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Facing the 21st century, it is important to not only develop global competences but also local competences of students. Global competences are too general to address a problem bound by the local context and thus such problem requires more specific local competences. In this paper, the local competences are identified as being related to the practical problem solving, the collaboration, utilization of local resources, and an initiative within the community. This paper discusses how the local competences are realized through the case of Shobara city in Hiroshima Prefecture, Japan. Especially, in the mathematics education perspective, problem-solving and model eliciting activities could be core where the local contexts and data can be utilized to describe the local problem. [ABSTRACT FROM AUTHOR]

This paper showcases an example of how mathematics was utilized to debunk a suspected anomaly in election returns in the aftermath of the Philippine national elections last May 2022. Initial results of the automated elections yielded numbers that the public deemed suspicious. In response to a call for experts' opinions on the matter, we processed and analyzed large samples of preprocessed data to which we have been given access. Using data analytics techniques, we examined transmission arrivals of election returns and compared them against the total votes transmitted, with the analysis performed at different aggregation levels. Our analyses showed that the seemingly suspicious numbers can be explained by examining the distributions of the transmission arrivals of election returns and analyzing those distributions using different levels of aggregation. From the perspective of critical mathematics education (CME) particularly, focusing on mathematics for critical citizenship, we highlight the importance of mathematics to help fight disinformation and spread of unfounded rumors. The paper concludes with recommendations for enriching students' mathematical experiences that could pave the way for a responsive and engaged citizenry in our country. [ABSTRACT FROM AUTHOR]

Proof is important in mathematics both as a component of mathematics and as a mathematics learning tool. The ability to construct proof is one indicator of mathematical reasoning, which is a critical component of mathematics learning outcomes, particularly in Algebra. This research aims to describe the students' mathematical proving ability. This design research consists of three stages: preparing for the experiment, the design experiment, and the retrospective analysis. Focus discussion of this paper is only students' mathematical proving ability in the design experiment and the retrospective analysis. This research involved 9 students of mathematics education. The test (post-test) was conducted to collect data about students' mathematical proving ability. This research resulted in a Local Instruction Theory (LIT) of learning algebra proofs which contains 4 activities: reading proof, completing proof, examining proof, and constructing the proof. In the experiment activities, students experienced the common errors, such as assuming the conclusion to prove the conclusion, proving general statements using specific examples, not proving both conditions in a bi conditional statement, and misusing definitions. The common errors Student errors are reduced after all activities are completed. The result of this research showed that mathematical proving ability can be categorized into three score categories, low, middle, and high level. From 9 students involved in this research: 2 students in high level and 7 students in low level or 2 students in high score category, 5 students in middle score category, and 1 student in low score category. [ABSTRACT FROM AUTHOR]

The goal of this study is to outline the outcomes of analysis on the creation of useful math learning resources during the COVID-19 pandemic. The issue is that goods from the creation of math learning resources are required to counteract an acceleration in learning following the COVID-19 epidemic. Many of the results of development research, however, are only kept as study materials and are only preserved in Study Program documents or on Google Drive. The study was conducted utilizing the survey methodology, questionnaire data collection strategies, and development research outcomes papers completed by students of the Mathematics Education Study Program FKIP UPGRI Palembang during the COVID-19 epidemic. strategies for analyzing quantitatively described data. The outcomes of the development research take the form of products for math learning devices, with PBL/PBM, RME, CTL, and mathematics software being the most widely utilized learning models and methods. E-modules, LKPD/LKS, learning media in the form of video, and PPT are the most common product kinds. Algebra, Geometry, Calculus, trigonometry, statistics, and Arithmetic are among the mathematics topics covered throughout the development. The development's validity yields a product quality of 87.19%, while its practicality comes in at 85.48% and its potential impact is at 83.48%. According to the development research's findings, it should be given some thought if mathematics instruction is to be changed following the COVID-19 pandemic. [ABSTRACT FROM AUTHOR]

This paper aimed to describe the implications mathematics education in finance. Calculation of interest rates, discounts, profits, taxes, GDP growth requires basic arithmetic skills such as percentages. By imbuing financial literacy in math learning, not only do students know firsthand the use of percent in financial situations, but they are also increasingly knowledgeable about finance. Financial literacy in our study spans three dimensions: content, context, and process. By using the proportion and equation approach as well as two types of construction, namely the bar model and the circle model, we present the learning situation of monthly salary allocation table. Through this situation, students are expected to be able to construct fractional material and financial knowledge on salary and income content. [ABSTRACT FROM AUTHOR]

