Article Sidebar

Download
PDF
Statistic
Read Counter : 582 Download : 312

Downloads

Download data is not yet available.

Main Article Content

Abstract

The purpose of this study is to explore how MathCityMap training for teachers can be designed and implemented in a hybrid setting. Design research has been carried out involving teachers from 34 provinces in Indonesia. A four-day model training program for indoor and outdoor activities in a hybrid setting has been designed. The core concept of designing modeling tasks and math trails, as well as the introduction to MathCityMap, were delivered in a hybrid mode between Indonesia and Germany. The activity continued with the development of MathCityMap Trails in city parks. Post-training activities were conducted in their respective places of origin, in schools, and in city parks. Participants have successfully designed trails in both their schools and the city parks where they live supported using Learning Management System. The findings of the MathCityMap team's review indicate that most of the trails fulfilled the requirements. The trainee teachers then disseminate their knowledge and experience to their colleagues. They also used MathCityMap Trails for classroom learning as well as other activities such as MathCityMap competitions and public educational activities. The hybrid environment helps to accelerate the attainment of training objectives while also broadening the program's reach and network.

Keywords

Hybrid Learning MathCityMap Teacher Professional Development Teacher Training

Article Details

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

How to Cite
Cahyono, A. N., Masrukan, Mulyono, Ludwig, M., Jablonski, S., & Oehler, D.-X. K. (2023). Indonesia-Germany MathCityMap training: Shifting mobile math trails teacher training to a hybrid environment. Journal on Mathematics Education, 14(1), 55–68. https://doi.org/10.22342/jme.v14i1.pp55-68
Download Citation
Endnote/Zotero/Mendeley (RIS)
BibTeX

