cover
Contact Name
Wahid Yunianto
Contact Email
yunianto_wahid@yahoo.co.id
Phone
+6285643763865
Journal Mail Official
seamej@qitepinmath.org
Editorial Address
SEAMEO Regional Centre for QITEP in Mathematics Jl. Kaliurang Km 6, Sambisari, Condongcatur, Depok, Sleman Yogyakarta, Indonesia
Location
Kab. sleman,
Daerah istimewa yogyakarta
INDONESIA
Southeast Asian Mathematics Education Journal
ISSN : 20894716     EISSN : 27218546     DOI : https://doi.org/10.46517/seamej
Core Subject : Education,
The Journal invites original research articles and not simultaneously submitted to another journal or conference. The whole spectrum of research in mathematics education are welcome, which includes, but is not limited to the following topics: Realistic Mathematics Education Realistic Mathematics Education (RME) is a teaching and learning theory in mathematics education that was first introduced and developed by Freudenthal. There are two important points in RME; mathematics must be connected to reality and mathematics as a human activity. RME is implemented three principles, they are: (1) guided reinvention and progressive mathematizing, (2) didactical phenomenology, and (3) self-developed model. Furthermore, the practice of RME also has its own characteristics, they are: (1) phenomenological exploration or the use of contexts, (2) the use of models or bridging by vertical instruments, (3) the use of students own productions and constructions or students contribution, (4) the interactive character of the teaching process or interactivity, and (5) the intertwining of various learning strands. A paper is eligible to be included in this topic if the paper accommodates these three principles and these five characteristics. Joyful Learning in Mathematics Education The main goal of mathematics education in school is the mathematization of the child’s thought process through joyful learning. Learning should be something joyful because it is a perpetual growth process and self-reflection. Mathematics teachers are expected to develop ideas to motivate students by joyful activities, such as discovering, exploring, constructing, designing, setting strategy, and solving problems that are wrapped in mathematics games, puzzles, and hands-on activities. Integrating ICT in Mathematics Education The advance of information and communication technology (ICT) has been the concern of all human life, including in education. When all students use technology, education must be the first one to utilize it for the sake of effectiveness and attractiveness. The researches (ideas of research) on related topics could be traced to the works of Paul Drijvers, Willem J. Pelgrum, Tjeerd Plomp, Jean-Baptiste Lagrange, Michèle Artigue, Colette Laborde, Luc Trouche, and published books in Springer or other publishers. STEM Education Science, Technology, Engineering, and Mathematics (STEM) has been major topic of discussion in the field of education, due to the most esteemed fields to respond to the demand of 21st century. STEM education will be an important knowledge for teachers to educate future high-quality workforce. STEM education can be implemented in any level of education. The main principle of STEM education is Engineering Design Process (EDP). This principle consists of cyclic process: (1) Identifying problem, (2) Researching the problem, (3) Developing possible solutions, (4) Selecting promising solution, (5) Building the prototype, (6) Evaluating the prototype, (7) Redesigning. The idea research of STEM Education can be explored in Breiner, Harkness, Johnson, and Koehler; Sanders; and Bybee. Lesson Study Lesson Study is a well-known approach originated from Japan for action research in classroom by teachers. It is an effective model for teachers to join their activities to improve their teaching. This approach emphasizes the improvement of students’ mathematical thinking which involves three steps namely Plan-Do-See. The research (ideas of research) on related topics could be traced to the works of Fernandez and Yoshida, Lewis and Wang-Iverson and Yoshida. Teacher-made Mathematics Teaching Aids Students at times struggle with mathematics due to the abstract concepts involved. To help address this issue teachers can use physical objects, such as teaching aids, to make the concepts more relatable and understandable. It also provides opportunity for students to understand and internalize basic mathematial concepts through concrete objects and situations. A paper is eligible for this topic if it comprehensively explains the mathematics teaching aid made by the teachers and the learning opportunities offered to the students. Clinical Supervision Having strong educational leadership is known to be a major factor in improving student learning. By providing vision and development opportunities, educational leaders can help facilitate the conditions necessary for teachers to perform at their best. A good supervision involves activities that aids, directs and informs teachers of what should be done or have been done and not merely finding faults in the teachers’ teaching. A paper is eligible for inclusion in the clinical supervision if it provides a comprehensive description and analysis of every stage in the supervision process Differentiated Instruction Differentiated instruction is a teaching theory based on the premise that instructional approaches should vary and be adapted in relation to individual and diverse students in classrooms. Many classes consisting of students with diverse learning abilities require a teacher capable of designing teaching strategies that accommodate all learning styles. Therefore, the scope of differentiated instruction is an important part of the focus and scope of the journal. Teacher Professional Development Teacher professional development is defined as activities that develop an teacher’s skills, knowledge, expertise and other characteristics. The definition recognizes that development can be provided in many ways, ranging from the formal to the informal. It can be made available through external expertise in the form of courses, workshops or formal qualification programs, through collaboration between schools or teachers across schools (e.g. observational visits to other schools or teacher networks) or within the schools in which teachers work. In this last case, development can be provided through coaching/mentoring, collaborative planning and teaching, and the sharing of good practices. Classroom Action Research Classroom action research is a reflective process which helps teachers to explore and examine aspects of teaching and learning and to take action to change and improve. It begins with a question or questions about classroom experiences, issues, or challenges. Generally, classroom action research is consisting of 4 steps, namely, planning, action, observation, and reflection. Authors could submit their work, with a comprehensive description and analysis of every step.
Articles 7 Documents
Search results for , issue "Vol 2, No 1 (2012)" : 7 Documents clear
TRANSITION FROM PRIMARY TO SECONDARY SCHOOL MATHEMATICS: STUDENTS’ PERCEPTIONS Attard, Catherine
Southeast Asian Mathematics Education Journal Vol 2, No 1 (2012)
Publisher : SEAMEO Regional Centre for QITEP in Mathematics

