is, the subject understands the problem by writing down the antecedents as what is known and the consequence as what must be proven. The thinking process of 2nd semester Mathematics Education students who have low learning achievements. Solving the problem of proof in a direct way, contraposition, and contradiction in the entering phase of the thinking process activity obtained is the same, that is, the subject understands the problem by writing down the antecedents as what is known and the consequent as what must be proven

Exploring the Influential Factors on Students' Mathematical Interest in Schools

This research study aimed to identify and examine the factors that influence the level of interest among high school students in mathematics education. The study explored various factors, including student characteristics, teacher attributes, government involvement, infrastructure challenges, instructional strategies, class size, and concerns related to mathematics. A central high school in Khost was selected as the research site. A random sampling technique was employed to select participants from each class, ensuring representation based on age and gender. The findings revealed that seven factors significantly predicted high school students’ interest in mathematics education. Specifically, the teacher factor, student factor, instructional strategy, math concern, and infrastructure problem positively correlated with the level of interest. At the same time, the class size and government involvement exhibited a negative association. These findings highlight the significance of these factors in shaping students' engagement with mathematics. Based on the results, it is recommended that the government implement regular professional development programs for mathematics teachers to enhance their instructional strategies, enabling them to nurture students' interest in mathematics education effectively.

Students’ Experiences of Tippy Tube Video-assisted Learning during the COVID-19 Lockdown in an Open and Distance Learning Environment

The University of South Africa (Unisa) College of Education (CEDU) set up Tippy Tube as an online educational video channel to engage lecturers around the country. The outbreak of the novel coronavirus (COVID-19), which was declared a global pandemic on 11 March 2020, imposed a lockdown period from February to August 2021. This article reports on a study that explored how the use of Tippy Tube optimised support to first-year mathematics education students at Unisa during the lockdown. Moore’s Transactional Distance Theory (TDT) underpinned the study. The study used a qualitative research design to explore students’ views on whether the Tippy Tube tool had optimised student support in the mathematics education module during the lockdown. The module has five units and five Tippy Tube videos were developed for each unit. Open-ended questionnaires were administered to 100 purposively sampled first-year mathematics education students. Only 21 respondents completed the questionnaires. Thematic analysis was then used to analyse the data from the open-ended questionnaire responses. The findings of the study revealed that Tippy Tube video-assisted learning had benefitted the students in mathematics education. Further, the study findings suggested that lecturers can consider using the Tippy Tube tool to teach students mathematics and other disciplines as they are able to replay the videos for the purpose of clarity if they did not understand the videos during live presentations.

Learning trajectory of non-Euclidean geometry through ethnomathematics learning approaches to improve spatial ability

Non-Euclidean geometry is an abstract subject and difficult to learn, but mandatory for students. The ethnomathematics approach as a learning approach to improve students’ spatial abilities. The aim of this research is to discover new elements of the spatial abilities of non-Euclidean geometry; determine the relationship between spatial abilities for Euclid, Lobachevsky, and Riemann geometry. This study used the micro genetic method with a 2×2 factorial experimental research design. The sample of this research is 100 students of mathematics education. There are three valid and reliable research instruments through expert trials and field trials. Data collection was carried out in two ways, namely tests and observations. Quantitative data were analyzed through ANCOVA, and observational data were analyzed through the percentage of implementation of the learning trajectory stages. The result is that the spatial ability of students who are given the ethnomathematics learning approach is higher than students who are given the conventional learning approach for Lobachevsky geometry material after controlling for the effect of Euclidean geometry spatial ability. Also, the same thing happened for the spatial abilities of Riemann geometry students. The learning trajectory is conveying learning objectives (learning objective); providing ethnomathematics-based visual problems; students do exploration; students make conclusions and summaries of exploration results; and ends with students sharing conclusions/summaries about concepts and principles in geometric systems. It was concluded that learning non-Euclid geometry through learning paths with an ethnomathematics approach had a positive impact on increasing students’ spatial abilities.

RELATIONSHIP BETWEEN STUDENT DIFFERENTIAL AND INTEGRAL CALCULUS LEARNING OUTCOMES TO STUDENT DIFFERENTIAL EQUATIONS LEARNING OUTCOMES

Differential calculus and integral calculus courses are the foundations of mathematics that are important in understanding and applying differential equations. Students can take the Differential Equation course on condition that they have graduated from the Differential Calculus and Integral Calculus courses. This study aims to determine the relationship between the understanding of differential and integral calculus with students' learning outcomes of differential equations. The population in this study were all 2020 Pattimura University Teaching and Teacher Training Faculty Mathematics Education students who had taken differential calculus, integral calculus, and differential equations courses with a total sample of 33 people. The research method used is quantitative research with correlational methods. This study uses multiple regression analysis which has the aim of finding the form and influence between the independent variables and the dependent variable. Data analysis technique using multiple regression test. Based on the results of the data analysis, it was concluded that there was a significant contribution between learning outcomes of differential calculus on learning outcomes of differential equations seen in the relative contribution of learning outcomes of differential calculus on learning outcomes of differential equations based on the calculation results obtained 56.45% while the relative contribution of learning outcomes of integral calculus 43 .54% of the learning outcomes of differential equations. So it shows that there is a big influence between learning outcomes of differential calculus and integral calculus on learning outcomes of differential equation.

Technological tools in teaching and learning in brazilian educational institutions

This study aims to reflect on the technological tools that help teaching and learning published at the Brazilian Meeting of Graduate Students in Mathematics Education (EBRAPEM) between 2017 and 2019. Based on the inclusion criteria, 130 were found articles published at the Meeting, however, when analyzing the exclusion criteria, 29 studies remained to be analyzed. Among the results, it is informed that GeoGebra is the most present tool in the articles, having a great flexibility of use, as it serves age groups from Basic Education to Higher Education. The selected studies address with concern the social differences that impede access to learning tools in schools in all regions of Brazil and draw the attention of teachers who are already in the profession to the need to update and seek to know these technologies that are inevitable in today's world. Finally, the study reveals different acceptances of learning tools in Brazilian regions, with less evidence of use of the tools in the North and Northeast regions of Brazil.