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The Association for the Advancement of Computing in Education (AACE) is an international, non-profit educational organization. The Association's purpose is to advance the knowledge, theory, and quality of teaching and learning at all levels with information technology. The "EdMedia + Innovate Learning" conference took place in New York, New York and online June 20-23, 2022. These proceedings include 180 papers, including 2 award papers. The award papers cover the topics of VALUE (Valid Assessment of Learning in Undergraduate Education) rubrics and teacher candidates' acceptance and intentional use of augmented reality (AR) technology.

In recent years, with the increase of online learning platforms, obtaining learning behavior data from students, are becoming easy. However, analyzing the data to extract meaningful information remains challenging due to the data volume and complexity. Here, we apply Self-organizing Maps (SOM) to visualize the learning characteristics of many elementary students over many online assignments in mathematics class. As a case study, this research used the data log of MONSAKUN, a digital learning environment that focuses on exercising arithmetic using story-based questions by using a problem-posing approach with the integration of mathematical sentences. Our primary objective is to give intuitive understanding to the teachers regarding the students' performance that subsequently allows the teachers to generate meaningful advices. Here, SOM generates a two-dimensional map that preserved the topological order of high-dimensional learning characteristics data, in which students with similar learning characteristics are located close to each other, while students with significantly different characteristics are distanced from each other. We are interested especially in locating low-performing students, as they are the most important to be given advice by the teachers. By locating the low-performing students and other students in their vicinity on the map, the teacher may be able to use other students as references for improving the low-performing students' performances. The idea is to mimic the learning characteristics of the students designated as references. Due to the learning characteristics similarity, the low-performing students do not need to make drastic changes in their learning styles. It can be expected that by iterating this process over many assignments, the students' performances will gradually be improved. In this paper, we utilized a digital learning platform MONSAKUN, for learning arithmetic used in Japan. In this paper, we present our preliminary results in the form a learning-visualization of characteristics students of analytical and advisory tools and described our future goals for building a more flexible and general tool that can be deployed in Indonesia. [ABSTRACT FROM AUTHOR]

COVID-19 pandemic requires professional teachers to use digital technology, but some students experience obstacles in technology so that it has an impact on their low critical thinking abilities. This paper aims to analyze mathematical critical thinking abilities between students who carry out learning models eliciting activities assisted by Edmodo and conventionally assisted by WhatsApp based on prior knowledge of mathematics. The research method used a quasi-experimental, non-equivalent pretest-posttest control group design. The sample was selected through a homogeneity test from 4 parallel classes of one junior high school in Bandung Indonesia, two classes were selected, namely class VIII A as the experimental class and VIII D as the control class. The instrument uses an initial mathematical ability test and critical thinking abilities. Data analysis uses: Two-way ANOVA test. Findings: There is a difference in the improvement of mathematical critical thinking abilities between experimental class and control class students. There are differences in the achievement of mathematical critical thinking abilities based on prior knowledge of mathematics in the smart, medium and weak categories. Learning models eliciting activities assisted by Edmodo can facilitate the process of construction, interaction and reflection so as to improve students' critical thinking abilities. [ABSTRACT FROM AUTHOR]

Education for children with special needs, especially with mild intellectual disabilities, has not received much attention from researchers and practitioners. The education of intellectual disabilities children also has the same right to develop according to the needs of the times as regular children's education in general. The changing and evolving needs of the times should also be followed by changes in the curriculum used, considering that one of the learning goals in special schools for intellectual disabilities children is to make the children who can live independently. In special schools for intellectual disabilities children in Indonesia, mathematics learning is combined with other lessons to discuss specific themes in everyday life. Based on an extensive literature search on the mathematics curriculum in special schools for intellectual disabilities children, this paper aims to review the literature involving two things: (1) mathematics education curriculum in special schools for intellectual disabilities children in Indonesia, and (2) mathematics curriculum in special education in Australia and Singapore. A view is also provided. This paper concludes that: (1) learning in special schools for intellectual disabilities children in Indonesia uses thematic learning where mathematics learning is focused on its usefulness in everyday life, (2) numeracy is the focus of education in Australia, not least for intellectual disabilities children, and learning Mathematics for mild intellectual disabilities children in Singapore includes the concepts of numbers, spaces, arithmetic procedures, problem solving and measurement. [ABSTRACT FROM AUTHOR]

Studies found that the variables of student engagement at school and teacher support have a significant impact on mathematics achievement. This paper aims to examine the relationship between student engagement and teacher support on the mathematics achievement of Indonesian students. The data came from PISA 2018 Indonesia, which included 9,936 students from 354 schools who completed responses on the selected variables. The multilevel analysis revealed that student engagement at school, teacher support, and status of school were statistically significant to predict student mathematics achievement. Student engagement has a positive relationship with mathematics achievement as well as teacher support. The greater the number of students in public and private schools, the lower the mathematics achievement. There is a tendency for public schools to have higher scores than private schools. [ABSTRACT FROM AUTHOR]