The effectiveness of Game-based Learning (GBL) in fostering students' motivation to learn mathematics is examined in this systematic review. Nine related papers published between 2018 and 2022 were found after an extensive search of the electronic databases of ERIC. A systematic review methodology was used to analyze the studies, and the results were then synthesized and summarized. None of the research in this review found evidence of a negative impact of GBL on students' motivation to learn mathematics; instead, all studies found evidence of a positive impact. It benefits students' motivation for several reasons, including the engaging and dynamic learning environment, the quick feedback and rewards, and the demanding and goal-oriented learning experience that games may give. The game's design, degree of difficulty, student autonomy, use of feedback and rewards, and other factors play significant roles in determining how effective GBL is at encouraging students' motivation to learn mathematics. However, this effectiveness is not guaranteed. The design and implementation of GBL in the mathematics classroom should consider these elements seriously. Generally, the results of this review point to GBL as a potentially successful strategy for increasing students' motivation to learn mathematics. Game-based Learning (GBL) is a strategy educators should consider employing to engage students and increase their interest in and love of mathematics. However, the game's design and other elements that may affect it must be carefully considered. More research is required to completely comprehend GBL's potential in mathematics education and develop efficient implementation methods. [ABSTRACT FROM AUTHOR]

This paper attempts to provide information about designing digital holographic learning media especially in teaching and learning mathematics at University. To be detail, this study was conducted to provide educators at university information towards things need to be considered in designing such instrument. In this case, we depict several activities in making holograms to deliver mathematical insights for students for Calculus course. The study was carried out through developmental steps ADDIE, such as Analysis, Design, Development, Implementation, and Evaluation. This study was conducted at Mathematics Education Program, Medan State University, especially for students who enrolled Calculus course. The activities were described explicitly in each phase. The results of this study show that it takes time to make holographic digital media in teaching and learning process of mathematics, including university. In this case, there are several aspects that need to be considered in designing the media, such as (1) the learning topics; (2) contents; (3) object video/animation; (4) hologram application. [ABSTRACT FROM AUTHOR]

To face the 21st century, we need critical thinking skills and intelligence as the basic skills. STEM-based learning is learning suitable for facing the challenges of the 21st century. For solving problems, visualization is very helpful. This paper discusses the level of criticality and visually intelligence of prospective mathematics teacher students in designing STEM-based learning. Descriptive exploratory research method with a qualitative approach is used as research method. Prospective mathematics teacher students of Universitas PGRI Madiun Mathematics Education Study Program in the 5th semester are the research subjects. The task-based interviews were using to collect the data. To validate the data, we use source and time triangulation. Coding, data reduction, exposure, and categorization are used to analyze valid data in order to obtain conclusions. There are three levels of criticality and visual intelligence of prospective mathematics teacher students in designing STEM-based learning. The first level is students do not / have not shown indicators of critical thinking visually. Students are still fixated on mathematical calculations at the first level. The second level is students begin to show indicators of criticality and visual intelligence. Students have tried to find solutions using pictures but have not succeeded due to a lack of criticality and visual intelligence at second level. The third level is students able to think criticality and visually. Students successfully solve problems that require criticality and visual intelligence at third level. [ABSTRACT FROM AUTHOR]

Generally, teachers use oral communication for teaching mathematics. Taking an opposite perspective, this paper describes how instructional practices for mathematics can be carried out namely a silent method. Silent method uses body language, written, and oral communication for classroom interaction. This research uses a design research approach consisting of four phases: preliminary, prototyping and developing the instruction, and assessment. There are four stages of silent method. The first stage is conditioning stage in which the teacher introduces the method and makes agreement about the 'rule of the game'. It is followed by the second one, elaborating stage, where students guess and explore alternative answers. The third stage is developing mathematical thinking by structuring and symbolizing. Finally, the method is ended by reinforcing stage which aims at strengthening and reflecting student's understanding. In this paper, every stage is described on the basis of practical experiences in a real mathematics classroom setting. [ABSTRACT FROM AUTHOR]

The document is a preface to the 5th International Seminar of Innovation in Mathematics and Mathematics Education (5th ISIMMED) and the 7th International Seminar on Science Education (7th ISSE). The seminar, held virtually in November 2021, focuses on the theme of "Technological pedagogical content knowledge (TPACK) in the current trend of science technology engineering mathematics (STEM) Education." The seminar aims to provide practical solutions for teachers facing challenges in integrating technology into their classrooms, such as increasing student motivation and creating a visual and engaging learning atmosphere. The seminar has accepted 186 papers and 145 participants from Indonesia and the Philippines, with selected papers published by AIP Publisher. The preface expresses gratitude to keynote and invited speakers, as well as organizers, reviewers, authors, and committee members. [Extracted from the article]

Electronic assessment is a modern form of assessment of students’ knowledge and skills that can be integrated into traditional mathematics education when some of the assessment activities are done online. However, this requires the use of adequate security and protection measures such as various forms for student identification and authorship verification. This article discusses the possibilities and limitations of using a web-based student identification system in mathematics education. We report on the experiment that was conducted in the frame of TeSLA (An Adaptive Trust-based e-assessment System for Learning) project to explore existing problems and to offer new solutions in continuous e-assessment especially in differential equation education. We present an innovative model for e-assessment in the course "Differential equations and applications" in the bachelor program "Software engineering" at Sofia University, based on the long experience we have in the education in this discipline. Some results of a survey of the students opinion in relation to the TeSLA identification software used are presented and analyzed. [ABSTRACT FROM AUTHOR]

