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Something that is considered new must meet difficulties in its implementation. Including distance lectures. The cause can come from various factors. This research development aims to produce distance lecture design by utilizing the integration of the Zoom and YouTube applications on students of the Mathematics Education Department in a private university in Bandung. The development model uses an adaptation of the Plomp development model by carrying out two phases, namely the preliminary investigation phase and the design phase. From the results of the initial research, it can be concluded that: the development of distance lecture design is very essential, design of distance lectures include: roles in lectures (lecturer, host, and student), supporting applications (Zoom, YouTube, and OBS Studio), and interaction design that connects roles in lecturer with supporting applications, and the utilization of the Zoom and YouTube application integration has the potential to be more effective and efficient.

Good group formation gives students enthusiasm for mathematics learning. Group formation often results in mathematics learning discomfort. Therefore, the mathematics teacher needs to review ways to form study groups. This study examines ways to create groups that are in line with student needs. This type of research is a qualitative study with the subject being a junior high school student. The instruments used were tests and interview guides. Based on the data obtained, this study concludes that there are two ways of forming learning groups, namely grouping by number-grouping and independent-grouping. One of the two methods is more effective in achieving learning objectives.

Meaningful mathematics learning requires creating opportunities for learners to make use of their awareness to contact important mathematical structures. Four first year undergraduates studying engineering, mathematics and education were invited to construct examples meeting specified constraints in order to investigate their awareness of Integration. Findings suggest that the examples they constructed reflected the nature of their awareness of the topic and aspects of the topic that dominated the students’ attention.

Purpose – Geometry has, in many countries, proved to be one of the problematic topics in mathematics. The purpose of this paper is to report on a study that was carried to investigate the effects of lesson study incorporating phase-based instruction (LS-PBI) using Geometer's Sketchpad (GSP) on Thai students’ geometric thinking. Design/methodology/approach – The effectiveness of the LS-PBI using GSP within the targeted context was assessed in a quasi-experimental research approach involving three groups of mixed ability grade 7 students (12-year-olds) in one of the schools in Yala province, Thailand. These groups (Group 1: n=30, Group 2: n=28 and Group 3: n=29) were taught the topic of properties of 2D and 3D geometric shapes through phase-based instruction using GSP in turn by three different teachers. The teachers observed the lesson study teaching protocol. Data were collected using pre-test and post-test to assess students’ van Hiele level of geometric thinking. In addition, six students were selected to be observed in order to give supplementary data on their level of geometric thinking changed. Findings – Findings revealed that the LS-PBI was effective in improving students’ geometric thinking. Analysis of paired sample t-test showed that there was a significant difference in the pre-test and post-test scores in each group after each LS session. Analysis of covariance showed that there was a significant difference in the post-test scores among the three groups of students. Originality/value – The findings of this original study suggest that the LS-PBI using GSP was effective in enhancing students’ geometric thinking.

Multiplication is one of the Mathematical concepts which is difficult to be learnt by most of year two primary school pupils, especially for low achievers. The purpose of this study was to diagnose year two pupils’ misunderstanding of multiplication concepts at selected schools in Sabah. This survey study involved a sample of 202 year two pupils from two primary schools in Kota Kinabalu, Sabah. The schools were selected based on its large number of pupils representing year two student population in the state of Sabah. Data collected via the administration of Diagnostic Mathematics Test (Multiplication) was then analyzed qualitatively. Results obtained show that these pupils generally comprehend only certain multiplication concepts, at the surface level of understanding and comprehension. Most of them were not able to resolve questions in the form of conceptual understanding and problems solving.

For meaningful learning to take place, it depends on, among other things, what dominates learner's attention. What are they attending to and how are they attending to it? For learners to appreciate and understand mathematical topics and to have a meaningful experience of learning mathematics, it is necessary to create opportunities for them to make use of their powers to contact important mathematical structures and to become aware of dimensions and depth of the topic. Stage One pupils in three schools in Penang will be invited to construct relevant mathematical examples meeting specified constraints in various mathematical topics in order to investigate their understanding. This concept paper reports on the design, development and exploitation of a rich framework to assess mathematical thinking of Stage One pupils and for what it means to understand and appreciate a mathematical topic.

Examples have always played a central role in the development and the teaching of mathematics (Bills and Watson, 2008). This paper reports on teachers choice and uses of examples in elementary mathematics teaching. Selecting an appropriate example become a challenging task with teacher's pedagogical content knowledge (PCK) being a determining factor in the process of selecting and using examples. In this case study approach, two pre-service teachers from teachers training institute were selected as a participant. The nature of two different teachers choice and uses of examples in the classroom during their teaching training in primary school were documented. The lessons taught were observed, videotaped and both teachers were interviewed according to the selection and uses of examples. Data analysis were based on four categories of uses of examples identified and exemplified into variables, sequencing, representations and learning objectives (Rowland, 2008). The findings indicate that pre-service teachers need to consider carefully and raise awareness when choosing and using examples.

Teachers’ pedagogical knowledge applied to mathematics teaching relate strongly to students’ mathematics achievement. However, it is known that from the needs analysis study, underperformance schools in remote areas lack competent and professionally trained mathematics teachers, especially with regards to Pedagogical content knowledge (PCK). With this concern, a research project was carried out with the intention of retooling/retraining the teachers on the PCK of the four main subjects, namely English, Bahasa Malaysia, science and mathematics. Eleven modules on KBSR mathematics were developed. These modules incorporated in the text innovative strategies that teachers could adopt and adapt in their classroom mathematics teaching. The strategies include the mathematics processes such as communication, reasoning, mathematics connections and problem solving. This paper will present findings from the needs analysis study, excerpts of the mathematics teaching implementation sessions using the modules which brought about tensions, receptiveness and willingness in implementing the modules as well as children receptiveness in class interaction.