1,721,018 research outputs found
Examining Indonesian secondary school mathematics teachers' instructional practice in the integration of technology
No full textThe Indonesian secondary school mathematics curriculum advocates the use of technology in teaching and learning of mathematics. The previous studies paid less attention to what type of digital tools that the teachers used and how they integrated them in the mathematics teaching. This study aimed at investigating Indonesian secondary school mathematics teachers' instructional practices in the integration of digital technology in classrooms and examined differences in teachers' instructional practice according to their background. It employed a quantitative approach whereby were collected through a questionnaire survey. The data were gathered from 341 mathematics teachers in 93 secondary schools. This study suggested that the integration of digital technology has emerged in Indonesian secondary school mathematics classrooms. However, it was also found that most of the teachers did not use the technology in constructive ways. The result also revealed that female teachers have better instructional practices in the use of digital technology than male teachers. In addition, teachers' levels of education play an important role on their instructional practices with digital technologies. This study suggests that it needs a radical improvement of the integration of technology in Indonesian secondary school mathematics classrooms in order to achieve the curriculum objective. Therefore, further research and development on this issue is needed in the country.</p
Assessing a new Indonesian secondary mathematics textbook: how does it promote authentic learning?
No full textIndonesia has implemented its new national curriculum since 2013, and accordingly the Ministry of Education and Culture has published the new textbooks for all subjects, including mathematics. This study aims to examine how the new mathematics textbooks reflect one of the features of the new curriculum, that is, authentic learning. The study focuses on to what extent authentic tasks are presented in the textbooks. For this purpose, we established a framework for analysing the mathematics tasks presented in the textbooks. The year 7 mathematics textbook was selected and the analysis was carried out through two layers. First, all the mathematics tasks were classified into two categories: authentic tasks and non-authentic tasks. Second, the authentic tasks were further categorized into two different levels of authenticity, which are real authentic and semi-authentic. Furthermore, the analysis also compares the authenticity of mathematics tasks between topics of mathematics. The results show that only about 22 percent of the tasks were authentic tasks which comprise 19 percent semi-authentic tasks and 3 percent authentic tasks. The findings of the study suggest that there is room for improvement of the textboo
Investigating Indonesian teachers' knowledge and use of ICT in mathematics teaching
No full textCountries around the globe see Information and Communication Technology (ICT) as a potential tool for enhancing education. Indonesia, like many other countries, is keen to integrate this technology in the classroom. The aims of this study were to investigate Indonesian teachers’ knowledge and practices in the use of ICT in secondary mathematics classrooms as well as to examine the relationship between teachers’ knowledge and their classroom practices. In addition, this study sought to reveal barriers faced by teachers to using ICT in their classrooms. The study employed a mixed methods approach whereby both quantitative and qualitative approaches for the data collection were undertaken sequentially. It was conducted in one of Indonesia’s provinces, Aceh province; 341 secondary mathematics teachers participated in the quantitative phase, and 10 of them participated in the qualitative phase.The findings showed that Indonesian secondary mathematics teachers had largely inadequate knowledge of both ICT and ICT use in teaching. In total, 67% of the teachers had used ICT at least once in their teaching, and the most common use of hardware was computers/laptops while in terms of software the teachers used general software more frequently than they used mathematical software. In addition, the teachers commonly used the digital tools to do arithmetic, draw graphs, present contents of mathematics and give classroom instructions. Finally, teachers had not yet achieved a high level of ICT use as most of them still used it for an established form of classroom practices. The findings of the study revealed a significantly positive correlation between teachers’ knowledge and their classroom practices in ICT use. Moreover, the correlation between teachers’ knowledge of ICT use in teaching and their classroom practices was stronger than the correlation between teachers’ knowledge of ICT and their classroom practices.The qualitative findings provided deeper insights showing that the relationship between teachers’ knowledge of ICT and classroom practices appeared at the subject level and the task level while the relationship between teachers’ knowledge of ICT use in teaching and classroom practices appeared at the classroom level, the subject level and the task level. Finally, based on the findings, the study suggested that Indonesian secondary mathematics teachers need to improve knowledge of both ICT and ICT use in teaching. In addition, teachers as well as policymakers should overcome the main barriers to ICT integration, namely teachers’ lack of time to prepare ICT-based lessons, teachers’ lack of confidence, and the assessment of students not being in line with the integration of ICT, in order to enhance the integration of ICT in Indonesian secondary mathematics classrooms
A historical overview of mathematics curriculum reform and development in modern Indonesia
Full text linkIndonesia has the fourth largest education system in the world in terms of student population; yet due to a variety of reasons, internationally there is little literature available about Indonesian education, particularly in its historical change and development. This paper focuses on Indonesian national school mathematics curriculum, and provides a historical overview and documentation of the reform and evolution of the mathematics curriculum in modern Indonesia. Both external and internal factors in relation to Indonesian education that have influenced the mathematics curriculum reform and development in this period of time are examined and their implications to general mathematics curriculum reform and development are discussed in the paper
How comparison of whole numbers is introduced in China, Indonesia and Saudi Arabia mathematics textbooks
No full textThe comparison of whole numbers is a fundamental concept as well as a skill that should be introduced to young learners in mathematics. However, studies on how this important topic is presented in mathematics textbooks is rarely reported and discussed in research literature. This study is intended to examine how equality and inequality of whole numbers are introduced in primary mathematics textbooks in China, Indonesia and Saudi Arabia. Six textbooks were selected from these three countries, and then the textbooks were analyzed with a focus on the examples of comparison of whole numbers presented in the main text of these textbooks. Findings revealed a high level of consistency in the way of introducing the comparison of whole number in the textbooks across the three countries. However, differences were also found in term of contexts employed and grade levels of the introduction. The paper provides a contemporary documentation about the approaches to the comparison of whole numbers in mathematics textbooks in different countries concerned. Possible reasons for the similarities and differences were also discussed in the paper
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Full text linkWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Dispelling the Myths Behind First-author Citation Counts
Full text linkWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
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