Current technology has developed in various fields. Technology has also spread in the education field, marked by the existence of various online learning at various levels. Assessment, as one of the important things in learning and learning activities, has also been developed using technology. The use of this assessment is not only changing the assessment from paper into a computer screen, but more than that. Assessment using ICT is expected to be able to assess students' abilities in more detail, considering that current students must-have 21st-century skills, such as higher-order thinking skills or HOTS. In implementing and developing the assessment using ICT, the challenges and difficulties are certainly faced by developers and researchers. ICT developers in the assessment certainly need references about these challenges and difficulties as a source to improve the quality of existing applications and as a source of information to find out what kind of applications are still needed today. This article discusses the challenges and difficulties in implementing and developing ICT in this assessment. The method used in this article is a literature review, namely by collecting various articles related to the use of ICT in mathematics assessment, finding the challenges of each article, and finding an outline of the challenges of using ICT in mathematics assessment. [ABSTRACT FROM AUTHOR]

For many years and across most of the world, mathematics has been seen as an unpopular and disliked subject, and many students have discontinued with mathematics as soon as they can. Furthermore, mathematics is often seen as difficult and disconnected from the ’real world’, and so people perceive it as dull and boring, and irrelevant for them. Despite many years of research and investigation, this untenable situation does not seem to be improving. Therefore, in this paper the argument is that there needs to be new approaches to mathematics education and mathematics education research. Specifically, there is a pressing need to understanding mathematics more broadly than just a cognitive practice, and mathematics education as developing mathematical identities – head, heart and hand. This requires a more nuanced and personal understanding and appreciation of mathematics, and a more overt focus on the affect dimension of doing and learning mathematics. Research and development to this end needs to be more creative and flexible - it is already clear what the problem is, and so now proactive ways to ameliorate it in local contexts in necessary. Some ideas for this are discussed to conclude the paper [ABSTRACT FROM AUTHOR]

The selection of the appropriate learning model is very important because it can make more meaning in the process of teaching and learning activities. Teacher Professional Education Program expects the practitioner to be able to choose appropriate learning model to the class conditions. Even in schools that have implemented a zoning system, namely public junior high school 5 Surakarta. This paper aims to find out the description and comparison of the four learning models used by Teacher Professional Education Program at public junior high school 5 Surakarta towards understanding students' mathematical concepts. The learning model used in the research were Number Head Together (NHT), Discovery Learning (DL) with recitation, Problem Based Learning (PBL) and Teams games Together (TGT). The methodology of this research uses descriptive and inferential statistics. Thus, inferential statistical analysis using one-way variance analysis. Data are understanding students’ mathematical concepts were obtained by the tests. From the results of the study, it can be found that the average understanding of mathematical concepts of students using DLwith recitation has a better effect on understanding students’ mathematical concept. In contrast, TGTs’ class produce the lowest understanding students’ mathematical concepts while the most varied understanding students’ mathematical concepts are in the NHTs’ class. [ABSTRACT FROM AUTHOR]

This paper report was part of a bigger project that aimed to develop the ethno mathematics module using blended learning for students of mathematic educational program in IAIN Batusangkar. The research question of this article is do the researcher needs to developing ethnomathematics module using the blended learning model. The type of this research was descriptive with a quantitative approach. Research instruments were questionnaires and research participants were 46 students and 29 teachers who had been taught mathematics in high school. The data analysis technique used descriptive statistics. The results of the study were proven that needs to develop an ethnomathematics module using the blended learning model although there were different views in integration IT on mathematics education. [ABSTRACT FROM AUTHOR]

Mathematics concept can be understood well if it is concrete. However, the concept is one of the objects of math study which is abstract. As a result, not only teachers but also students feel difficult to learn mathematics. In addition, the existing learning material is not effective to help in teaching process. Fun and Easy Math (FEM) approach can be used to overcome those problems. FEM is a mathematics learning approach which highlights the fun and convenience in learning process based on pattern and rule. This approach consists of four principles, namely simple, useful, relation, and fun. This paper described briefly the procedure of learning materials development based on FEM approach in addition and subtraction operation of integer number, especially for applying to fourth grade students of elementary school. The developed learning materials were learning implementation plan, student activity sheets, and learning achievement test. There were three stages of the learning materials development procedure. The first one was preliminary research comprised of analysis on curriculum, student, subject matter, and work. The second one was prototyping phase composed of learning material realization and research instrument realization. The last one was assessment phase involving validation, readability test, and field trial. By understanding the FEM approach and its implementation in the development of learning materials, a new learning material which is innovative and creative can be built and then its application on the fourth grade students of elementary school can be evaluated in the future. [ABSTRACT FROM AUTHOR]

