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The values of mathematics in STEM education have become an issue that needs to be considered by mathematics educators. To address this issue, this qualitative study explores four Indonesian high school mathematics teachers' values of the relationships between mathematics and integrated STEM education. The phenomenography research approach was adopted as this study investigated participants' perceptions of the relationship between mathematics and integrated STEM education. The primary research tool was semi-structured interviews. To analyze the data, qualitative content analysis was performed using an abductive thematic approach. Three main findings were obtained in this study: (1) there were three categories of teachers' orientations of the values of the relationships between mathematics and STEM education: core, peripheral, and reciprocal; (2) there were six types of values of STEM education for mathematics education: application, integration, interest, performance, usefulness, and implementation; and (3) there were four types of values of mathematics education for STEM education: resolvable, supported, modellable, and thinkable. Additionally, it was interesting to see the teachers' different perspectives on the importance of highlighting mathematics in STEM education. Three teachers agreed that mathematics should be displayed explicitly, while one teacher believed that STEM activities are more successful if mathematics is only implicitly included. The findings and discussions contribute to the further design of an instrument to measure a variety of teachers' values of mathematics in STEM education.

This article reports the results of a mixed-methods approach to develop and validate an instrument to measure Indonesian pre-service teachers' conceptions of statistics. First, a phenomenographic study involving a sample of 44 participants uncovered six categories of conceptions of statistics. Second, an instrument of conceptions of statistics was developed on the basis of findings from the phenomenographic study. The instrument was initially piloted with 63 participants. Subsequently, an exploratory factor analysis involving 116 participants, followed by a confirmatory factor analysis involving 232 participants, was executed, suggesting a three-factor structure. In addition, three different types of conceptions of statistical data were identified from the integration of qualitative and quantitative studies. Contributions of the study and implications of the findings for further research and statistics education are discussed.

In this study, we aimed at examining Indonesian In-Service primary Teachers' Mathematics Content Knowledge (MCK) and Mathematics Pedagogical Content Knowledge (MPCK) for teaching ratio and proportion. The instruments were administered to 271 in-service primary teachers with various education background. There were three underlined factors on MCK and MPCK instrument classified by item analysis and factor analysis. Three teachers' categories (Good, Middle, and Low) were established by cluster analysis methodology. The most teachers' challenge on MCK was figural representation. For MPCK, Indonesian teachers need more opportunity to learn the factor of Knowing students conceptual understanding. The state of teachers' MCK and MPCK and related components are worthy to suggest the design of Indonesian In-service Teachers Professional Development Program.

In this study, we developed an instrument for assessing teachers' mathematics content knowledge (MCK) on ratio and proportion and examined the profile of Indonesian primary teacher's MCK on this topic. The MCK items were administered to 271 Indonesian in-service primary teachers with a variety of educational backgrounds and teaching experiences. Teachers' responses were analyzed by factor analysis and cluster analysis. The MCK instrument was found to have good acceptability in the reliability analysis with 3 factor components--"meaning of proportional and non-proportional situations," "number structures in situation," and "figural representation"--which was the main result of the study. With respect to the 3 factors, the teachers in the 3 assigned categories ("Good," "Middle," or "Low") showed consistent performance on the items of the 3 factors. In particular, our results indicated that Indonesian in-service primary teachers had difficulty with the factor on figural representation, but they performed best on number structures in situation representing products of proportional reasoning.

A positive Indian Ocean Dipole (pIOD) refers to a sea surface temperature anomaly pattern with cold anomalies in the equatorial eastern Indian Ocean and warm anomalies in the west, leading to floods in the eastern African countries and droughts and bushfires in Indonesia and Australia. The pIOD displays strong inter‐event differences, ranging from an extreme event dominated by westward‐extended strong cold anomalies along the equator, to a moderate event with weakened cooling confined to region off Sumatra‐Java. Representation of the extreme pIOD varies vastly across ocean temperature products. Here we show that products generated in a system explicitly involving subsurface oceanic processes capture the nonlinear dynamics of the extreme pIOD, i.e., the equatorial nonlinear zonal and vertical advection, and systematically produce a more realistic extreme pIOD. Thus, our study identifies ocean temperature products that are more suitable for studying extreme pIOD and its climatic impacts. Plain Language Summary: A positive Indian Ocean Dipole (pIOD), with warm and cold sea surface temperature anomalies in the western and eastern equatorial Indian Ocean, respectively, exerts a pronounced impact on the climate extremes, including floods in the eastern African countries and droughts and bushfires in Indonesia and Australia. However, pIOD events vary vastly in amplitude and spatial pattern from one event to another, ranging from extreme events dominated by westward‐extended strong cold anomalies along the equator, to moderate events with weakened cooling confined to region off Sumatra‐Java. Any product must realistically represent the inter‐event difference, because impacts of the extreme and moderate events are rather different. Here we find that ocean temperature products that explicitly involve oceanic processes, in particular, the equatorial oceanic nonlinear zonal and vertical advection, in their construction produce marked pIOD inter‐event differences, particularly a greater amplitude of extreme pIODs, than in products that do not. Thus, ocean temperature products that involve oceanic processes are more advantageous for use in pIOD research. Key Points: Characteristics of extreme positive Indian Ocean Dipole events differ vastly among ocean temperature productsNonlinear zonal and vertical advection along the equatorial Indian Ocean contributes to the strong differencesInvolvement of an oceanic model in ocean temperature reconstructions improves representation of the nonlinearity [ABSTRACT FROM AUTHOR]

In this study, we developed an instrument for assessing teachers' mathematics content knowledge (MCK) on ratio and proportion and examined the profile of Indonesian primary teacher's MCK on this topic. The MCK items were administered to 271 Indonesian in-service primary teachers with a variety of educational backgrounds and teaching experiences. Teachers' responses were analyzed by factor analysis and cluster analysis. The MCK instrument was found to have good acceptability in the reliability analysis with 3 factor components- meaning of proportional and non- proportional situations, number structures in situation, and figural representation-which was the main result of the study. With respect to the 3 factors, the teachers in the 3 assigned categories ('Good,' 'Middle,' or 'Low') showed consistent performance on the items of the 3 factors. In particular, our results indicated that Indonesian in-service primary teachers had difficulty with the factor on figural representation, but they performed best on number structures in situation representing products of proportional reasoning. [ABSTRACT FROM AUTHOR]