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This study is based on the bibliometrics analysis of research publications that focus on highlighting the argumentation on mathematics education. The main objective of this study is to analyze the distribution of research results, the main journals for publication, and the most productive authors, the pattern of authorship and the pattern of citation. Data was collected from Scopus database and was analyzed using VOSviewer software. A total of 173 articles published from 1995 to December 2021 were retrieved and perused. Graphs, tables, charts, and maps have been used to analyze and present collected data. The analysis results show that argumentation in mathematics education has been studied frequently with the concepts of proof, reasoning, teacher education, and geometry. Journal of Mathematical Behavior and Educational Studies in Mathematics have been the top journals, and the University of Rutgers has been the most influential institution, and the United States has had a significant prevalence in this field. The results of this study provide insights for researchers interested in mathematics education in this field, suggesting that they can explore various alternatives to the major research trends and the influential articles mentioned. Based on the results, recommendations for future studies are provided.

Traditional houses are part of the culture of every country. Indonesia is a country that has a variety of traditional houses. The traditional Banyuwangi house is known as the "Using" house. This house can be explored in terms of ethnomathematics and used as part of learning mathematics. This research is focused on knowing and describing mathematics learning that integrates the ethnomathematics of "Using" house, thematic, and connected models. The research was also conducted to determine the effectiveness of the learning that has been carried out. The results showed that the use of the "Using" house in ethnomathematical-thematic-connected-based mathematics learning: (1) could be done using the trivium concept (literacy, matheracy, and technoracy); (2) can be done thematically by integrating four subjects (Indonesian, social sciences, fine arts, and mathematics); (3) can be connected by integrating two mathematical concepts (two-dimensional geometry and arithmetic); (4) through seven phases of learning; and (5) effective because 80% of students can solve problems as expected.

This study aims to describe the abstraction of epistemic action, which includes recognition, building-with and construction in junior high school students with low spatial ability in constructing cube nets. The research method used in this study is an exploratory qualitative method with the primary data in the form of interviews with two junior high school students with low spatial abilities who were selected using an inclusive purposive sampling technique. Based on data analysis on the two subjects, it was found that the two subjects constructed a cube net of 14 plain cube nets, 14 colour cube nets and 14 cube nets with variations of domino motifs. In the activity of constructing the cube nets, the two subjects used different epistemic actions; subject SR1 constructed the cube nets as a whole using only two epistemic actions, referred to as recognition and building-with. The activity of subject SR2 in constructing cube nets as a whole uses more epistemic actions that are tiered and interrelated with each other, where the first action that occurs is recognition, the second is building-with, and the third is construction.

One of the cultural outcomes of the Madurese community is the traditional "tanean lanjang" house with a long front yard, designed from several "batih" (nuclear) families, consisting of a married couple with unmarried children. This study explores geometric concepts of the traditional house to demonstrate how they can be useful for learning mathematics. The descriptive qualitative study described the mathematical concepts found in the "tanean lanjang" traditional house or settlement in Madura. Furthermore, an ethnographic method was also used to analyze documents, ethnographic notes, and documentation (photos). Data analysis techniques employed an interactive model of data collection, data reduction, data presentation, and conclusion. The results of the study show that the cultural values and geometric concepts of the "tanean lanjang" traditional house comprised (1) kinship and brotherhood values, (2) harmony in the household, and (3) strength in the household. The geometric concepts contained in the traditional "tanean lanjang" house include 2-dimensional shape (i.e., rectangle, trapezoid, triangle), perimeter of 2-dimensional shape, area of 2-dimensional shape, 3- dimensional shape (i.e., triangular prism), the volume of 3-dimensional shape, curve, and the concept of reflection in geometry.

The current study employed a content analysis approach to analyze and compare argumentation research in K-12 mathematics and science education published on top five academic journals with the highest impact factor from 2010 to 2019. It includes 9 research articles in the field of mathematics education and 77 research articles in the field of science education. The objectives of this study are to examine the similarities and differences in number of articles, contributors by nationality, method and design, subject, model, setting, and research topics. The results show that despite the argumentation research trend in both contexts tends to decrease, there are more researches related to argumentation on science subject compared to mathematics at K-12 level. These results have an impact on the increasingly diverse categories of argumentation studies in K-12 science. The implications of this research can obviously provide insights to the study of argumentation for mathematics education, science, and education researchers.