In this paper, an attempt is made to outline the ways of constructing a technology for identifying problem zones in the mathematical preparation of students to create the possibility of preparing targeted corrective educational modules that ensure the students learn the subject in accordance with educational standards. The paper presents the technological chain of activities for the education quality management. The technique for analyzing the results of quality diagnostics is applied, which uses for each control measure the method of constructing Shewhart's control charts, as well as statistical coefficients of association and contingency. [ABSTRACT FROM AUTHOR]

The 6th International Conference on Mathematics and Science Education (ICoMSE) was held in 2022 by the Faculty of Mathematics and Natural Sciences at Universitas Negeri Malang in Indonesia. The conference focused on the theme of "Educational diversity and the future of science and mathematics education research." A total of 250 presentations were delivered across six distinct fields, and 128 papers were accepted for publication. The conference aimed to facilitate the exchange of experiences and knowledge in mathematics and science education and provide networking opportunities for academics, practitioners, and researchers. [Extracted from the article]

The 6th International Conference on Mathematics and Mathematics Education (ICM2E 2022) was held in Padang, Indonesia on September 3rd-4th, 2022. The conference focused on the theme of "Innovative Research of Mathematics and Mathematics Education to Face the 4th Industrial Revolution Challenges." It provided a platform for researchers, educators, and students to exchange ideas and discuss advancements in the field. The conference proceedings, published by AIP Proceedings, contain high-quality papers selected through a blind review process. The organizers express gratitude to all participants, authors, reviewers, keynote speakers, and committees for their contributions to the success of the conference. They look forward to the next ICM2E and hope it will be as exciting as its predecessors. [Extracted from the article]

Model order reduction is a method to reduce the order of a model. In this paper, we discuss model order reduction of discrete-time linear-time-invariant systems by using balanced truncation methods. The method is applied on a simple example. [ABSTRACT FROM AUTHOR]

Subject Elementary Statistics, Statistical Methods and Statistical Methods Practicum aimed to equip students of Mathematics Education about descriptive statistics and inferential statistics. The students' understanding about descriptive and inferential statistics were important for students on Mathematics Education Department, especially for those who took the final task associated with quantitative research. In quantitative research, students were required to be able to present and describe the quantitative data in an appropriate manner, to make conclusions from their quantitative data, and to create relationships between independent and dependent variables were defined in their research. In fact, when students made their final project associated with quantitative research, it was not been rare still met the students making mistakes in the steps of making conclusions and error in choosing the hypothetical testing process. As a result, they got incorrect conclusions. This is a very fatal mistake for those who did the quantitative research. There were some things gained from the implementation of reflective pedagogy on teaching learning process in Statistical Methods and Statistical Methods Practicum courses, namely: 1. Twenty two students passed in this course and and one student did not pass in this course. 2. The value of the most accomplished student was A that was achieved by 18 students. 3. According all students, their critical stance could be developed by them, and they could build a caring for each other through a learning process in this course. 4. All students agreed that through a learning process that they undergo in the course, they can build a caring for each other. [ABSTRACT FROM AUTHOR]

Teaching is a complex mission that requires not only the theoretical knowledge transmission, but furthermore requires to provide the students the necessary skills for solving real problems in their respective professional activities where complex issues and problems must be frequently faced. Over more than twenty years we have been experiencing an increase in scholar failure in the scientific area of mathematics, which means that Teaching Mathematics and related areas can be even a more complex and hard task. Scholar failure is a complex phenomenon that depends on various factors as social factors, scholar factors or biophysical factors. After numerous attempts made in order to reduce scholar failure our goal in this paper is to understand the role of "Problem Based Learning" and how this methodology can contribute to the solution of both: increasing mathematical courses success and increasing skills in the near future professionals in Portugal. Before designing a proposal for applying this technique in our institutions, we decided to conduct a survey to provide us with the necessary information about and the respective advantages and disadvantages of this methodology, so this is the brief review aim. [ABSTRACT FROM AUTHOR]

The heterogeneity of students studying mechanical engineering at the University of Kassel causes some difficulties in mathematical education. More precisely, students start with very different levels of knowledge and practice in basic and advanced calculation methods and concepts. Due to this effect the classical mathematical education, consisting of main lecture, lecture hall instructions and exercises, has been extended by additional courses during the last couple of years. In the present paper we give an overview of these courses and other supporting arrangements. We explain their structure and interaction and discuss first positive effects. [ABSTRACT FROM AUTHOR]