References

  1. Ahsan, M. G. K., Miftahudin, & Cahyono, A. N. (2020). Designing augmented reality-based mathematics mobile apps for outdoor mathematics learning. Journal of Physics: Conference Series, 1567(1), 032004. https://doi.org/10.1088/1742-6596/1567/3/032004
  2. Bakker, A. (2018). Design Research in Education: A Practical Guide for Early Career Researchers (1st ed.). Routledge. https://doi.org/10.4324/9780203701010
  3. Brousseau, G. (1997). Theory of didactical situations in mathematics. Kluwer.
  4. Cahyono, A. N. (2018). Learning Mathematics in a Mobile App-Supported Math Trail Environment. Springer International Publishing. https://doi.org/10.1007/978-3-319-93245-3
  5. Cahyono, A. N., & Asikin, M. (2019). Hybrid learning in mathematics education: How can it work? Journal of Physics: Conference Series, 1321(3), 32006. https://doi.org/10.1088/1742-6596/1321/3/032006
  6. Cahyono, A. N., & Ludwig, M. (2019). Teaching and learning mathematics around the city supported by the use of digital technology. EURASIA Journal of Mathematics, Science and Technology Education, 15(1). 1-8. https://doi.org/10.29333/ejmste/99514
  7. Cahyono, A. N., Sukestiyarno, Y. L., Asikin, M., Miftahudin, M., Ahsan, M. G. K., & Ludwig, M. (2020). Learning mathematical modelling with augmented reality mobile math trails program: How can it work? Journal on Mathematics Education, 11(2), 181–192. https://doi.org/10.22342/jme.11.2.10729.181-192
  8. Cahyono, A. N., Zaenuri, & Subagja, M. (2019a). The design of blended learning modules for higher education. Journal of Physics: Conference Series, 1387(1), 012121. https://doi.org/10.1088/1742-6596/1387/1/012121
  9. Cahyono, A. N., Zaenuri, & Subagja, M. (2019b). The design of blended learning modules for higher education. Journal of Physics: Conference Series, 1387(1), 12121. https://doi.org/10.1088/1742-6596/1387/1/012121
  10. Cheung, Y. L. (2013). The impact of an in-service professional development course on writing teacher attitudes and pedagogy. Journal of Pedagogic Development, 3, 12–18. http://hdl.handle.net/10547/335941
  11. Corell-Almuzara, A., López-Belmonte, J., Marín-Marín, J.-A., & Moreno-Guerrero, A.-J. (2021). COVID-19 in the field of education: State of the art. Sustainability, 13(10), 5452. https://doi.org/10.3390/su13105452
  12. Fuentes-Cabrera, A., Parra-González, M. E., López-Belmonte, J., & Segura-Robles, A. (2020). Learning mathematics with emerging methodologies—The escape room as a case study. Mathematics, 8(9), 1586. https://doi.org/10.3390/math8091586
  13. Granado, F. A. del, Fengler, W., Ragatz, A., & Yavuz, E. (2007). Investing in Indonesia’s Education: Allocation, Equity, and Efficiency of Public Expenditures (No. 4329). The World Bank. http://hdl.handle.net/10986/7280
  14. Gravemeijer, K., & Terwel, J. (2000). Hans Freudenthal: A mathematician on didactics and curriculum theory. Journal of Curriculum Studies, 32(6), 777–796. https://doi.org/10.1080/00220270050167170
  15. Gurjanow, I., Jablonski, S., Ludwig, M., & Zender, J. (2019). Modeling with MathCityMap. In: Grafenhofer, I., Maaß, J. (Ed.) New materials for a reality-based mathematics lesson 6 (pp. 95–105). Springer Sprektrum, Wiesbaden. https://doi.org/10.1007/978-3-658-24297-8_9
  16. Hattie, J. (2008). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge. https://doi.org/10.4324/9780203887332
  17. Horn, M. B., & Staker, H. (2015). Blended: Using Disruptive Innovation to Improve Schools. Jossey-Bass.
  18. Jablonski, S., & Ludwig, M. (2019). Coding and analysis of oral argumentation products using the Toulmin scheme introduction. in A. Frank, S. Krauss & K Binder (ed.). Contributions to Mathematics Lessons. 1139. WTM-Verlag.
  19. Jablonski, S., Ludwig, M., & Zender, J. (2018). Task quality vs. task quantity. A dialog-based review system to ensure a certain quality of tasks the MathCityMap web community. Proceedings of the Fifth ERME Topic Conference (ETC 5) on Mathematics Education in the Digital Age (MEDA) (pp.115-122). Copenhagen, Denmark: ERME.
  20. Jablonski, S., Taranto, E., Ludwig, M., & Mammana, maria F. (2021). Go online to go outdoors - A MOOC on MathCityMap.
  21. Jung, I., & Lee, J. (2020). A cross-cultural approach to the adoption of open educational resources in higher education. British Journal of Educational Technology, 51(1), 263–280. https://doi.org/10.1111/bjet.12820
  22. López Belmonte, J., Fuentes Cabrera, A., López Núñez, J. A., & Pozo Sánchez, S. (2019). Formative transcendence of flipped learning in mathematics students of secondary education. Mathematics, 7(12), 1226. https://doi.org/10.3390/math7121226
  23. Ludwig, M., & Jesberg, J. (2015). Using mobile technology to provide outdoor modelling tasks - The MathCityMap-Project. Procedia - Social and Behavioral Sciences, 191, 2776-2781. https://doi.org/10.1016/j.sbspro.2015.04.517
  24. Matos, J. F., Powell, A., Sztajn, P., Ejersbø, L., Hovermill, J., & Matos, J. F. (2009). Mathematics teachers’ professional development: Processes of learning in and from practice. In R. Even & D. L. Ball (Eds.), The Professional Education and Development of Teachers of Mathematics: The 15th ICMI Study (pp. 167–183). Springer US. https://doi.org/10.1007/978-0-387-09601-8_19
  25. Milicic, G., Jablonski, S., & Ludwig, M. (2020). Teacher Training for Outdoor Education – Curricula Development for The MathCityMap System. Proceedings of 13th annual International Conference of Education, Research and Innovation (9-10 November 2020). https://doi.org/10.21125/iceri.2020.0786
  26. OECD. (2021). PISA 2021 Mathematics Framework. OECD. https://www.oecd.org/pisa/sitedocument/PISA-2021-mathematics-framework.pdf
  27. Rusiyanti, R. H., Zulkardi, Putri, R. I. I., & Somakim. (2022). Developing RME-based lesson study for learning community in the learning environment of high school mathematics teachers. Journal on Mathematics Education, 13(3), 499–514. https://doi.org/10.22342/jme.v13i3.pp499-514
  28. Sala-Sebastià, G., Breda, A., & Farsani, D. (2022). Future early childhood teachers designing problem-solving activities. Journal on Mathematics Education, 13(2), 239–256. https://doi.org/10.22342/jme.v13i2.pp239-256
  29. Shoaf, M. M., Pollak, H., & Schneider, J. (2004). Math Trails. COMAP.
  30. Sims, S., & Fletcher-Wood, H. (2021). Identifying the characteristics of effective teacher professional development: A critical review. School Effectiveness and School Improvement, 32(1), 47–63. https://doi.org/10.1080/09243453.2020.1772841
  31. Skilling, K. (2014). Teacher practices: How they promote or hinder student engagement in mathematics. Proceedings of the 37th Annual Conference of the Mathematics Education Research Group of Australasia (pp. 589–596). https://files.eric.ed.gov/fulltext/ED572578.pdf
  32. Stebbins, R. (2001). Exploratory Research in the Social Sciences. SAGE Publications, Inc. https://doi.org/10.4135/9781412984249
  33. Stipek, D., Salmon, J. M., Givvin, K. B., Kazemi, E., Saxe, G., & MacGyvers, V. L. (1998). The value (and convergence) of practices suggested by motivation research and promoted by mathematics education reformers. Journal for Research in Mathematics Education, 29(4), 465–488. https://doi.org/10.5951/jresematheduc.29.4.0465
  34. Sullivan, P. (2011). Teaching Mathematics: Using research-informed strategies. In Educational Research (Vol. 84, Issue 3). Australian Council for Educational Research.
  35. Suryanti, S., Nusantara, T., Parta, I. N., & Irawati, S. (2022). Problem-based task in teacher training program: Mathematics teachers’ beliefs and practices. Journal on Mathematics Education, 13(2), 257–274. https://doi.org/10.22342/jme.v13i2.pp257-274
  36. Taranto, E., Jablonski, S., Recio, T., Mercat, C., Cunha, E., Lázaro, C., Ludwig, M., & Mammana, M. F. (2021). Professional development in mathematics education - Evaluation of a MOOC on outdoor mathematics. Mathematics, 9(22), 2975. https://doi.org/10.3390/math9222975
  37. Wijers, M., Jonker, V., & Drijvers, P. (2010). MobileMath: Exploring mathematics outside the classroom. ZDM, 42(7), 789–799. https://doi.org/10.1007/s11858-010-0276-3
  38. Zender, J., Gurjanow, I., Cahyono, A. N., & Ludwig, M. (2020). New studies in mathematics trails. International Journal of Studies in Education and Science (IJSES), 1(1), 1-14.

Most read articles by the same author(s)