Work

Implementation of a hybrid mathematics module to minimize students’ learning obstacles when interpreting fractions

Year: 2024

Type: article

Abstract: During panic-gogy, learning problems increased, including problems in learning mathematics. Researchers considered parents as participants and used these parents’ considerations as a basis for preparing learning designs. The study aimed to look for alternative solutions to minimize obstacles to students’ mathematics learning during panic-gogy. The research design of this study was didactical design research. The participants were 56 students (13–18 years) and 71 parents (35–50 years) of students at one junior high school in Indonesia. The researcher used several instruments, such as a fraction meaning test, a semi-structured interview, a hybrid mathematical module, and a documentation study. NVivo-12 assisted in the thematic qualitative analysis of the data. The results showed that students had experienced obstacles in interpreting fractions because of the teacher’s limited understanding of fractions. Parents preferred face-to-face learning through online learning platforms. The hybrid mathematics module facilitated various meanings of fractions by integrating problems as situations in constructing these meanings and minimizing students’ learning barriers during panic-gogy.

Source: International Journal of Didactic Mathematics in Distance Education

DOI: 10.33830/ijdmde.v1i2.9555

Authors: Muhamad Galang Isnawan, Shashidhar Belbase, Wanda Nugroho Yanuarto

Institutions: Universitas Nahdlatul Wathan Mataram, Troy University, Muhammadiyah University Purwokerto

Language: English

Topic: Mathematics Education and Pedagogy

Subfield: Applied Mathematics

Field: Mathematics

Domain: Physical Sciences

SDG: Quality education

Open Access status: diamond

Funder: University of Jeddah