The global market is transforming at its ever-increasing rate of knots. Consequently, the work skills challenges that current students will encounter throughout their lifetimes will be drastically different from those of present and past and proffering new-fangled opportunities and posing new challenges. However, in order to deal with tomorrow's opportunities and challenges students ought to equip with higher order cognitive skills which are substantially different from those needed in the past. In order to accomplish this intention, students must be academically self-regulated, as academic self-regulation is playing a vital role for academic success, particularly in higher education. Students must be prepared in such a way that they should take responsibility for their own learning. Self-regulation suggests activities and thinking processes that learners can engage in during his learning. Self-regulation is encompassing a number of inter-dependent aspect viz. affective beliefs, cognition and meta-cognitive skills [1]. It helps the learners to make sagacious use of their intellect and expertise [2]. As statistics has shown that the achievement of students in mathematics has persistently been poor. Along with it, mathematics is considered as one of the most important subject course in architecture, agriculture, medicine, pharmacy and especially in engineering. In spite of its importance, most of the students considered it as a dull and dry subject and their performance is remarkably low and alarming. Therefore, the present paper will highlight various factors affecting performance of higher education students in mathematics and will suggest different self -regulated learning strategies which will act as boon for higher education students. [ABSTRACT FROM AUTHOR]

In the last few years, reflective thinking becomes very popular term in the world of education, especially in professional education of teachers. One of goals of the educational personnel and teacher institutions create responsible prospective teachers and they are able reflective thinking. Reflective thinking is a future competence that should be taught to students to face the challenges and to respond of demands of the 21st century. Reflective thinking can be applied in mathematics becauseby reflective thinking, students can improve theircuriosity to solve mathematical problem. In solving mathematical problem is assumed that cognitive style has an impact on prospective teacher's mental activity. As a consequence, reflective thinking and cognitive style are important things in solving mathematical problem. The subject, in this research paper, isa female-prospective teacher who has fielddependent cognitive style. The purpose of this research paperis to investigate the ability of prospective teachers' reflective thinking in solving mathematical problem. This research paper is a descriptive by using qualitativeapproach. To analyze the data related to prospectiveteacher's reflective thinking in solving contextual mathematicalproblem, the researchers focus in four main categories which describe prospective teacher's activities in using reflective thinking, namely; (a) formulation and synthesis of experience, (b) orderliness of experience, (c) evaluating the experience and (d) testing the selected solution based on the experience. [ABSTRACT FROM AUTHOR]

Mathematics is a core subject in most of the science and technology courses and in some social sciences programs. However, the low achievement of students in the subject especially in topics such as Differentiation and Integration is always an issue. Many factors contribute to the low performance such as motivation, environment, method of learning, academic background and others. The purpose of this paper is to determine the perception of learning mathematics using PowerPoint on Integration concepts at the undergraduate level with respect to mathematics anxiety, learning enjoyment, mobility and learning satisfaction. The main content of the PowerPoint presentation focused on the integration method with historical elements as an added value. The study was conducted on 48 students randomly selected from students in computer and applied sciences program as experimental group. Questionnaires were distributed to students to explore their learning experiences. Another 51 students who were taught using the traditional chalkboard method were used as the control group. Both groups were given a test on Integration. The statistical methods used were descriptive statistics and independent sample t-test between the experimental and the control group. The finding showed that most students perceived positively to the PowerPoint presentations with respect to mobility and learning satisfaction. The experimental group performed better than the control group. [ABSTRACT FROM AUTHOR]

Research indicated that the major practices of engineers rely on mathematical thinking skills. Mathematical thinking and learning in engineering education must address the rapidly changing technological innovations and the associated expectations in terms of the quality of learning experiences. Thus, future engineers need to be actively engaged in deep and meaningful mathematical thinking and learning rather than passive information transmission during their engineering mathematics. This paper presents some results of a study carried out to investigate the potential of blended learning and its implication in supporting mathematical thinking among prospective engineers. Mason's et.al. problem solving approach is integrated with BLOSSOMS modules first to produce activity based worksheets and then to conduct blended learning sessions to cultivate mathematical thinking skills among first year engineering students using duet teaching and collaborative learning approaches. The two staged interpretive data analysis is used to explore and interpret the data. The findings showed that blended learning can positively affect students' learning, thus supporting students to think mathematically in the blended learning environment. [ABSTRACT FROM AUTHOR]

The paper aims to explore the academic performance between genders (measured by cumulative grade point average (CGPA) in the first semester for a three year period) of undergraduate engineering students in Mathematics course at a public university in Malaysia. It also examines the influenced of gender towards academic performance and to find the significant difference between gender in these three years period. A random sample of more than 1000 students drawn from engineering students was chosen. Descriptive statistics used to present the main characteristics of the student. The study relied on analysis mean and z -test to analyse the data collected. The results generated revealed that the means of cumulative grade point average (CGPA) for Mathematics were slightly below 3 for both genders. The result of z-test method differs significantly across the gender for a three year period. There are a number of limitations between male and female students associated with this study. Second, this study has limitation about the difference of the academic background of the students that will give impact to their performance in their result at university. The present study is the first attempt to explore the performance of undergraduate engineering students among difference gender in the Mathematics course. [ABSTRACT FROM AUTHOR]

