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 6 Documents
Search results for , issue "Vol 5, No 1 (2015)" : 6 Documents clear
THE HYPOTHETICAL LEARNING TRAJECTORY ON ADDITION IN MATHEMATICS GASING Prahmana, Rully Charitas Indra
Southeast Asian Mathematics Education Journal Vol 5, No 1 (2015)
Publisher : SEAMEO Regional Centre for QITEP in Mathematics

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (421.424 KB) | DOI: 10.46517/seamej.v5i1.32

Abstract

The purpose of this study is to look at the role of using Mathematics GASING (Math GASING) to help students understand and master the addition concept from the informal level (concrete) to the formal level. The research method used is design research with a preliminary design, teaching experiments, and retrospective analysis stages. This study describes how the Math GASING made a real contribution for students understanding of the concept of addition. The whole strategy and model that requires students to discover, to describe, and to discuss during the construction phase demonstrates how students can use their initial understanding of the addition concept. The stages in the learning trajectory have an important role in understanding the addition concept from informal level to formal level and also make the study of mathematics more easy, fun, and enjoyable.
EDUCATING THE EDUCATORS: TECHNOLOGY-ENHANCED MATHEMATICS TEACHING AND LEARNING Kin, Leong Chee
Southeast Asian Mathematics Education Journal Vol 5, No 1 (2015)
Publisher : SEAMEO Regional Centre for QITEP in Mathematics

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (588.655 KB) | DOI: 10.46517/seamej.v5i1.33

Abstract

Educational research has shown that teaching quality is one of the most important factors in raising student achievement. There is a compelling need for educators to keep abreast of the important developments that are taking place in educational arena. One of the educational areas that has massive development is the use of technology to enhance teaching and learning especially in mathematics. This development needs professional developmentamong educators. Being a regional science and mathematics education centre, the Southeast Asian Ministers of Education Organisation Regional Centre for Education in Science and Mathematics (SEAMEO RECSAM) has always been cognizant of the importance of these developments. Its training programmes are planned to incorporate these developments for in-service teachers, teacher educators and ministry of education mathematics officers. As the Centre's mandate aims to ensure that these participants from Southeast Asians countriesas well as those from outside the region are equipped with emerging educationaltechnology tools which can enhance teaching and learning of mathematics. This paper will share the Centre?s experiences in continuing professional development among mathematics teacher, teacher educators and officers from the ministry of education on educational innovation and technology.
SUPPORTING STUDENTS’ UNDERSTANDING OF AREA MEASUREMENT THROUGH VERKNIPPEN APPLET Yunianto, Wahid
Southeast Asian Mathematics Education Journal Vol 5, No 1 (2015)
Publisher : SEAMEO Regional Centre for QITEP in Mathematics

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (147.239 KB) | DOI: 10.46517/seamej.v5i1.34

Abstract

In this paper, we will present a case study of the possibility of using an applet in the teaching and learning of area measurement. The researcher investigated how an applet can support students? understanding of the concept of conservation of area. Data were collected through video registration, students? work and interviews. Students were involved in six meetings around the learning of area measurement. In some meetings, students worked on hands-on activities. For instance, through cut and paste activities, students would acquirethe concept of conservation of area. They witnessed that if there is no part thrown away when cutting and pasting a figure, the area will not change. However, when it comes to reshaping a figure into another one (rectangle), students would use trial and error. Some students would face difficulties reshaping the figures into a rectangle. They could not undo their cutting when they failed in making a rectangle. To some extent, hands-on activities will constrain students. The use of an applet which provides the same activities will help students to be more creative in reshaping a figure. The school has no internet facilities to access the applet. To see the possibilities of an applet to support students understanding, after some weeks, we invited students to play with the applet. We recorded students? activities in working with the applet. Students were enthusiastic to try when they could not solve the problems. After the session with the applet, students worked on similar problems on paper. They successfully dealt with the problems. It reveals that students prefer to use the applet because they can easily try again when they fail. It shows that students could understand how to measure areas of irregular figures.
INTEGRATION OF AUTOGRAPH IN IMPROVING MATHEMATICAL PROBLEM SOLVING AND MATHEMATICAL CONNECTION ABILITY USING COOPERATIVE LEARNING THINK-PAIR-SHARE Karnasih, Ida; Sinaga, Mariati
Southeast Asian Mathematics Education Journal Vol 5, No 1 (2015)
Publisher : SEAMEO Regional Centre for QITEP in Mathematics

