Preface: International Conference on Mathematics and Science Education (ICMScE 2021)

ICMScE is one of the conferences held by Universitas Pendidikan Indonesia. This year, ICMScE was conducted on 12 June 2021 with the theme “Sustainable-Thinking Competences Awareness toward Society 5.0 in the Light of COVID-19”. This theme is considered to represent the needs of mathematics and science education in the present and beyond to meet a smart and sustainable society. Due to growing concerns about COVID-19, ICMScE 2021 cancelled its physical conference this year instead of shifting to a virtual conference. The ICMScE participants came from various universities in Indonesia and abroad; therefore, it became an opportunity for the participant to share knowledge, exchange ideas, and have the opportunity to collaborate. This conference presents five Keynote Speakers: Prof. Charles Hopkins from UNESCO Chair in reorienting teacher education towards sustainability, York University, Toronto, Canada; Dr. Ida Kaniawati, M.Si, from Universitas Pendidikan Indonesia; Prof. Benö Csapó from the University of Szeged, Szeged, Hungary; Prof. Muammer Çalik from Trabzon University, Trabzon, Turkey and Prof. Ts. Dr. Faaizah Binti Shahbodin from University Teknikal Malaysia. In addition to the keynote, there were also invited speakers from Indonesia who contributed to ICMScE: Prof. Dr. Nahadi, M.Pd., M.Si (Chemistry Education), Prof. Topik Hidayat, M.Si., Ph.D (Biology Education), Dr. Eko Hariyono, M.Pd (Science Education), Prof. Turmudi, M.Ed., M.Sc., Ph.D (Mathematics Education) and Prof. Dr. Wawan Setiawan, M.Kom (Computer Education). A total of 540 participants participated in ICMScE 2021, 451 of whom were presenters. After reviewing and selecting 144 selected articles to be published to the present proceeding List of Committee List is available in this pdf.

Dr. Uri Treisman: Five Decades of Postsecondary Innovation

Philip Uri Treisman is a University Distinguished Teaching Professor, professor of mathematics, and professor of public affairs at The University of Texas at Austin. He is the founder and executive director of the Charles A. Dana Center, an organized research unit in the College of Natural Sciences that works to ensure that all students, regardless of their life circumstances, can access—and succeed—in rigorous mathematics and science education. Dr. Treisman is active in numerous organizations working to improve American mathematics education. He is a founder and member of the governing board of Transforming Post-Secondary Education in Mathematics (also known as TPSE-Math). He is a representative of the American Mathematical Society to the American Association for the Advancement of Science (Education, Section Q) and is a senior advisor to the Conference Board of the Mathematical Sciences Research Advisory Group. In addition, he is a member of the Roundtable on Data Science Postsecondary Education with the National Academies of Sciences, Engineering, and Medicine. Dr. Treisman has served as a Distinguished Senior Fellow at the Education Commission of the States since 2013. He is also chairman of the Strong Start to Finish Campaign (and its expert advisory board), a joint initiative of the Bill & Melinda Gates Foundation, The Kresge Foundation, and Ascendium Education Group that works nationally to ensure that all students get a strong start in their first year of college and finish with the skills they need to thrive. Treisman has served on the STEM working group of the President’s Council of Advisors on Science and Technology, the 21st-Century Commission on the Future of Community Colleges of the American Association of Community Colleges, and the Commission on Mathematics and Science Education of the Carnegie Corporation of New York and the Institute for Advanced Study. Treisman’s research and professional interests span mathematics and science education, education policy, social and developmental psychology, community service, and volunteerism.

Argumentation in K-12 Mathematics and Science Education: A Content Analysis of Articles

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.