Activist Learners’ Creative Thinking Processes in Posing and Solving Geometry Problem

<p style="text-align: justify;">This study aimed to describe the creative thinking process of students with active learning styles in proposing and solving problems on geometry material. The research instruments were Honey and Mumford's Learning Style Questionnaire (LSQ), problem-solving and submission test sheets, and interview guidelines. The LSQ questionnaire was distributed to students majoring in mathematics education at a university in Malang, Indonesia, with a total of 200 students. Students who have an active learning style and meet the specified criteria will be selected as research subjects. Based on research on creative thinking processes in proposing and solving problems in students with active learning styles, it was found that there were differences in behaviour between subject 1 and subject 2 at each stage of creative thinking. However, based on the researcher's observations of the behaviour of the two subjects at each stage of their thinking, there are similarities in behaviour, namely, they tend to be in a hurry to do something, prefer trial and error, and get ideas based on daily experience.</p>

Students in sight: Using mobile eye-tracking to investigate mathematics teachers’ gaze behaviour during task instruction-giving

Mobile eye-tracking research has provided evidence both on teachers' visual attention in relation to their intentions and on teachers’ student-centred gaze patterns. However, the importance of a teacher’s eye-movements when giving instructions is unexplored. In this study we used mobile eye-tracking to investigate six teachers’ gaze patterns when they are giving task instructions for a geometry problem in four different phases of a mathematical problem-solving lesson. We analysed the teachers’ eye-tracking data, their verbal data, and classroom video recordings. Our paper brings forth a novel interpretative lens for teacher’s pedagogical intentions communicated by gaze during teacher-led moments such as when introducing new tasks, reorganizing the social structures of students for collaboration, and lesson wrap-ups. A change in the students’ task changes teachers’ gaze patterns, which may indicate a change in teacher’s pedagogical intention. We found that teachers gazed at students throughout the lesson, whereas teachers’ focus was at task-related targets during collaborative instruction-giving more than during the introductory and reflective task instructions. Hence, we suggest two previously not detected gaze types: contextualizing gaze for task readiness and collaborative gaze for task focus to contribute to the present discussion on teacher gaze

Analisis Berpikir Siswa Level Van Hiele dalam Memecahkan Masalah Segiempat Berdasarkan Langkah Polya

This study aims to describe student’s level thinking of understanding geometry according to van Hiele’s theory (informal deduction, deduction, and rigor) in solving of a quadrilateral problems based on Polya’s steps. The subjects of the study were 3 students Olympiad of SMPN 2 Jember, each of them have the level in informal deduction, deduction, and rigor. These students were given tests of geometry problem test at beginning and then proceeded to interview. The descriptive qualitative research was used in this study. The results showed that the subjects are able to fulfill all of the indicators according to their level in the step of understanding the problem and make arrangements. In part of carry out the plan, a student with informal deduction level is not able to solve the three indicators and a student with deduction levels is not able to solve one of the indicators, whereas the rigor’s student is not to able accomplish two indicators according to the levels. In step of looking back, a student with informal deduction level and a student with deduction level are not capable to solve the whole of indicators, however the rigor’s student is not able to accomplish two indicators according to the levels.

An optical processor for matrix-by-vector multiplication: an application to the distance geometry problem in 1D

We present the architecture of a new optical processor specialized in matrix-by-vector multiplication via the manipulation of the light wavefront. This processor can reach up to 1.2 Giga MAC (multiply-accumulate) operations per second using commercially available devices. Moreover, this architecture is compatible with hardware upgrade with potential to achieve processing speed above Tera MAC per second. We initially present the optical processor, and then discuss the use of such a processor for tackling a special class of the one-dimensional Distance Geometry Problem (DGP), which is a well-known NP-hard problem.

Eksplorasi etnomatematika Museum Kereta Kraton Yogyakarta dan pengintegrasiannya ke dalam pembelajaran matematika

Penelitian ini bertujuan untuk mengeksplorasi unsur etnomatematika Museum Kereta Kraton Yogyakarta dan mengintegrasikannya ke dalam pembelajaran matematika. Jenis penelitian ini yaitu penelitian eksploratif. Data yang diperoleh berupa data kualitatif, sumber data penelitian diperoleh melalui observasi, wawancara, dokumentasi, dan studi literatur yang berkaitan dengan Museum Kereta Kraton Yogyakarta. Teknik pengumpulan data dilakukan dengan observasi, wawancara dan dokumentasi. Analisis data dalam penelitian ini menggunakan metode kualitatif-verifikatif, yaitu suatu metode induktif dalam penarikan kesimpulan dimana data dijadikan sebagai dasar untuk menyimpulkan gambaran umum keadaan objek kajian. Hasil penelitian menunjukkan bahwa unsur etnomatematika Museum Kereta Kraton Yogyakarta dapat diintegrasikan ke dalam pembelajaran matematika, diantaranya konsep luas bangun datar, volume bangun ruang, kesimetrisan, dan teselasi/pengubinan. Konsep-konsep tersebut dapat diterapkan dalam pembelajaran matematika sebagai masalah kontesktual sekaligus sebagai salah satu cara mengenalkan unsur budaya kepada siswa sebagai upaya mengembangkan pendidikan karakter siswa.This study aims to identify the potential for integrating ethnomathematics at the Yogyakarta, particularly the Museum of Kereta Kraton (Kraton Railway Museum) into mathematics learning. This type of research was a qualitative descriptive study. The data obtained in the form of qualitative data, the source of research data obtained through observation, interviews, documentation, and study of literature related to Yogyakarta Kraton Railway Museum. The data collection technique was done by observing, interviewing and documenting. The data analysis in this study used a qualitative-verification method, which is an inductive method of drawing conclusions where the data is used as a basis for concluding a general description of the state of the object of study. The results showed that the ethnomatematics of Yogyakarta Kraton Railway Museum has the potential to be integrated into mathematics learning. Ethnomatematics that can be integrated include the concept of flat area, volume of space, symmetry, and tessellation /tiling. These concepts can be applied in mathematics learning as a contextual geometry problem as well as a way of introducing cultural elements to students.