EXPLORING THE IMPLEMENTATION OF AN INTERVENTION FOR A PUPIL WITH MATHEMATICAL LEARNING DIFFICULTIES: A CASE STUDY

This study presents a single case study of how a remedial mathematics teacher incorporated an instructional intervention into her teaching practices in order to teach counting to a pupil with mathematical learning difficulties. This new theory-driven intervention was developed by the authors of this study. Dyscalculia is a term which refers to a wide range of mathematical learning difficulties or disabilities. Dyscalculic pupils have a specific mathematics learning disorder with a core deficit in representing and processing of numerosity. They might not be able to recognise numerical quantities, performing counting and so on. Early supports such as interventions have a great potential in helping dyscalculic pupils to improve mathematical skills. However, there remains a lack of appropriate instructional scaffolds to help dyscalculic pupils to organise their learning structures by addressing both cognitive deficits and mathematical skills. The present study involves a primary school remedial teacher, Daisy, and an at-risk dyscalculic pupil, David, both pseudonyms. Data were collected through interviews, lesson observations, and reflective journals. The findings revealed that the proposed intervention improved the counting ability of the pupil.

STUDENTS’ GROWING UNDERSTANDING IN SOLVING MATHEMATICS PROBLEMS BASED ON GENDER: ELABORATING FOLDING BACK

Students’ previous knowledge at a superficial level is reviewed when they solve mathematical problems. This action is imperative to strengthen their knowledge and provide the right information needed to solve the problems. Furthermore, Pirie and Kieren's theory stated that the act of returning to a previous level of understanding is called folding back. Therefore, this descriptive-explorative study examines high school students' levels of knowledge in solving mathematics problems using the folding back method. The sample consists of 33 students classified into male and female groups, each interviewed to determine the results of solving arithmetic problems based on gender. The results showed differences in the level of students' understanding in solving problems. Male students carried out the folding back process at the level of image having, formalizing, and structuring. Their female counterparts conducted it at image-making, property noticing, formalizing, and observing. Subsequently, both participants were able to carry out understanding activities, including explaining information from a mathematical problem, defining the concept, having an overview of a particular topic, identifying similarities and differences, abstracting mathematical concepts, and understanding its ideas in accordance with a given problem. This study suggested that Pirie and Kieren's theory can help teachers detect the features of students’ understanding in solving mathematical problems.

TURKISH PRE-SERVICE MATHEMATICS TEACHERS’ BELIEFS IN MULTIPLICATION

Mathematics teachers’ beliefs play an important role in the mathematics teaching practices. However, the instruments used to measure the mathematics on certain contents are still limited. Thus, this study was conducted to develop a Multiplication Beliefs Questionnaire (MBQ) to identify and examine the profile of Turkish pre-service mathematics teachers’ beliefs. The samples of this study consisted of 414 four-year pre-service primary mathematics teachers from 18 different universities in Turkey collected using a convenience sampling technique. The validity of the questionnaire was analyzed using an exploratory factor analysis (EFA). We obtained four components of beliefs in multiplication covering, remote belief in multiplication (C1), multiplication operation belief in mathematics textbooks (C2), dynamic belief in multiplication learning (C3), and self-efficacy belief in multiplication problems (C4). The results showed that the pre-service mathematics teachers’ beliefs in components C1, C3, and C4 were positive, while component C2 was neutral. This study had an essential contribution to the mathematics literature since developing a questionnaire on multiplication distributed to the pre-service teachers. The previous studies showed that belief was subjective yet objectively influenced knowledge. Thus, identifying the pre-service teachers’ beliefs in teacher education may provide various benefits in reforming mathematics teaching.

MOTIVATION AND MATHEMATICS ACHIEVEMENT: A VIETNAMESE CASE STUDY

Motivation plays a critical role in engaging students to study mathematics and in improving their mathematics performance. The relationship between motivation and mathematics achievement has been discussed in the literature; however, research gaps exist in terms of empirical testing of the key aspects in the context of mathematics education in Vietnam. Therefore, the aim of this study is to address the research gaps by empirically examining the relationship between mathematics motivation and mathematics achievement among high school graduate students in Vietnam. This study adopted the academic motivation toward mathematics scale (AMTMS) for its questionnaire survey and data collection. Six hundred and eighty responses were received from high school graduate students. The data were subjected to structural equation modelling analysis. The current study generated several key findings. Amotivation has been proven to negatively affect mathematics achievement. However, introjected regulation, identified regulation and intrinsic motivation positively affect mathematics achievement. The findings emerging from the current study provide a strong theoretical foundation for improving mathematics achievement by encouraging teachers to improve motivational conditions in mathematics classes in Vietnam. The study discusses some strategies, such as how to foster mastery orientation and the application of effective technology, to improve mathematics achievement.