The scopes of this conference covered mathematics, general physics, chemistry, biology, computer science and technology. Preface: The 2 nd Science and Mathematics International Conference (SMIC 2020) We are delighted to present the proceeding of the 2 nd Science and Mathematics International Conference (SMIC 2020). The conference was organized by the Faculty of Mathematics and Natural Sciences, Universitas Negeri Jakarta, Indonesia, on 8 - 9 August 2020. [Extracted from the article]

When someone responds to a problem, open-mindedness behavior is needed. The effort to familiarize and develop open-mindedness in pre-service mathematics teacher is to do problem solving activities. This research aims to investigate the problem solving process of pre-service mathematics teachers related to open-mindedness. The stage of the problem-solving process is to determine a problem with no specified universal set. The participants were ten open-minded Mathematics Education students at Khairun University. This type of research is a descriptive qualitative approach. The research stages consisted of, 1) give problems, observe, and record the behavior of participants during problem solving, 2) analyze the answer sheet, 3) doing triangulation through interviews, and 4) summarize the tendencies of open-mindedness pre-service mathematics teachers in problem solving. The results showed that when participants solve problems with no specified universal set, they tend to assume that the completeness of the information from the questions has been fulfilled so that they proceed to problem solving.. However, during the interview and given a room for discussion between the participants, they consciously realized that there were many solutions or even had no solutions depending on the problems given.. Therefore, the open-mindedness of pre-service mathematics teachers in problem solving is largely determined by the existence of a discussion process. [ABSTRACT FROM AUTHOR]

This study aimed to explore students' understanding, especially interpreting the concept of definite integral in solving distance problems in the physics context. This study used a qualitative approach to describe students' interpretation activities in solving distance problems. The subjects of this study were 45 students of mathematics education in the second semester of the academic year 2020/2021 who had taken integral calculus courses. The data were collected by administering definite integral problem interpretation test (DIIT). The data were analyzed by presenting, interpreting the data, and concluding. The results shows that only a few number of students are able to interpret the problem using the definite integral concept as distance. From these findings, it is suggested that lecturers need to guide students on the ability to interpret the problem situation of distance as an area. [ABSTRACT FROM AUTHOR]

Efforts to improve teacher literacy are part of the development of human resource management in schools. There are many ways to do this, one of which is through training activities (in service training). The aim of this study are to describing the mathematics teacher's perspective on the components of teacher literacy and the appropriate training model to improve it. The study was conducted using a qualitative descriptive method to 47 mathematics teachers from several regions in Indonesia. The data was obtained through an open questionnaire assisted by google form and then analyzed qualitatively through the process of data reduction, data presentation, and drawing conclusions. The results show that (1) the conditions for developing digital mathematical literacy are still very minimal, so it needs to be developed, and (2) a training model that can be developed through blended learning activities, providing digital modules by paying attention to some training materials, integrating learning management systems and implementing training carried out more than 30 hours of lessons. e-INNOMATTS 2.0 (e-Innomative Mathematics Teaching Study 2.0) training model can be an alternative solution for developing mathematics teacher literacy. Further research can be developed to answer this need which has considered the perspective of the mathematics teacher as a user. [ABSTRACT FROM AUTHOR]

Growth mindset is widely believed as one of the most important factors influencing the success of people, including students. To succeed in their studies and future careers, students need to develop growth mindset as early as possible. This study aims to quantitatively analyse and describe the growth mindset of mathematics and science education students in South Sulawesi. Questionnaires about growth mindset were given to 297 students from South Sulawesi. The data were categorised into five levels of mindset: high growth, growth, mixed, low growth, and fixed mindset. The results show that only 3.7% students had high growth mindset, 59.6% students had growth mindset, 35.35% students had mixed mindset, 1.35% students had low growth mindset, and none of them had fixed mindset. These findings reveal that more than 60% students had developed growth mindset. This implies that majority of mathematics and science education students in South Sulawesi have the opportunity to succeed in their academic achievement and future careers. [ABSTRACT FROM AUTHOR]

There are three essential components of matrix that must be understood in the process of completing the scheduling problems using max-plus algebra. They are eigenvalue, eigenvector, and eigenmode. The result showed that the reducible matrix does not necessarily have eigenvalue. If it has eigenvalue, the eigenvalue is not necessarily unique with finite value. The eigenvector corresponding to the eigenvalue of reducible matrix is not unique that contains at least a finite element. Furthermore, the eigenmode of a regular reducible matrix is not unique with all finite elements for each component. [ABSTRACT FROM AUTHOR]