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (147.81 KB) | DOI: 10.46517/seamej.v5i1.35

Abstract

The aim of this study was to investigate students? mathematical problem solving and mathematical connection ability in cooperative learning setting using Dynamic Software Autograph. This experimental study was conducted at high school in learning statistics. The collection of the data was done using observation sheets, documentation, attitude scale, and performance tests. Repeated measure tests were delivered to students for four times. The result of the analysis showed that: (1) Using Dynamic Software Autograph in teachinglearning statistics with cooperative learning Think-Pair-Share improved students? problem solving and mathematical connection ability; (2) Students? activity during teaching learning processes continuously improved; (3) The result of analysis of the questionnaire showed that most students like learning statistics using cooperative learning with dynamic software Autograph; (4) Students were very active and showed positive attitude toward learning using cooperative learning Think-Pair-Share using dynamic software Autograph.
EIGHT GRADE STUDENTS’ MATHEMATICS ACHIEVEMENT IN TIMSS 2011 COGNITIVE DOMAINS- A COMPARISON ACROSS FOUR SOUTHEAST ASIAN COUNTRIES Shanmugam, S. Kanageswari Suppiah
Southeast Asian Mathematics Education Journal Vol 5, No 1 (2015)
Publisher : SEAMEO Regional Centre for QITEP in Mathematics

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (283.875 KB) | DOI: 10.46517/seamej.v5i1.30

Abstract

This article describes secondary data analyses that explores students? performance in Trends in Mathematics and Science Study (TIMSS) 2011 mathematics items that assess lower order thinking (LOT) and higher order thinking (HOT) in the four participating Southeast Asian countries (Indonesia, Malaysia, Singapore and Thailand). The objectives are to compare the three cognitive domains of knowing, applying and reasoning for these countries, and to study the students? performance in LOT and HOT items. The analyses were done both qualitatively using document analyses to investigate the cognitive processes incorporated in the education system, and quantitatively using IDB Analyzer to determine students? performance. The article reports on detailed students? performance related to the percentage of students at each benchmark and their percentile achievement. The findings reveal that in Indonesia and Thailand, more students were able to answer HOT items, with higher scores than LOT items. For Malaysia, the general student population were able to answer LOT items, with higher scores when compared to HOT items. In Singapore, students at the bottom 25% obtained higher score for LOT items, while the rest performed better on HOT items. However, a higher percentage of students at the weak, intermediate and advanced categories were more able to answer HOT items. The findings seem to suggest that focusing on problem solving may be inadequate. A strategy worth investigating is complementing the infusion of problem solving skills with making mathematical connections to real life situations through non-routine questions. However, more research is required before suggesting any conclusive pedagogical practice.
INTEGRATING TECHNOLOGY IN TEACHING AND LEARNING MATHEMATICS Pannen, Paulina
Southeast Asian Mathematics Education Journal Vol 5, No 1 (2015)
Publisher : SEAMEO Regional Centre for QITEP in Mathematics

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (685.212 KB) | DOI: 10.46517/seamej.v5i1.31

Abstract

With the rapid development of ICT and its ramification in our world, especially education, can we envision how education will look like in the future, especially in Indonesia, and in the teaching and learning of mathematics? Employing Zappa?s Envisioning the Future of Educational Technology (2013) and NMC Horizon Report (2014) K-12 Edition, this paper will reflect on the effort of ICT integration in teaching and learning, especially in the teaching and learning of mathematics, in Indonesia. Taking stock of the existing Government?s policy on ICT and ICT in Education, also of the facts and figures of Indonesia?s ICT profile, this paper discusses initiatives, practices, and studies of ICT in Education, integration of ICT in the teaching and learning of mathematics, what technology and how to integrate in the teaching and learning of mathematics, and some future prediction on the evolution of teaching and learning due to emerging technologies.

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