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (61.685 KB) | DOI: 10.46517/seamej.v2i1.16

Abstract

During a longitudinal case study on engagement in Australian middle school years mathematics, 20 students in their first year of secondary school in Western Sydney, New South Wales, were asked about their experiences of the transition to secondary school in relation to their experiences of mathematics teaching and learning. Changes and disruptions in teacher-student relationships were a major cause of concern. This was due to fewer opportunities for teacher-student interactions and a heavy usage of computer-based mathematics lessons during the first months of secondary school. Findings indicate that a strong pedagogical relationship is a critical foundation for sustained engagement in mathematics during the middle years.
BIBLIOTHERAPY: A FRAMEWORK FOR UNDERSTANDING PRE-SERVICE PRIMARY TEACHERS’ AFFECTIVE RESPONSES TO LEARNING AND TEACHING MATHEMATICS Wilson, Sue; Thornton, Steve
Southeast Asian Mathematics Education Journal Vol 2, No 1 (2012)
Publisher : SEAMEO Regional Centre for QITEP in Mathematics

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (86.627 KB) | DOI: 10.46517/seamej.v2i1.17

Abstract

This paper advocates bibliotherapy as a powerful tool through which teacher educators can analyze and interpret the affective responses of pre-service primary teachers. Pre-service teachers analyzed readings about school students? learning, and reflected on and reconstructed their understanding of their own school experiences. This process facilitated a meta-affective change that enabled the pre-service teachers to reconsider their assessment of their capacity to learn and understand mathematics. We describe this change using the stages of bibliotherapy. This change enabled the pre-service teachers to approach their future teaching of mathematics with greater enthusiasm, and empowered them to construct positive projective identities.
INTRODUCING COMPUTER ADAPTIVE TESTING TO A COHORT OF MATHEMATICS TEACHERS: THE CASE OF CONCERTO Shanmugam, S. Kanageswari Suppiah; Kin, Leong Chee
Southeast Asian Mathematics Education Journal Vol 2, No 1 (2012)
Publisher : SEAMEO Regional Centre for QITEP in Mathematics

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (142.033 KB) | DOI: 10.46517/seamej.v2i1.18

Abstract

This article describes a study that explores on-line assessment, with the objectives to identify features that support or impede the usability of Concerto, an on-line adaptive testing software that was developed by the Psychometrics Centre of the University of Cambridge. We report on the analysis of data collected during a one-month in-service programme organised for secondary teachers and teacher educators from the Southeast Asian Minister of Education Organisation (SEAMEO) region. The study identifies the challenges the participants encountered during a one-day workshop and evaluates thedifficulties of adopting Concerto to create a simple and an adaptive on-line mathematics test. While the small study limits the possibility of applicability for other samples, yet the findings of the study illustrate the complexity of using the Concerto?s features and the commonly occurring difficulties, providing the basis for the development of some new workshop materials that will contribute to the improvement of introductory Concerto workshops that will be conducted in the future.
WHAT DOES BRAIN RESEARCH SAY ABOUT TEACHING AND LEARNING MATHEMATICS? White, Allan Leslie
Southeast Asian Mathematics Education Journal Vol 2, No 1 (2012)
Publisher : SEAMEO Regional Centre for QITEP in Mathematics