Students tend to make lots of careless mistake during the process of mathematics solving. To facilitate effective learning, educators have to understand which cognitive processes are used by students and how these processes help them to solve problems. This paper is only aimed to determine the common errors in mathematics by pre-diploma students that took Intensive Mathematics I (MAT037) in UiTM Sarawak. Then, concentrate on the errors did by the students on the topic of BODMAS rule and the mental processes corresponding to these errors that been developed by students. One class of pre-diploma students taking MAT037 taught by the researchers was selected because they performed poorly in SPM mathematics. It is inevitable that they finished secondary education with many misconceptions in mathematics. The solution scripts for all the tutorials of the participants were collected. This study was predominately qualitative and the solution scripts were content analyzed to identify the common errors committed by the participants, and to generate possible mental processes to these errors. Selected students were interviewed by the researchers during the progress. BODMAS rule could be further divided into Numerical Simplification and Powers Simplification. Furthermore, the erroneous processes could be attributed to categories of Basic Arithmetic Rules, Negative Numbers and Powers. [ABSTRACT FROM AUTHOR]

Aim of this study is conducting a curriculum analyzing in order to look at the connection among the Basic Competencies (KD) of Mathematics and the productive subjects in the fashion skills program on the SPLDV topic. This study is a part of a research utilized Plomp development model. Curriculum analysis was conducted to collect data to be used in the development of Hypothetical Learning Trajectory (HLT), and also teacher and student books. The Realistic Mathematics Education (RME) approach is used as the basis in the design. The result shows that mathematics Basic Competence (KD) on the SPLDV topic is connected to several subjects studied in the skill of fashion program. [ABSTRACT FROM AUTHOR]

Reflective thinking skill is one of higher-order thinking skills that have to be mastered by students, especially students of Mathematics Education. The aim of this study was to analyze the reflective thinking process of students in solving mathematical problems. This research was qualitative. The research subjects were 14 students of the Mathematics education study program of STKIP Adzkia. Data were obtained from the results of tests and interviews. Data were analyzed in three steps: data reduction, data presentation, and conclusion. Results of this study show that: (1) students had difficulty identifying the concepts used in solving mathematical problems; (2) Students had difficulty choosing the right method to solve mathematical problems; (3) Students had difficulty applying other related concepts in solving Mathematics problems; (4) Students did not check the correctness of the answers, and (5) Students were not accustomed in making a conclusion. [ABSTRACT FROM AUTHOR]

One of problem solving cases that is often encountered by undergraduate students of mathematics education study program in various courses is the mathematical proof problem. This problem is encountered starting from the first year to the last year. This research used a qualitative approach that aimed to describe the levels of students' understanding in solving mathematical proof problem. The description used Pirie-Kieren's theory. In Pirie-Kieren's theory, there are 8 levels of understanding, namely primitive knowing, image making, image having, property noticing, formalizing, organizing, structuring, and inventing. The subjects in this research were students of Mathematics Education study program of Universitas Sulawesi Barat who were taking Abstract Algebra course in the academic year of 2019-2020. Subjects consisted of 6 students with three levels of abilities: high, medium, and low. Each category was represented by 2 students. Data were obtained using mathematical proof problem test and interview guidelines. The results of the research and discussion in this research indicate that the levels of understanding of the high category subjects in solving mathematical proof problem are primitive knowing, image having, property noticing, formalizing, organizing, and structuring. The levels of understanding of the medium category subjects in solving mathematical proof problem, namely primitive knowing, image having, property noticing, formalizing, and organizing. Meanwhile, the low category subjects are only at the primitive knowing, image making, and property noticing levels. [ABSTRACT FROM AUTHOR]

This article attempts to provide educators about information needs to be prepared to create Augmented Reality (AR) in teaching and learning process, especially in mathematics. In this case, the learning media was designed as a way to facilitate students in studying mathematics at home and and to support their self efficacy. In addition, the media could develop the students' insights towards the subject that they studied. The process of making the media was conducted through the phases of developmental research ADDIE, such as Analysis, Design, Development, Implementation, and Evaluation. The development activities were embedded in each phase of the designing process. The process of implementation involved 50 mathematics education students at Medan State University. The results of this study shows that educators should pay attention to five crucial elements when designing Augmented reality for mathematics learning, such as mathematics content, storyboard, marker, interface, and AR Application. [ABSTRACT FROM AUTHOR]

This study examines the impact of student self-video on the attainment of conceptual understanding of function. A total of 40 Mathematics Education students at Universitas Muhammadiyah Sumatera Utara participated in the study. Half of the participants were taught with regular practical teaching, whilst the other half supplemented the teaching with a self-video task aimed at promoting reflection on performance. Students' conceptual understanding was measured in an objective structured examination. Students received significantly higher scores in the examination when the teaching had been supplemented with a self-video task. [ABSTRACT FROM AUTHOR]

