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Combinatorics is considered as an important topic in discrete mathematics course, yet it is considered as one of the more challenging topics of mathematics to teach and to learn. The objective of this case study was to examine the performance of forty-two pre-service secondary mathematics teachers in solving combinatorial problems. They are in fifth semester students' mathematics education study program at one public university in Jakarta Indonesia. Employing test administration, they were given three problems from three different topics in discrete mathematics, namely, binomial theorem, combination, and the pigeonhole theorem. Using content analysis, participants responses were analyzed to shed light on the correctness and strategies/concept used. The findings indicated that most participants encountered difficulties in dealing with the problems. Besides, they considered and leveraged different concepts and strategies to solve each problem. Their success in solving problems relies on their comprehension of concepts and encountered problems and choosing and executing the strategy appropriately. Referring to these findings, we suggest several recommendations for delivering the topics of combinatorics in discrete mathematics course to promote proper understanding and students success in problem solving. [ABSTRACT FROM AUTHOR]

Minimum Competency Assessment, which measures students' numeracy in Indonesia, has been implemented in the pandemic era when learning is forced to shift from offline to online. However, little research on online mathematics learning discusses the students' experience while students play a significant role in learning. This qualitative descriptive research explores the gap between the distance learning conducted by teachers and how students experience learning regarding numeracy. Through a survey of 264 students, an interview with two mathematics teachers, class observations, and a numeracy test, this research found that students perceived that online mathematics learning does not accommodate their needs for further discussions and detailed explanations. Concerning numeracy, the lack of context in learning activities might cause students difficulty processing information in a passage. The results suggest collaborative learning employing real-life context and digital technology to develop students' conceptual understanding, which is the foundation of numeracy skills. [ABSTRACT FROM AUTHOR]

Teaching and learning geometry in an online environment might give rise to several challenges and opportunities that should be identified and resolved. The study's objective was to investigate the online learning experience of high school mathematics teachers and students on three-dimensional geometry. Twelve high school mathematics teachers and one hundred students from different schools in Jakarta Province took part voluntarily in this study. Surveys and interviews were implemented to collect data. The data were analyzed descriptively. The study found that most teachers and students encountered various learning tools, teaching methods, and evaluation challenges during online learning. Implications of the results and future research directions are also presented. [ABSTRACT FROM AUTHOR]

The study aimed to analyze the conceptual validity aspect of Indonesian pre-service mathematics teachers' reasoning on linear Algebra. This research is a case study and involves as many as 42 second-semester students at a public university in Jakarta. A five-item test was administered, and based on their claims and reasons, participants' responses were analyzed and classified into four categories: fully valid, partially valid, invalid, and unidentified. The findings of this study are that most of the participants' responses fall in the partially valid category and have various obstacles in delivering their reasons. Based on these findings, it could be concluded that the success or the failure of participants in providing claims and reasons was at least influenced by four supporting factors or causes, namely: (1) conceptual understanding, (2) mathematical connections, (3) mathematical proof, and (4) mathematical communication. There are implications from the results of this study. [ABSTRACT FROM AUTHOR]

Mathematics textbooks play a significant role in helping students develop problem-solving skills, which is required in this century. The main objective of the present study was to analyze how mathematical problem-solving is represented in a 10th grade mathematical textbook in Indonesia. The study focused on the topics of Function with four basic competencies. The teaching for problem-solving approach was used to analyze the book. All exercises and competency tests tasks were analyzed and classified into various problems representations such as similarity, form, closed/open, and the number of steps. The analysis result showed that the chapter offers non-routine, open-ended, and word problems in moderate numbers. However, it delivered a large number of problems required to solve using multiple steps. As a result, it was found that the chapter presented a limited foundation for students to develop their problem-solving skills. Several suggestions for further improvement of the textbook regarding the representation of problem-solving are presented. [ABSTRACT FROM AUTHOR]

The implementation of a blended learning approach in a teacher professional development program needs to get more attention. The objective of the present study was to investigate in-service mathematics teachers' perspectives on the effectiveness of blended learning in the Teacher Professional Development Program. Sixty-four in-service mathematics teachers who completed the program in two large universities in Jakarta Province involved voluntarily in the study. By employing a cross-sectional survey, participants' responses were collected through a closed and open-ended questionnaire developed by the researcher. The data were analyzed descriptively. As a result, most participants revealed a positive perspective towards blended learning and instructors' feedback, independence, and discipline in accomplishing online assignments, readiness in technical support, and improvement of interaction. Besides, participants unpacked their points of view related to the implementation of the program. Implications of the study suggest how the findings of the study may be critical for policy, practice, and subsequent study. Finally, several recommendations are offered to improve the program. [ABSTRACT FROM AUTHOR]