My Website by Sitti Patahuddin
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Papers by Sitti Patahuddin
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Series on Mathematics Education, 2018
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Mathematics Education Research Group of Australasia, 2019
Studies about gender difference in mental rotation ability are well documented in the context of ... more Studies about gender difference in mental rotation ability are well documented in the context of developed countries; though not in developing or low-income ones. This paper examined students’ mental rotation ability as a function of gender in a disadvantaged community in Indonesia. The Spatial Reasoning Instrument (SRI) was used to test 334 students (aged 1314 years old) in an untimed test. The characteristics of the SRI items were analysed in relation to the gender difference. The results showed a significant difference in favour of males on both 2D and 3D mental rotation tasks. The effect of the task direction was mediated by gender; girls performed significantly lower than boys for the task with an implicit direction.
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Abstract. This paper describes a framework for a mathematics lesson design called ELPSA. It is co... more Abstract. This paper describes a framework for a mathematics lesson design called ELPSA. It is comprised of five learning components, namely: Experience, Language, Pictorial, Symbolic and Applications. This framework provides assistance for students to make sense of mathematics ideas in classrooms, through sequenced activities that draw of students’ personal experiences, encourage multiple forms of representation and apply mathematics knowledge to new experiences. This paper explains the theory that underpins the framework, and highlights the manner in which the respective components promote mathematics thinking. It concludes with a demonstration on how the ELPSA framework can be used in the process of designing lessons for Number Patterns Keywords: ELPSA, framework, number patterns
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This is a part of a larger study investigating the potential of Facebook for mathematics learning... more This is a part of a larger study investigating the potential of Facebook for mathematics learning. This case study explored the responses of Facebook users towards opened and closed mathematical tasks posted on Facebook. In total, 149 Facebook users responded to the tasks resulting in 242 comments during a short period of time. All of the responses were downloaded and content analysis was utilised to identify patterns occurring within the responses. Virtual ethnographic study was also applied to further identify the demographical background of participants (education/professional background and locations). The results of this study suggests that opened mathematical tasks create broader opportunities for the Facebook users to express their mathematical ideas in different ways and attract richer mathematical interactions among the users than closed mathematical tasks. The nature of the task potentially shaped the types of responses from the Facebook users. This paper discusses some br...
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Mathematics Education Research Group of Australasia, 2017
In this paper, we undertake a content analysis of mathematics assessment tasks to understand how ... more In this paper, we undertake a content analysis of mathematics assessment tasks to understand how often graphical representations are embedded within high-stakes national and international tests. A total of 274 items were analysed, consisting of 160 Grade 9 UN items, 88 Grade 8 TIMSS items, and 26 PISA items. Analysis showed that all items in the PISA test were embedded with graphics, with far fewer graphical items in the TIMMS and national UN tests (47% and 33% respectively). We also found that graphical items in UN tests are distinct from PISA and TIMSS, suggesting a misalignment between what is represented in UN tests and international instruments.
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The Asia-Pacific Education Researcher, 2020
Facebook groups (FGs) have been widely used by teachers/educators. However, the type of education... more Facebook groups (FGs) have been widely used by teachers/educators. However, the type of educational FGs they value most, and the reasons for their choices, are less clear. This paper examines the perspectives of 440 participants (86% mathematics teachers and 14% mathematics teacher educators) on their educational FGs. It identifies the types of FGs they value most, the reasons for their choices, and aspects they dislike. Data collected through an online survey suggests that FGs are used for professional engagement across Indonesia. Support for FGs included the perceived benefits of sharing information/resources about mathematics (as well as education in general), networking and communication with others, opportunities for teacher professional development sessions and announcements about/access to up-to-date information. However, limitations with the platform included occasional irrelevant posts/comments, unexpected member behaviour and the lack of responsiveness from FGs administrators. Commonly, most participants saw value in discipline-specific (i.e. mathematics) engagement, leading to professional learning/support. This study stimulated further discussion on ways to maximise benefits whilst simultaneously overcoming the identified challenges of these participant-driven online communities.
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Jurnal Pendidikan Matematika, 2013
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The Asia-Pacific Education Researcher, 2016
Technological pedagogical content knowledge (TPACK) has been well accepted as a framework to unde... more Technological pedagogical content knowledge (TPACK) has been well accepted as a framework to understand and describe types of knowledge required by teachers to teach specific content with technology effectively. However, limited studies have used the framework in analysing the complexity of technology integration in mathematics classrooms. This study investigates, through examining critical instructional events, the most influential TPACK constructs in understanding and shaping teachers’ pedagogical practices using digital technology. This case study was conducted in an early secondary mathematics classroom in Indonesia that used a web-based resource to support students’ understanding of fractions. The finding suggests that the qualitative examination of the four intersected TPACK constructs assists in understanding the challenges and the opportunities to teachers when utilising an exploratory-based technology. It demonstrates that the combination of pedagogical stances and choice of technology significantly influence the visibility of other TPACK constructs. Implications of this study include the need of thoughtful planning prior to using web-based resources and the importance to utilise critical events in developing and assessing teachers’ TPACK.