Computational thinking (CT) is a fundamental ability for all students at all levels. CT has been one of the processes to solve problems that are considered a skill that all students need to develop in this new era of education, namely Education 4.0 aligns with the Fourth Industrial Revolution (4IR). When talking about problem-solving, it is always related to mathematics. As CT enhances problem-solving skills, it is one of the essential aspects of the mathematics subject. In this sense, this article presents a systematic literature review on determining how CT relates to mathematics education— guided by the PRISMA Statement review method, a systematic review of Scopus directed by four related stages. Most of the studies present the usage of software tools to enhance CT development in mathematics learning and solve a mathematical problem. [ABSTRACT FROM AUTHOR]

Students of the Mathematics Education study program need to know and understand how to prove theorems based on previously acquired knowledge in the form of undefined understanding, postulates, definitions, constructs, and selected theorems to prove the next theorem. In relation to proving this theorem, lecturers need to know how far the steps that have been taken by students, including mistakes made in proving the theorem. One way that can be used is to provide several theorems for students to prove, then the steps they go through in proving these theorems can be known by using the think aloud method. If the method is applied and recorded, it will be seen clearly and can be identified errors and difficulties experienced by students in proving the theorems assigned to prove them. To obtain research data, it is done by giving the task of proving several theorems about congruence. Then students write down the results followed by voicing what they think. The students' voices were then described and analyzed descriptively to find out the results. From the results of the analysis, it is finally known that several errors occurred when proving the theorem, among others: (1) Students are still influenced by past experiences of learning geometry and have been recorded in their minds which do not match the geometric structure being studied. Students assume that the definition used in proving the theorem is the same as the definition they have known so far. (2) Students are still confused in relating the meaning of the base (undefined), postulates, definitions, constructions and theorems, so they are still not systematically used. Students tend to use conceptual thinking, which is a way of thinking that is concerned with understanding concepts and the relationships between them and their use in proving theorems. (3) Students lack the correct frame of mind in proving theorems. Students misunderstood the definition or did not write the definition in the structure made; This error is not due to inaccuracy or negligence, but because the role of definition in preparing the steps of proof is not fully understood. Students find it difficult to use all known information (concepts) to be realized in sketches (pictures) and then the sketches (pictures) that are made are used to build a concept. Here it appears that there are two problems that arise, namely the problem of model construction and concept application. Model construction can be matched with modeling in problem solving, while concept application is an activity using sketches (models) to derive more specific and general properties (rules). (4) Students are less creative in proving theorems, so there are no ideas for proving theorems in the next step. The flexibility of students' thinking that is consistent and coherent in one geometric structure with other geometric structures has not been seen; the accommodation process in students' internal thinking has not been running. Students do not write down theorems, but write explanations to get pictures as proof; this error is more on the technical aspect. [ABSTRACT FROM AUTHOR]

This research is development research to produce student's worksheet based on a valid, practical and effective realistic mathematics education (RME) approach to know the mathematical problem solving abilities of vocational students in geometry transformation material of the translation sub topic. Thiagarajan's 4-D model was chosen as the research design to be used in this study. The 4-D model consists of 4 steps named define, design, develop and disseminate. The theme tthat choosen as a topic in development of student's worksheet was Batik Bondowoso. Based on the results of the study, it can be seen that (1) the development of student's worksheet has been valid based on validation by experts; (2) The development of student's worksheet can be effective and practical based on trials, where the learning objectives have been achieved and the student responses are positive. [ABSTRACT FROM AUTHOR]

The purpose of the present study is to adapt a mathematics-related beliefs system questionnaire (MRBQ) and explain students' mathematics-related beliefs in Indonesia. We used a quantitative method that involved association and descriptive approach study to explore students' beliefs about mathematics education. Two hundred and eighty-one eighth-grade students participated in the present study. Exploratory factor analysis (EFA) was used to observe the construct validity of the questionnaire. Cronbach alpha and McDonald's w were used to examine the reliability of MRBQ in the Indonesian version. We used Pearson correlation to analyze the intercorrelation between factors. We also utilized descriptive statistics and an independent sample t-test to explore the boys' and girls' mathematics-related beliefs. We found the coefficient of KMO=0.887, Barlett's test X2=5000.685, p<0.001 indicated the adequacy of the sample. Scree plot showed that students' beliefs in Indonesia represented with four-factor model beliefs about the role and functioning of their own teacher, beliefs about mathematics as a discipline and competence mathematics, beliefs about the self as a mathematics learner, and beliefs about mathematics as a domain excellent. Pearson correlation test provided empirical data of solid consistency for the structure of MRBQ, which indicated a correlation between all the factors. We found a significant correlation of 0.597 between factors 2 and 1, suggesting students who beliefs about mathematics as a discipline and competence in mathematics tend to believe in the role and functioning of their own teacher. We also found the gender gap of students in Indonesian, boys' students have higher beliefs about the self as a mathematics learner than girls' students (p = 0.005<0.05, Mean Difference=-154, Independent sample t-test) and beliefs about mathematics as a domain excellent as well (p=0.018<0.05, Mean Difference=-1.10 Independent sample t-test). [ABSTRACT FROM AUTHOR]