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Siswono, Tatag Yuli Eko; Hartono, Sugi; Kohar, Ahmad Wachidul – Journal on Mathematics Education, 2020

The emerging of formal mathematical proof is an essential component in advanced undergraduate mathematics courses. Several colleges have transformed mathematics courses by facilitating undergraduate students to understand formal mathematical language and axiomatic structure. Nevertheless, college students face difficulties when they transition to…

Descriptors: Preservice Teachers, Undergraduate Students, Late Adolescents, Preferences

Prahmana, Rully Charitas Indra; D'Ambrosio, Ubiratan – Journal on Mathematics Education, 2020

In general, many people still view mathematics as a subject that is far from reality and culture in everyday life. Historically, in fact, mathematics is very close to daily life and was developed by humans in response to the surrounding phenomena. Indonesia has diverse cultures, including in Yogyakarta. This culture can be used to explore…

Descriptors: Foreign Countries, Mathematics Instruction, Geometry, Relevance (Education)

Muslimin; Putri, Ratu Ilma Indra; Zulkardi; Aisyah, Nyimas – Journal on Mathematics Education, 2020

Mathematical learning not only produces students who succeed in mathematical and procedural calculations but also develops religious thinking. Realistic mathematics education with the context of Islamic values makes students can imagine, which is one of the right ways to develop the skills of students' creativity, collaboration, and communication.…

Descriptors: Mathematics Instruction, Islam, Social Values, Religious Factors

Podkhodova, Nataliya; Snegurova, Viktoria; Stefanova, Natalia; Triapitsyna, Alla; Pisareva, Svetlana – Journal on Mathematics Education, 2020

Development of students' mathematical skills is associated with quality teaching, which means that mathematics teachers should be able to successfully solve mathematical, teaching, and professional problems. The article aims to describe the assessment system of mathematics school teachers' professional competence, which helps identify gaps in…

Descriptors: Mathematics Teachers, Elementary School Teachers, Secondary School Teachers, Teacher Competencies

Lasa, Aitzol; Abaurrea, Jaione; Iribas, Haritz – Journal on Mathematics Education, 2020

In this paper, a number of STEM educational proposals are systematically analyzed from the lens of mathematics education. An extensive innovation project was implemented during the 2019/2020 academic year in a pilot study carried out in Schools and Teacher Training Programs in Navarre (Spain), comprising a bibliographical and source analysis as a…

Descriptors: Mathematics Curriculum, STEM Education, Foreign Countries, Elementary Secondary Education

Hidayah, Miftahul; Forgasz, Helen – Journal on Mathematics Education, 2020

This study examined the type of mathematical tasks in two Australian and two Indonesian mathematics textbooks for 7th-grade students. The quantitative data were collected from the coding results of the tasks in the textbooks. The tasks were coded based on six categories: the presentation forms, the cognitive requirements, the contextual features,…

Descriptors: Mathematics Materials, Mathematics Curriculum, Textbooks, Textbook Content

Reit, Xenia-Rosemarie; Schäfer, Marc – Journal on Mathematics Education, 2020

It remains a challenge for teachers to integrate modeling tasks in everyday mathematics classes. Many studies have been conducted that show the difficulties faced by teachers. One of the challenging aspects in this regard is that of assessment. In the present study, a connection between structures of learners' solution strategies and cognitive…

Descriptors: Teaching Methods, Mathematics Instruction, Mathematical Models, Problem Solving

Zulkardi; Meryansumayeka; Putri, Ratu Ilma Indra; Alwi, Zahra; Nusantara, Duano Sapta; Ambarita, Sahala Martua; Maharani, Yulianita; Puspitasari, Linda – Journal on Mathematics Education, 2020

School students can use a sequence of contextual tasks to learn mathematics. We can use COVID-19 as a phenomenon or context to exploit in learning mathematics. This article describes how students learn with mathematical problems that adapted PISA tasks and used the COVID-19 context. This study involved 29 secondary-level students, 15 years old,…

Descriptors: Mathematics Instruction, Teaching Methods, COVID-19, Pandemics

Setiawan, Yayan Eryk; Purwanto; Parta, I. Nengah; Sisworo – Journal on Mathematics Education, 2020

Linear pattern is the primary material in learning number patterns in junior high schools, but there are still many students who fail to generalize the linear pattern. The students' failure in generalizing the pattern occurred when the students ended to view the problems globally without breaking them into the constructors' components such as the…

Descriptors: Cognitive Style, Mathematical Concepts, Thinking Skills, Concept Formation

Yilmaz, Rezan – Journal on Mathematics Education, 2020

Realistic Mathematics Education (RME) is based on the idea that mathematics is a human activity; and its main principle is to ensure the transition from informal knowledge to formal knowledge through contextual problems. This study aims at revealing how RME is configured in the minds of prospective mathematics teachers and their cognitive…

Descriptors: Preservice Teachers, Mathematics Teachers, Mathematics Education, Student Attitudes

Apsari, Ratih Ayu; Putri, Ratu Ilma Indra; Sariyasa; Abels, Mieke; Prayitno, Sudi – Journal on Mathematics Education, 2020

The present study is a part of design research in local instructional theory in a pre-algebraic lesson using the Realistic Mathematics Education (RME) approach. The article will focus on recommendations for the type of pre-algebra class that supports elementary school students' algebraic thinking. As design research study, it followed the three…

Descriptors: Elementary School Students, Elementary School Mathematics, Grade 5, Geometry

Sari, Puspita; Hajizah, Mimi Nur; Purwanto, Swida – Journal on Mathematics Education, 2020

The number line and the neutralization model have been used very extensively in teaching integer additions and subtractions for decades. Despite their advantages, issues concerning subtractions on these models are still debatable. Therefore, the neutralization on an empty number line (NNL) model is proposed in this research to help students better…

Descriptors: Mathematics Instruction, Numbers, Subtraction, Addition

Rosli, Roslinda; Goldsby, Dianne; Onwuegbuzie, Anthony J.; Capraro, Mary Margaret; Capraro, Robert M.; Gonzalez, Elsa Gonzalez Y. – Journal on Mathematics Education, 2020

Previous research has shown knowledge, perceptions, and attitudes are essential factors during mathematics classroom instruction. The current study examined the effects of a 3-week fraction instructional unit using concrete models, problem-solving, and problem-posing to improve elementary preservice teachers' knowledge, perceptions and attitudes…

Descriptors: Preservice Teachers, Student Attitudes, Knowledge Level, Fractions

Suryaningrum, Christine Wulandari; Purwanto; Subanji; Susanto, Hery; Ningtyas, Yoga Dwi Windy Kusuma; Irfan, Muhammad – Journal on Mathematics Education, 2020

Semiotics is simply defined as the sign-using to represent a mathematical concept in a problem-solving. Semiotic reasoning of constructing concept is a process of drawing a conclusion based on object, representamen (sign), and interpretant. This paper aims to describe the phases of semiotic reasoning of elementary students in constructing the…

Descriptors: Semiotics, Abstract Reasoning, Geometric Concepts, Concept Formation

Risdiyanti, Irma; Prahmana, Rully Charitas Indra – Journal on Mathematics Education, 2020

In recent years, several researchers have tried to use stories and games as a starting point for learning mathematics. This is allegedly able to increase students' mathematical abilities and make learning mathematics more enjoyable. Therefore, this research is aimed to design a mathematics learning trajectory in pattern number using…

Descriptors: Mathematics Instruction, Teaching Methods, Instructional Design, Learning Processes