Contact Name
Wahid Yunianto
Contact Email
Journal Mail Official
Editorial Address
SEAMEO Regional Centre for QITEP in Mathematics Jl. Kaliurang Km 6, Sambisari, Condongcatur, Depok, Sleman Yogyakarta, Indonesia
Kab. sleman,
Daerah istimewa yogyakarta
Southeast Asian Mathematics Education Journal
ISSN : 20894716     EISSN : 27218546     DOI :
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 5 Documents
Search results for , issue "Vol 3, No 1 (2013)" : 5 Documents clear
Southeast Asian Mathematics Education Journal Vol 3, No 1 (2013)
Publisher : SEAMEO Regional Centre for QITEP in Mathematics

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (459.4 KB) | DOI: 10.46517/seamej.v3i1.21


This paper arises from the author experiences over the last eight years with regards to investigating how the Internet could be used as a tool for mathematics learning, mathematics teaching as well as for professional development. This paper illustrates three main categories of the potential of the Internet for learning: the Internet for information, the Internet for communication, the Internet for collaboration, followed by a description on how the use of the Internet could make learning mathematics interesting and meaningfully. Lastly, through the use of a case study and my experiences working with group of students using the Internet, I argue that the success of integrating the Internet into mathematics teaching and learning depends very much on teachers? knowledge and their philosophical beliefs about learning and teaching, learners, mathematics, and technology.
Southeast Asian Mathematics Education Journal Vol 3, No 1 (2013)
Publisher : SEAMEO Regional Centre for QITEP in Mathematics

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (142.744 KB) | DOI: 10.46517/seamej.v3i1.22


A new issue in education in Indonesia is the change of curriculum in 2013. This paper presents what are the changes in content, media, method, and evaluation of mathematics subject at the school levels. As informed by the minister of education and culture in the national newspaper, the changes in the primary school mathematics will connect and integrate with science. This might increase the understanding of students in both the concept of mathematics and the application of mathematics in their daily lives that is also related to science. Hence, mathematics teachers need a way to design meaningful learning materials to integrate the two subjects. It is called thematic-integrated approach or one intertwined among strands or subjects. This article will discuss these both approaches. The former is mentioned in the new curriculum while the latter is one of five characteristics of Indonesian Realistic Mathematics Education (PMRI). Then the current development of PMRI after 12 years of implementation and dissemination in Indonesia will be discussed. During this discussion it will reveal how to design and implement joyful and meaningful mathematics learning materials by using the Indonesia context or culture.
Southeast Asian Mathematics Education Journal Vol 3, No 1 (2013)
Publisher : SEAMEO Regional Centre for QITEP in Mathematics

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (177.196 KB) | DOI: 10.46517/seamej.v3i1.23


In this keynote we will examine and participate in mathematics teaching and learning practices that contribute to strong learning focussed relationships and enjoyment of mathematics learning. Pedagogies, learning experiences, and caring teacher behaviours that include and extend beyond traditional mathematics teaching practices will be presented as examples of how academic relationships can be fostered towards all students making strong mathematics learning gains. The use of contexts that students find realistic, meaningful, and engaging will be discussed. A culturally responsive mathematics education model that encompasses cognitive, social, physical, and spiritual dimensions will be used to consider themes from the keynote session. Examples of research-practice links will be discussed.
Southeast Asian Mathematics Education Journal Vol 3, No 1 (2013)
Publisher : SEAMEO Regional Centre for QITEP in Mathematics

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (193.227 KB) | DOI: 10.46517/seamej.v3i1.24


Robotics is taught in many Australian ICT classrooms, in both primary and secondary schools. Robotics activities, including those developed using the LEGO Mindstorms NXT technology, are mathematics-rich and provide a fertile ground for learners to develop and extend their mathematical thinking. However, this context for learning mathematics is often under-exploited. In this paper a variant of the model construction sequence (Lesh, Cramer, Doerr, Post, & Zawojewski, 2003) is proposed, with the purpose of explicitly integrating robotics and mathematics teaching and learning. Lesh et al.?s model construction sequence and the model eliciting activities it embeds were initially researched in primary mathematics classrooms and more recently in university engineering courses. The model construction sequence involves learners working collaboratively upon product-focussed tasks, through which they develop and expose their conceptual understanding. The integrating model proposed in this paper has been used to design and analyse a sequence ofactivities in an Australian Year 4 classroom. In that sequence more traditional classroom learning was complemented by the programming of LEGO-based robots to ?act out? the addition and subtraction of simple fractions (tenths) on a number-line. The framework was found to be useful for planning the sequence of learning and, more importantly, provided the participating teacher with the ability to critically reflect upon robotics technology as a tool to scaffold the learning of mathematics.
Southeast Asian Mathematics Education Journal Vol 3, No 1 (2013)
Publisher : SEAMEO Regional Centre for QITEP in Mathematics

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (152.484 KB) | DOI: 10.46517/seamej.v3i1.25


This paper will dip into the wonderfully rich, internationally flavoured, mathematics education research smorgasbord. In more recent times the focus has concentrated upon the cook (the teacher) and the skills needed (pedagogical knowledge) to produce delightfully pleasing brain food to nourish the growth of students. However, if this focus ignores the other essential ingredients (context, students, parents, and policies) then the results do not meet expectations. These expectations are also many and varied and include academic standards and achievement, engagement and deep understanding, exciting and enjoyable teaching and learning, relevant and meaningful learning, and the development of thinking and reasoning skills. Mathematics education research is a source of many recipes for success, and where the various countries provide their own cultural flavours. This paper will attempt to provide a taste of a range of samples drawn from research in order to satisfy an assortment of expectations while providing food for further thought.

Page 1 of 1 | Total Record : 5