EXPLORING FIRST YEAR UNIVERSITY STUDENTS’ STATISTICAL LITERACY: A CASE ON DESCRIBING AND VISUALIZING DATA

Statistical literacy, which is the ability to use statistics in daily life, is an essential skill for facing society 5.0. This study aims to explore first-year university students’ ability to properly use simple descriptive statistics and data visualization. Qualitative data were collected using a set of questions from 39 undergraduate students. Many students were able to calculate various descriptive statistics, but some of them were still unable to determine suitable statistics to describe the data clearly. Related to data visualization, many students failed to provide a meaningful chart that effectively shows the difference between two groups of data. Students with higher statistical literacy tend to use comparison or variability reasoning to determine the usage of descriptive statistics, and use data-based reason in visualizing the data. Improvement in statistical teaching – both in the university and the secondary school – is needed so that the students can use descriptive statistics and data visualization correctly.

COUNTEREXAMPLES: CHALLENGES FACED BY ELEMENTARY STUDENTS WHEN TESTING A CONJECTURE ABOUT THE RELATIONSHIP BETWEEN PERIMETER AND AREA

One pedagogical approach to challenge a persistent misconception is to get students to test a conjecture whereby they are confronted with the misconception. A common misconception about a ‘direct linear relationship’ between area and perimeter is well-documented. In this study, Year 4-6 students were presented with a conjecture that a rectangle with a larger perimeter will always have a larger area. Eighty-two (82) students’ written responses from three elementary schools in Victoria, Australia were analyzed. The findings revealed that Year 4-6 students could find multiple examples to support the conjecture but they struggled to find counterexamples to refute the conjecture. The findings underscored the importance of developing elementary school students’ capacity to construct counterexamples and recognize that it is sufficient to offer one counterexample in refuting a conjecture about all cases. Implications for ­teaching practice to support investigating and testing a conjecture are discussed.

CULTURAL HISTORICAL ANALYSIS OF IRANIAN SCHOOL MATHEMATICS CURRICULUM: THE ROLE OF COMPUTATIONAL THINKING

In this paper, six mathematics curriculum changes in Iran will be reviewed, spanning from 1900 until the present time. At first, change forces, barriers, and the main features of each curriculum reform will be represented. The first five curriculum changes are described briefly and the sixth and most recent curriculum reform will be elaborated. In this paper, we call the last reform as contemporary school mathematics curriculum change. This recent (contemporary) curriculum reform will be explained in more detail, followed by a discussion of the effect of globalization and research finding in the field of mathematics and mathematics education (in the Iranian mathematics curriculum). In total, three key ideas are distinguished as an effect of globalization which is “New Math”, “International Comparative Studies”, and “Computational Thinking”. Finally, the paper comments on the necessity of paying more attention to information and communication technology as part of globalization; in particular, recall policy-makers to consider “Computational Thinking” as an important component of future curriculum design.

THE JOURNEY OF JOURNAL ON MATHEMATICS EDUCATION: FROM LOCAL TO GLOBAL

One of indicators to determine the quality of a journal can be observed from how many indexing institutions recognized it nationally and globally, such as Sinta, Scopus, and ScimagoJR. Furthermore, the rank of a journal in the indexing institution will add more value to the reputation of a journal. However, few journal editors are willing to share their experiences in managing a journal, from the beginning to getting recognition at the international level. Thus, this article describes the journey of the first journal in the mathematics education field from Indonesia called the Journal on Mathematics Education (JME), which is globally recognized and indexed on Scopus. JME's journey to gain global recognition is narrated in a structured way, starting from the history of journal formation, recognition at the local level, strategies to get authors from various countries, promotional activities to get credit, until finally getting a global position. In addition, this article also describes many contributions from world-class Mathematics Education researchers who have published their research results in JME. Finally, this article also describes the position of JME at national and international levels based on the data of several indexing institutes and JME's future targets.

THERE IS, PROBABLY, NO NEED FOR A DESIGN FRAMEWORK

I present my perspective on the design process in this article, arguing for a focus on student learning and "slow design" that stems from knowledge of mathematics and their support system in the learning process. I have a question about the design process academization and task design research direction. Numerous examples from my work at the Freudenthal Institute are used to illustrate this paper.

DESIGNING PISA-LIKE MATHEMATICS TASK USING A COVID-19 CONTEXT (PISACOMAT)

New changes to the school curriculum by enacting a minimum competency assessment (MCA) with PISA criteria in 2021 have led to confusion over the form of MCA questions among teachers and students due to limited learning resources at schools. This study aimed to produce valid and practical PISA COVID-19 mathematics tasks (PISAComat) potentially affecting mathematics literacy. This study involved 27 secondary-level students aged 15 years old with different levels of mathematics skills. Design research in the form of development studies was chosen as the core framework of this research assisted with the online learning platform. Data were analyzed descriptively through observations, tests, interviews, and document reviews. A set of PISAComat on quantity and change & relationship at the level of reasoning was gained after a formative evaluation. The formative process was conducted through zoom meetings and intensive communication at WhatsApp Group (WAG) to produce valid and practical PISAComat. After being tested in the classroom, the resulting PISAComat had been potentially effective in promoting students' mathematics literacy and life skills during the COVID-19 pandemic.