In mathematics, disposition is a very important component because students are accustomed to getting problems that require a positive attitude, desire, passion, and persistence to solve them. Without a good disposition, students will not be able to achieve competence or mathematical skills as expected. Based on the results of the PISA and TIMSS in Indonesia students, it is known that students have difficulty in applying mathematics to real-life situations. Therefore, a learning model is needed that can lead students to meaningful learning. Previously, preliminary research was conducted on the ethnomathematics activities of the Suku Anak Dalam (SAD) community in Jambi Province. The findings in the preliminary study were combined with the Realistic Mathematics Learning approach, hereinafter referred to as the Ethnomathematical. Realistic Mathematics Learning with an Ethnomathematics Approach of the Suku Anak Dalam (RME SAD) tested on seventh grade students of SMP Muhammadiyah Pangkalan Balai. This study examines the improvement of mathematical dispositions between students who received the RME SAD approach and students who received conventional learning, reviewed as a whole and reviewed according to the categories of high, medium and low students' initial mathematical abilities. This study is a quasi-experimental study with a nonequivalent control-group design. The data obtained were analyzed using the mean difference test, namely t-test and Mann-Whitney. The results showed that there is no difference in the mathematical disposition of students who receive RME SAD learning than students who receive conventional learning. [ABSTRACT FROM AUTHOR]

The problem-solving ability of open-ended mathematics students in Indonesia is still very low. Teachers more often assume students have the same ability, so students are often given training questions with closed problem nature. This needs to be changed by eliminating old habits and providing open-ended based exercises. The purpose of this article is three. Describes students' problem-solving skills in 1) plan problem solving, 2) implement a problem-solving plan, and 3) re-examine the results of problem-solving solutions. Type of qualitative-phenomenological research. Data collection techniques are tests in the form of questions, documentation, and interviews. The analysis technique used is data triangulation. The results of the study, 1) 9 students or 45% of the number of students can solve problems up to the stage of planning problem solving, 2) 10 or 50% of students can solve problems up to implement problem solving planning, and 3) 1 student or 5% of the number of students can solve problems up to the stage of re-checking. [ABSTRACT FROM AUTHOR]

The purpose of the present study was to examine the validity and reliability of the Metacognitive Awareness of Mathematics Learning Questionnaire (MAMLQ). The focus of the questionnaire was to measure students' knowledge of cognition and regulation of cognition in mathematics learning. The study used convenient samples of 532 secondary school students from five schools in three different urban cities in Indonesia. A preliminary 63-item questionnaire was developed as an item pool. Exploratory Factor Analysis generated inconsistent results according to the existing theory. Subsequently, Monte Carlo Parallel Analysis was implemented and provided satisfactory findings. As a result, 44-item MAMLQ was formed with moderate to excellent internal consistency. The sub-factors of knowledge of cognition and regulation of cognition were identified, and it explained at least 40% of the total variance. Consequently, the MAMLQ is a valid and reliable instrument for measuring students' metacognitive awareness in mathematics learning. [ABSTRACT FROM AUTHOR]

The purpose of the present study is to adapt a mathematics-related beliefs system questionnaire (MRBQ) and explain students' mathematics-related beliefs in Indonesia. We used a quantitative method that involved association and descriptive approach study to explore students' beliefs about mathematics education. Two hundred and eighty-one eighth-grade students participated in the present study. Exploratory factor analysis (EFA) was used to observe the construct validity of the questionnaire. Cronbach alpha and McDonald's w were used to examine the reliability of MRBQ in the Indonesian version. We used Pearson correlation to analyze the intercorrelation between factors. We also utilized descriptive statistics and an independent sample t-test to explore the boys' and girls' mathematics-related beliefs. We found the coefficient of KMO=0.887, Barlett's test X2=5000.685, p<0.001 indicated the adequacy of the sample. Scree plot showed that students' beliefs in Indonesia represented with four-factor model beliefs about the role and functioning of their own teacher, beliefs about mathematics as a discipline and competence mathematics, beliefs about the self as a mathematics learner, and beliefs about mathematics as a domain excellent. Pearson correlation test provided empirical data of solid consistency for the structure of MRBQ, which indicated a correlation between all the factors. We found a significant correlation of 0.597 between factors 2 and 1, suggesting students who beliefs about mathematics as a discipline and competence in mathematics tend to believe in the role and functioning of their own teacher. We also found the gender gap of students in Indonesian, boys' students have higher beliefs about the self as a mathematics learner than girls' students (p = 0.005<0.05, Mean Difference=-154, Independent sample t-test) and beliefs about mathematics as a domain excellent as well (p=0.018<0.05, Mean Difference=-1.10 Independent sample t-test). [ABSTRACT FROM AUTHOR]