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (149.422 KB) | DOI: 10.46517/seamej.v2i1.19

Abstract

Brain research has shaken our ideas of the structure of the brain and how the brain works. Gone are the ancient ideas of comparing the brain to a machine. Neuroplasticity describes the remarkable ways in which the brain adapts and transforms itself as a result of a change in stimuli. Cognitive exercises have been designed and trialled that improve memory, problem solving abilities, and language skills in aged subjects and in children, as well as reversing the aging process by twenty to thirty years in some adults. Since the decline of behaviourism as a major theoretical influence upon mathematics education, there have been a number of learning theories emphasising thinking and the influences of the social and cultural contexts. Although, brain research is in its infancy, the question arises as to what does brain research add to mathematics teaching and learning in addressing student needs and developing their potential?
AN EXPERIENCED CHINESE TEACHER’S STRATEGIES IN TEACHING MATHEMATICS: TRANSLATION OF QUADRATIC FUNCTIONS Huang, Xingfeng; Yang, Jinglei; Tang, Bingxing; Gong, Lingmei; Tian, Zhong
Southeast Asian Mathematics Education Journal Vol 2, No 1 (2012)
Publisher : SEAMEO Regional Centre for QITEP in Mathematics

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (106.464 KB) | DOI: 10.46517/seamej.v2i1.14

Abstract

The study selected the topic of translation of quadratic functions. In order to explore some effective instructional strategies to help students understand this topic, an experienced teacher was chosen for a case study. Based on lesson observation and semi-structure interviews, this study found that the teacher employed various strategies to facilitate students understanding of translations of quadratic functions.
EXPLORING STUDENT PERCEPTIONS ON TEACHER-STUDENTS INTERACTION AND CLASSROOMS LEARNING ENVIRONMENTS IN INDONESIAN MATHEMATICS CLASSROOMS Karnasih, Ida; Wahyudi, Wahyudi
Southeast Asian Mathematics Education Journal Vol 2, No 1 (2012)
Publisher : SEAMEO Regional Centre for QITEP in Mathematics

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (333.68 KB) | DOI: 10.46517/seamej.v2i1.20

Abstract

Research studies in education that focus on classrooms and school-level learningenvironments have escalated and produced promising findings that lead to enhancement of the teaching and learning process. The present study reports on the research findings on associations between students? perceptions of their teacher interaction, classroom learning environment and students? outcomes. A sample of 946 students from 43 classes in Indonesia schools completed a survey including the Questionnaire on Teacher Interaction (QTI), What is Happening in This Class (WIHIC) and a scale relating to their attitude towards mathematics classes. Statistical analysis shows that the reliability and validity ofthe WIHIC and the QTI were confirmed. Cronbach alpha coefficients ranged from 0.66 to 0.85 and from 0.62 to 0.92 for the actual and preferred versions of the Indonesian version QTI, respectively. For the Indonesian version of WIHIC, Cronbach alpha coefficients of seven scales ranged from 0.80 to 0.91 for actual version, and from 0.78 to 0.92 preferred versions. The relationships of classroom environment and interpersonal teacher behaviour with students' attitudinal outcome were identified. Finally, suggestions on the use of the two instruments for teacher professional development were offered.
TEACHING FOR ABSTRACTION: TEACHER LEARNING White, Paul; Wilson, Sue; Mitchelmore, Michael
Southeast Asian Mathematics Education Journal Vol 2, No 1 (2012)
Publisher : SEAMEO Regional Centre for QITEP in Mathematics

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (415.959 KB) | DOI: 10.46517/seamej.v2i1.15

Abstract

Working collaboratively with the researchers, a small team of teachers developed and taught two Grade 6 mathematics lessons based on the Teaching for Abstraction model (White & Mitchelmore, 2010). This paper reports how one teacher learned about the model and implemented it in practice. It was found that she assimilated several key features of the model, such as starting with several embodiments of the target concept and guiding students to look for similarities between them. However, it was more difficult for her to help students abstract and reify the target concept and link it to other mathematical concepts. It was concluded that teachers also need to abstract Teaching for Abstraction, and need more embodiments of it before they can reify and implement an effective model.

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