Journal on Mathematics Education
https://ejournal.unsri.ac.id/index.php/jme
<hr /><table class="data" width="100%" bgcolor="#f0f0f0"><tbody><tr valign="top"><td width="30%">Journal title</td><td width="70%"><strong>Journal on Mathematics Education</strong></td></tr><tr valign="top"><td width="30%">Initials</td><td width="70%"><strong>JME</strong></td></tr><tr valign="top"><td width="30%">Abbreviation</td><td width="70%"><strong>J. Math. Educ.</strong></td></tr><tr valign="top"><td width="30%">Frequency</td><td width="70%"><strong>3 issues per year</strong></td></tr><tr valign="top"><td width="30%">DOI</td><td width="70%"><strong>prefix <a title="Crossref" href="https://search.crossref.org/?q=2087-8885" target="_blank">10.22342</a> </strong>by <img src="http://ijain.org/public/site/images/apranolo/Crossref_Logo_Stacked_RGB_SMALL.png" alt="" height="14" /><strong> <br /></strong></td></tr><tr valign="top"><td width="30%">Print ISSN</td><td width="70%"><strong><a href="http://u.lipi.go.id/1294239555" target="_blank">2087-8885</a></strong></td></tr><tr valign="top"><td width="30%">Online ISSN</td><td width="70%"><strong><a href="http://u.lipi.go.id/1411447927" target="_blank">2407-0610</a></strong></td></tr><tr valign="top"><td width="30%">Editor-in-chief</td><td width="70%"><a title="Zulkardi" href="https://www.scopus.com/authid/detail.uri?authorId=55808334900" target="_blank"><strong>Prof. Dr. Zulkardi, M.IKomp., M.Sc.</strong></a></td></tr><tr valign="top"><td width="30%">Publisher</td><td width="70%"><strong><a href="https://unsri.ac.id/" target="_blank">Universitas Sriwijaya</a> in collaboration with <a title="IndoMS" href="https://indoms.org/" target="_blank">Indonesian Mathematical Society (IndoMS</a>) </strong></td></tr><tr valign="top"><td width="30%">Citation Analysis</td><td width="70%"><strong><a title="Scopus" href="https://www.scopus.com/sourceid/21100898027?origin=recordpage" target="_blank">Scopus</a> | <a title="Sinta" href="http://sinta2.ristekdikti.go.id/journals/detail?id=2113" target="_blank">Sinta</a></strong><strong> | </strong><strong><a title="Google Scholar" href="http://scholar.google.com/citations?user=NzBt2w0AAAAJ&hl=en" target="_blank">Google Scholar</a> | <a title="MAS" href="https://academic.microsoft.com/journal/2764632379" target="_blank">Microsoft Academic Search</a></strong></td></tr></tbody></table><hr />Department of Doctoral Program on Mathematics Education, Sriwijaya Universityen-USJournal on Mathematics Education2087-8885<p><span>Authors who publish with the <strong>Journal on Mathematics Education (JME)</strong></span><span> agree to the following terms:</span></p><ol><li>Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under <a href="https://creativecommons.org/licenses/by/4.0/" target="_blank">a Creative Commons Attribution License</a> (CC-BY) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.</li><li>Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.</li><li>Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.</li></ol><p><em>(This policy statement has been updated on August 30, 2021) </em></p>THE JOURNEY OF JOURNAL ON MATHEMATICS EDUCATION: FROM LOCAL TO GLOBAL
https://ejournal.unsri.ac.id/index.php/jme/article/view/15001
<span lang="EN-US">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.</span>Zulkardi ZulkardiRully Charitas Indra Prahmana
Copyright (c) 2021 Journal on Mathematics Education
https://creativecommons.org/licenses/by/4.0
2021-08-092021-08-0912338941010.22342/jme.12.3.15001.389-410CULTURAL HISTORICAL ANALYSIS OF IRANIAN SCHOOL MATHEMATICS CURRICULUM: THE ROLE OF COMPUTATIONAL THINKING
https://ejournal.unsri.ac.id/index.php/jme/article/view/14296
<p><span lang="EN-US">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.</span></p>Abolfazl RafiepourDanyal Farsani
Copyright (c) 2021 Journal on Mathematics Education
https://creativecommons.org/licenses/by/4.0
2021-08-102021-08-1012341142610.22342/jme.12.3.14296.411-426EXPLORING FIRST YEAR UNIVERSITY STUDENTS’ STATISTICAL LITERACY: A CASE ON DESCRIBING AND VISUALIZING DATA
https://ejournal.unsri.ac.id/index.php/jme/article/view/13202
<p><span lang="EN-US">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.</span></p>Ezra Putranda SetiawanHeru Sukoco
Copyright (c) 2021 Journal on Mathematics Education
https://creativecommons.org/licenses/by/4.0
2021-09-042021-09-0412342744810.22342/jme.12.3.13202.427-448MOTIVATION AND MATHEMATICS ACHIEVEMENT: A VIETNAMESE CASE STUDY
https://ejournal.unsri.ac.id/index.php/jme/article/view/14274
<span lang="EN-AU">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.</span>Lap Thi TranTuan Son Nguyen
Copyright (c) 2021 Journal on Mathematics Education
https://creativecommons.org/licenses/by/4.0
2021-09-132021-09-1312344946810.22342/jme.12.3.14274.449-468TURKISH PRE-SERVICE MATHEMATICS TEACHERS’ BELIEFS IN MULTIPLICATION
https://ejournal.unsri.ac.id/index.php/jme/article/view/14440
<p><span lang="EN-US">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.</span></p>Ifada NovikasariYüksel Dede
Copyright (c) 2021 Journal on Mathematics Education
