Jehad Alzabut


In this research, I provide an overview of potentially selected interactive mathematical instructions that help learners-educators identifying the most effective practices for teaching a course on differential equations. Based on my practical experience, positive and negative aspects of the used techniques are discussed. Immediate reactions on the disadvantages of the implementation of these different instructions have been successfully demonstrated throughout the practices. I conduct a survey in form of a questionnaire asking the learners about their opinions in this experience from which conclusion and recommendation are drawn and proposed to use in the process of teaching and learning next semesters.

DOI: http://dx.doi.org/10.22342/jme.8.2.4139.133-144


Interactive Mathematical Instructions, Teaching Differential Equations, Traditional Approach versus Different Mathematical Instructions


Ale, S.O. (1981). Difficulties facing mathematics teachers in developing countries: A case study of Nigeria. Educational Studies in Mathematics, 12(4), 497-489.

Anthony, G., & Walshaw, M. (2009). Characteristics of Effective Teaching of Mathematics: A View from the West. Journal of Mathematics Education, 2(2), 147-164.

Diab, M.B., & Abdel, M.K. (2016). The effect of using flipped classroom instruction on students’ achievement in the new 2016 scholastic assessment test mathematics skills in the United Arab Emirates. Published Theses. United Arab Emirates University.

Edo, S.I., Hartono, Y., & Putri, R.I.I. (2013). Investigating Secondary School Students’ Difficulties in Modeling Problems PISA-Model Level 5 And 6. Journal on Mathematics Education, 4(1), 41-58.

Ferguson, K. (2006). Inquiry Based Mathematics Instruction versus Traditional Mathematics Instruction: The Effect on Student Understanding and Comprehension in an Eighth Grade Pre-Algebra Classroom. Published Thesis. B.A. Middle Childhood Education, Cedarville University.

Gamble, D.V. (2011). The Impact of Differentiation versus Traditional Instruction on Math Achievements and Student Attitudes. Published Dissertation. Walden University.

Hannah, R. (2013). The Effect of Classroom Environment on Student Learning. Honors Theses. Western Michigan University.

Loveland, L.J. (2014). Traditional Lecture versus An Activity Approach for Teaching Statistics: A Comparison of Outcomes for Teaching. Published Dissertation. Utah State University.

Prahmana, R.C.I., & Kusumah, Y.S. (2016). The Hypothetical Learning Trajectory on Research in Mathematics Education using Research-Based Learning. Pedagogika, 123(3), 42-54.

Saadati, F., Tarmizi A.R., & Ayub, M.F.A. (2014). Utilization of Information and Communication Technologies in Mathematics Learning. Journal on Mathematics Education, 5(2), 138-147.

Sarma, M., & Ahmed, M. (2013). A Study on the Difficulty of Teaching and Learning Mathematics in Under Graduate Level with Special Reference to Guwahati City. International Journal of Soft Computing and Engineering, 3(1), 2231-2307.

Stone, M.T., & Perumean-Chaney, S. (2011). The Benefits of Online Teaching for Traditional Classroom Pedagogy: A Case Study for Improving Face-to-Face Instruction. MERLOT Journal of Online Learning and Teaching, 7(3), 393-400.

Truxaw, M.P., & Rojas, E.D. (2014). Challenges and Affordances of Learning Mathematics in a Second Language. Journal of Urban Mathematics Education, 7(2), 21–30.

Widjaja, W. (2013). The Use of Contextual Problems to Support Mathematical Learning. Journal on Mathematics Education, 4(2), 151-159.

Zill, D.G. (2013). A First Course in Differential Equations with Modeling Applications. Brooks/Cole.

Full Text: PDF


  • There are currently no refbacks.

Journal on Mathematics Education
Program S3 Pendidikan Matematika FKIP Universitas Sriwijaya
Kampus FKIP Bukit Besar
Jl. Srijaya Negara, Bukit Besar
Palembang - 30139
email: rully.jme@gmail.com

Creative Commons License
Journal on Mathematics Education by http://ejournal.unsri.ac.id/index.php/jme is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
p-ISSN: 2087-8885 e-ISSN: 2407-0610

hits counter
View My Stats