The objective of this study is to produce a vignette in measuring mathematical knowledge for teaching based conceptual (MKT-C). The method of this research is a development research conducted by synthesizing the expert reviews on MKT-C in the knowledge domain of material content which was divided into sub domains: common content knowledge based conceptual (CCK-C), specialized content knowledge based conceptual (SCK-C) and knowledge at the mathematical horizon based conceptual (KMH-C) through vignette. The research procedure is as follows: defining constructs, identifying and preparing indicators, developing vignette, validating experts or expert validation and trial test. The research phases included (1) preliminary phase: preparation and design and (2) formative evaluation phase: self-evaluation, prototyping and field test (Tessmer, 2013). At formative evaluation phase, self-evaluation began and it is done by the researcher himself. In expert review phase, validation in terms of content, construct and language by experts was done. One-to-one phase was conducted for the teacher to test the readability. Then it was tried out to the teachers in the small group of non-research subjects. They were asked for suggestions and comments for improvement. The small group carried out was to 29 teachers who participated in the teacher professional education program at Universitas Halu Oleo.

This study aims to implement empirically students' abstraction with socio-cultural background of Indonesia. Abstraction is an activity that involves a vertical reorganization of previously constructed mathematics into a new mathematical structure. The principal components of the model are three dynamic nested epistemic actions: recognizing, building-with, and constructing. This study identified the abstraction profile of a junior high school student in constructing quadrilateral relationship. The student was asked a question related to quadrilateral. The interview was developed based on her answers by using keywords, "what, how, or why". The result of the student's abstraction and attributes were used to recognize the differences and similarities of quadrilateral shapes, building-with attributes by linking the characteristics of every two quadrilaterals, and constructing a network of relationships among quadrilaterals by drawing a figure of such networks.

The purpose of this study was to examine the abstraction thinking or the vertical reorganization activity of mathematical concepts of high school students while taking account of the abstraction that was constructed earlier, and the socio-cultural background. This study was qualitative in nature with task-based interviews as the method of collecting the data. It involved 62 high school students, and conducted for one year. The study focused on activities related to how the subjects grouped plane figures, recognized the attributes of each two plane figure, recognized the relation among them based on their attributes, defined plane figures, connected their attributes, as well as constructed the relations among plane figures. The results indicates that the abstraction level of high school students in constructing the relations among quadrilaterals consists of concrete visual level, semi-concrete visual level, semi-abstract visual level, and abstract visual level, together with indicators of each level. Therefore, the researchers suggest that it is necessary to design a learning activity that facilitates the four levels of abstraction, so that a student might increase his/her level of abstraction.

Recent studies in mathematics education have focused on students' geometric problem-solving abilities, self-regulation, and the problem-based learning (PBL) model. The goal of this study is to examine how well junior high school students' selfregulation and geometric problem-solving skills are enhanced by the PBL model. In this study, quantitative methods using a quasiexperimental design were used. The sample consisted of 45 students from Amanatul Ummah junior high school in Mojokerto, Indonesia. Five types of instruments were utilized to collect data for this research, namely Syllabus, lesson plans, student worksheets, Self-Regulation Questionnaire (SRQ), and Geometry Problem-solving Test (GPST). The outcomes of the N-Gain test demonstrated how well the PBL model works to help students develop their capacity for self-regulation and geometric problemsolving. Apart from that, there are some notable differences between the traditional technique and the experimental class that is taught using the PBL paradigm. It is advised that similar trials be conducted in the future with a larger population and sample size. In both public and private junior high schools, it is strongly advised that more research be done with a larger population and sample size. Future researchers can also expand the study materials of geometry, not only to flat-sided geometric shapes but even further to curved-sided geometric shapes and also other subject matters. [ABSTRACT FROM AUTHOR]