https://creativecommons.org/licenses/by/4.0
2021-09-172021-09-1712346948610.22342/jme.12.3.14440.469-486COUNTEREXAMPLES: CHALLENGES FACED BY ELEMENTARY STUDENTS WHEN TESTING A CONJECTURE ABOUT THE RELATIONSHIP BETWEEN PERIMETER AND AREA
https://ejournal.unsri.ac.id/index.php/jme/article/view/14526
<span lang="EN-US">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.</span>Wanty WidjajaColleen Vale
Copyright (c) 2021 Journal on Mathematics Education
https://creativecommons.org/licenses/by/4.0
2021-09-042021-09-0412348750610.22342/jme.12.3.14526.487-506STUDENTS’ GROWING UNDERSTANDING IN SOLVING MATHEMATICS PROBLEMS BASED ON GENDER: ELABORATING FOLDING BACK
https://ejournal.unsri.ac.id/index.php/jme/article/view/14267
<p><span lang="EN-US">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.</span></p>Patmaniar PatmaniarSiti Maghfirotun AminRaden Sulaiman
Copyright (c) 2021 Journal on Mathematics Education
https://creativecommons.org/licenses/by/4.0
2021-09-202021-09-2012350753010.22342/jme.12.3.14267.507-530EXPLORING THE IMPLEMENTATION OF AN INTERVENTION FOR A PUPIL WITH MATHEMATICAL LEARNING DIFFICULTIES: A CASE STUDY
https://ejournal.unsri.ac.id/index.php/jme/article/view/14473
<p><span lang="EN-US">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.</span></p>Kin Eng ChinSai Hoe Fu
Copyright (c) 2021 Journal on Mathematics Education
https://creativecommons.org/licenses/by/4.0
2021-10-212021-10-2112353154610.22342/jme.12.3.14473.531-546MATHEMATICS ANXIETY AND ITS EFFECTS ON ENGINEERING STUDENTS’ PERFORMANCE DURING THE COVID 19 PANDEMIC
https://ejournal.unsri.ac.id/index.php/jme/article/view/13205
<p><span lang="EN-US">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.</span></p>Derling Jose Mendoza VelazcoElizeth Mayrene Flores HinostrozaMagda Francisca Cejas MartínezEdith Josefina Liccione
Copyright (c) 2021 Journal on Mathematics Education
https://creativecommons.org/licenses/by/4.0
2021-12-172021-12-1712354756210.22342/jme.12.3.13205.547-562A PRAXEOLOGICAL ANALYSIS OF PRE-SERVICE ELEMENTARY TEACHER-DESIGNED MATHEMATICS COMICS
https://ejournal.unsri.ac.id/index.php/jme/article/view/14143
<span lang="EN-US">Mathematical and didactic knowledge presented in </span><span lang="EN-US">mathematics </span><span lang="EN-US">textbooks and other resources,</span><span lang="EN-US"> like</span><span lang="EN-US"> mathematics comics (MCs), </span><span lang="EN-US">needs to</span><span lang="EN-US"> be evaluated from a lens of appropriate theoretical framework in </span><span lang="EN-US">mathematics </span><span lang="EN-US">education before it can be used as a medium </span><span lang="EN-US">for</span><span lang="EN-US"> teaching and learning mathematics</span><span lang="EN-US">.</span><span lang="EN-US">Therefore, this study investigates mathematical and didactic competencies </span><span lang="EN-US">that were </span><span lang="EN-US">reflected in MCs designed by pre-service elementary teachers. The framework for </span><span lang="EN-US">analysing</span><span lang="EN-US"> mathematical knowledge embedded in </span><span lang="EN-US">these</span><span lang="EN-US"> MCs is based on the Anthropological Theory of the Didactic, specifically a praxeology. </span><span lang="EN-US">This</span><span lang="EN-US"> study </span><span lang="EN-US">utilized</span><span lang="EN-US"> a content analysis technique within a qualitative approach. Thirteen MCs </span><span lang="EN-US">were analysed </span><span lang="EN-US">using a praxeological analysis; the type of task and techniques (praxis block) </span><span lang="EN-US">as well as</span><span lang="EN-US"> the possible technology and theory (logos block). The </span><span lang="EN-US">findings demonstrate that</span><span lang="EN-US"> the mathematical praxeologies embedded in MCs belong to five mathematical domains</span><span lang="EN-US">, namely</span><span lang="EN-US"> numbers and operations; number theory; fractions, decimals, and percentages; ratio and proportion; </span><span lang="EN-US">as well as</span><span lang="EN-US"> measurement. </span><span lang="EN-US">Additionally</span><span lang="EN-US">, the analysis </span><span lang="EN-US">revealed that</span><span lang="EN-US"> seven of </span><span lang="EN-US">these MCs</span><span lang="EN-US"> were related to a single domain, </span><span lang="EN-US">while</span><span lang="EN-US"> the others </span><span lang="EN-US">belong</span><span lang="EN-US"> to two or three mathematical domains. Concerning the </span><span lang="EN-US">mathematical </span><span lang="EN-US">praxeologies, most of </span><span lang="EN-US">MCs</span><span lang="EN-US"> focus on presenting the practical blocks, the type of task </span><span lang="EN-US">and the</span><span lang="EN-US"> techniques, </span><span lang="EN-US">while</span><span lang="EN-US"> only a few could provide the theoretical lens to justify the practical blocks.</span>Zetra Hainul PutraDahnilsyah DahnilsyahAyman Aljarrah
Copyright (c) 2021 Journal on Mathematics Education
https://creativecommons.org/licenses/by/4.0
2021-12-172021-12-1712356358010.22342/jme.12.3.14143.563-580