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ABSTRACT The purpose of this study was to investigate how primary teachers in Queensland, Austral... more ABSTRACT The purpose of this study was to investigate how primary teachers in Queensland, Australia can make use of the Internet for professional development and to enhance the teaching and learning of mathematics. As a result of this study, implications for using the Internet for the professional development of Indonesian mathematics teachers in primary schools were drawn. The genesis of the study had emerged from reflecting upon my personal experiences in using the Internet for my own professional learning, by exploring education phenomena related to the Internet in Indonesia and Australia, and identifying gaps in research as a result of my literature review. I argue that the Internet has potential as a medium for professional development and for teaching and learning mathematics. However, little is known about the personal and professional characteristics of teachers who use the Internet to promote and renew their professional knowledge and to support their on-going learning process as well as to be good facilitators for ‘new learners’. The literature review establishes the need for investigating how teachers can use the Internet for professional development and for teaching and learning mathematics. The literature review also examines the characteristics of effective professional development, identifies inadequacies in existing professional development programs, and examines the potential advantages and limitations of using the Internet for professional development. The review suggests that there is a need to build a new model of professional development to shed light on how the Internet might be used to support primary mathematics teacher professional development. In this study, two case studies have been conducted. The first case study was of a ‘high use Internet (HUI) teacher’ (a teacher who intensively uses the Internet to sustain his/her professional growth as a mathematics teacher) and the second case study was of a ‘low use Internet (LUI) teacher’ (a teacher who has not made use of the Internet for those main goals but has a willingness to do so). The researcher learned from the HUI teacher and formulated ways to help the LUI teacher. An ethnographic approach was chosen for this study, as the researcher went into the field for an extended period of time. This study employed multiple data gathering methods, namely: participant-observation, interviews, questionnaires, and written and non-written sources. The research reported in this thesis investigated factors (personal and contextual) that support or inhibit mathematics teachers in making use of the Internet for teacher professional development and for teaching mathematics. The findings support the notion that teachers’ knowledge and beliefs are key determinants in embracing technology as a tool for teaching and learning. The findings are also significant in underscoring the non-linear, interactive and contingent nature of authentic professional development. The significance of this research is that it deepens our understanding about what is necessary for primary mathematics teachers to optimise the potential of the Internet for mathematics teaching and learning both for teachers and students. This study established the extent of the positive and negative potential effects of the Internet for professional development and the difficulties of using only this for professional development. Yet another significant outcome from this research is the construction of a theoretical framework for identifying the implications of using the Internet for professional development of Indonesian Primary teachers and for mathematics teaching and learning in Indonesian primary schools.
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sippendidikan.org
... Adam termasuk guru pemula, karena baru dua tahun mengajar di sekolah SD. Adam adalah sarjana ... more ... Adam termasuk guru pemula, karena baru dua tahun mengajar di sekolah SD. Adam adalah sarjana pendidikan dan dia juga telah mengikuti beberapa program penataran guru, namun demikian tidak terkait dengan penggunaan internet untuk pembelajaran matematika. ...
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This paper arises from a larger study that aims to investigate how primary school teachers use th... more This paper arises from a larger study that aims to investigate how primary school teachers use the Internet for teacher professional development and for teaching mathematics. Through compilation of interview data and classroom observations from one primary teacher, it was found that this teacher uses technology and particularly the Internet as an integral component of her daily mathematics teaching, and regards the Internet as vital to her teaching style. This report provides an examination of the way this teacher integrates the Internet into her mathematics teaching, reasons to use the Internet in teaching mathematics, the benefits for students, and how this approach aligns the intent of the new Queensland mathematics syllabus. The results are discussed in the light of new learning in New Times.
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Mathematics Education Research Journal, 2013
This paper is a reflection on a model for mathematics teacher professional development with respe... more This paper is a reflection on a model for mathematics teacher professional development with respect to technology. The model was informed by three interrelated concepts: (1) a theory of teacher professional development from analysis of the field, (2) the zone theory of teacher professional learning, and (3) ethnography as a method. The model was applied in a study that focused on the uses of the Internet for primary mathematics teacher professional development, particularly to exploit the potential of the Internet for professional learning and to use it in professional work. This is illustrated through selected critical events over an eight-month ethnographic intervention in a primary mathematics classroom in Australia. Though the model is theoretically grounded, it opens up questions about the power, potential, and challenges as well as its feasibility, with respect to not only the teacher but also the ethnographer.
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The study involved a mathematics educator as the CL located in Australia and 36 mathematics secondary school teachers (MT) from 36 schools located in 8 districts in Indonesia. Facebook analytic (http://grytics.com) was used as it provided a way of quantitatively analysing FG activities including specific statistics on members’ activity and key features (e.g., top post and influencers). Data collection procedures were: (1) Identify the CL as the FG member who has been recorded by Grytics as the top influencer; (2) Download the CL activities (i.e. number of posts, comments, reactions, and engagement scores) from May 2015 – December 2016 via Grytics; (3) Identify two periods where the CL engaged with FG the most (i.e. 27/5 – 31/8/2015) and engaged with FG the least (i.e. 26/4 – 31/7/2016). Both periods were considered as “equivalent” as both included a 3-week holiday period and 5 days of face-to-face PD; and (4) Download the MT activities within the 2 periods. In total, we analysed 168 posts, 1029 comments, and 1544 reactions.
The influences of the CL were identified from the quantity and quality of the teacher’s activity from Period 1 to Period 2. This analysis suggests that the CL’s engagement influenced the level of members’ engagement: 55% of teachers decreased their engagement when the CL was less active. From Period 1 to 2, the richness or the depth of mathematical and pedagogical conversations also decreased. This study enhances the concept of CoP and the quality of CoP largely depends on the voluntary engagement of their members and the emergence of internal leadership.
References
Wenger, E., McDermott, R. A., & Snyder, W. (2002). Cultivating communities of practice: A guide to managing knowledge: Harvard Business Press.