This research aims to describe junior high school students' self-efficacy in solving geometry problems. Instruments include the Self-Efficacy Questionnaire (SEQ) and the Geometry Problem Solving Test (GPST). The research instrument has been validated by three senior lecturers with doctoral degrees in mathematics education. The readability test was carried out by two mathematics teachers and two students from State Junior High School in Surabaya, purposively selected class 9 of Junior High School Muhammadiyah 4 Malang City, consisting of 6 male students and 3 female students who were divided into low subject, medium subject, and high subject groups. The research results showed that low subjects were only capable at the analysis stage, but not at the exploration, planning, implementation, and verification stages. Medium subject is capable at the analysis and exploration stage, but not at the implementation and verification stage. High subjects are capable of all problem-solving indicators. Each subject has different selfefficacy, as well as geometry abilities. It is recommended that future researchers develop and test other subjects according to the education level of junior high school students. [ABSTRACT FROM AUTHOR]

Background and Objective: Critical thinking is a 21st-century skill, so students must think critically in facing global competition. This is a challenge for higher education, including shipping colleges. Critical thinking requires a person to think rationally and logically in making decisions. Critical thinking skills are a process of Interpretation, analysis, inference, and evaluation. Therefore, students need to be trained to have essential by relating the material being studied to contextual problems. Contextual problems are problems related to students' daily life, namely the shipping field. Method: This research is descriptive research with a quantitative approach. Semester I students for the 2022/2023 academic year Ship Operations Engineering Technology Study Program, totaling 21 students as subjects in this study. The data collection method used a critical thinking skills test, and the questions tested were declared valid with rxy = 0.871 > rtable = 0.413. In comparison, the data analysis technique uses percentages. Results: The research results are the results of measuring students' critical thinking skills in solving spherical triangle contextual problems. Students' skills in Interpretation are known to be shallow, with a percentage of 42.85%. On the analysis indicators, it is also in the low category, with a rate of 50.59%. In comparison, the evaluation and inference indicators are high, with the respective percentages being 75.79% and 80.15%. [ABSTRACT FROM AUTHOR]

The study on mathematical performance was significant enough to be studied further to measure students' self-efficacy. Although studies on student self-efficacy in math performance from a gender perspective were abundant, studies on this relationship from the perspectives of ethnic culture and gender were scarce. Therefore, the objective of this study was to examine the self-efficacy of Bugis Junior High School students in solving math problems based on gender. The researchers used an algebra problem in the context of the Bugis ethnic culture. For this data set, two of 25 students at a public junior high school in Bone, South Sulawesi, Indonesia, were interviewed based on ethnicity and gender. Qualitatively, the triangulation technique was employed for data analysis. The study results revealed that male students outperformed girls in terms of self-efficacy, namely magnitude, strength, and generality, in math performance. Furthermore, female students had lower self-efficacy in terms of confidence, supportive experience in completing math tasks, and confidence in their ability to complete math tasks in similar or different contexts, compared to male students, who had higher self-efficacy. This result provided new knowledge by exploring the characteristics of students' self-efficacy by integrating ethnicity and gender. [ABSTRACT FROM AUTHOR]

Function is central in mathematical learning. Therefore, understanding the concept of function is important for students to comprehend other broader mathematical concepts. This study aims to explore the understanding of the concept of function of a male student, with a moderate mathematical ability, using a qualitative approach. To obtain such a student, the researchers grouped students by gender using a questionnaire adopted from The BEM Sex Role Inventory (BSRI). Each student answered the questionnaire five times to ensure data consistency. Once the appropriate student was selected, an interview was conducted in order to collect data. The interview involved questioning the student about the concept of function. The results show that there are unique findings in the category of summarizing, inferring, and comparing. [ABSTRACT FROM AUTHOR]

Background/purpose - Argumentation plays an essential role in higherorder activities and in the communication of mathematical knowledge. Although the purposes of argumentation have piqued the interest of many researchers, few have simultaneously investigated the quality of argument in students' mathematical problem solving. Materials/methods - In this case study, 41 middle school students in Indonesia solved an argumentative task. The students' responses were then analyzed for the quality of their arguments. In line with the study's goal of assessing the quality of the students' arguments in mathematical problem solving, their responses were coded according to the Polya method and the CER model. Results - The results revealed that more than half of the students misunderstood the given mathematical problems, which were not appropriately evidenced or reasoned in their response. Conclusion - These results indicate that further handling is needed to improve the quality of students' arguments and to develop the importance of activities that support students in explaining, justifying, and correcting their reasoning during mathematical argumentation. [ABSTRACT FROM AUTHOR]