Iwan A. J. Sianturi

Indiana University Bloomington | IUB · Department of Curriculum and Instruction (Mathematics Education)

The integration of children’s literature, specifically mathematical story picture books, in mathematics education has demonstrated significant benefits. Nevertheless, its actual implementation largely hinges on teachers’ beliefs. This exploratory mixed-methods study examines the beliefs of 78 teachers regarding the integration of children’s literat...

This research employs the novel Racial Responding in Mathematics Scale (RRMS) to study the equity beliefs of 288 teachers. A series of multiple regression analyses were conducted to investigate the relationships between four RRM constructs – affective and cognitive empathy and responding action and alignment – and racial resentment and sympathy as...

This study examines the conceptual understanding of numbers and operations among 372 fifth-grade students, based on their responses to an online three-tier test designed to assess their number sense, declarative knowledge, explanatory knowledge, and confidence. The results showed that most students had low performance and low number sense, with onl...

This study is a response to the call of the 2016 International Congress on Mathematical Education on Research on Teaching and Learning Probability, addressing that “an important area of research in probability education is the analysis of curricular guidelines and curricular materials, such as textbooks” (Batanero et al., 2016, p. 12). The paper pr...

This study is part of the international survey studies on teachers’ beliefs concerning the integration of children’s literature in mathematics teaching and learning, and this paper reports the findings of the thematic analysis of open-ended survey responses elicited from 287 primary school teachers and teacher trainees in Taiwan. Using the seminal...

This study reports on the development and application of an online four-tier test designed to assess elementary students' number sense and their conceptual understanding of numbers and operations. A total of 982 students completed the test, which was developed and validated to evaluate their number sense and conceptual understanding based on declar...

This study delves into the critical intersection between opportunity to learn mathematics and equity in the field of mathematics education, employing the Opportunity to Learn framework as a guiding theoretical lens. The research identifies significant challenges affecting equity in the field, including class size, class planning and duration, stand...

Thompson (2015) has proposed that a productive mathematical meaning is a meaning that prepares students for future learning and lends coherence to extant meanings. We use this definition to propose that a productive mathematical meaning in the area of expanding algebraic expressions and factoring polynomials revolves around developing an understand...

This study examines the conceptual understanding of numbers and operations among 372 fifth-grade students, based on their responses to an online three-tier test designed to assess their number sense, declarative knowledge, explanatory knowledge, and confidence. The results showed that most students had low performance and low number sense, with onl...

The purpose of this study is to compare the differences of four essential aspects (i.e., representational forms, contextual features, cognitive demand levels, and response types) embedded in mathematical problems within the topics of numbers and operations in mathematics textbooks used in Finland, Indonesia, Malaysia, Singapore, and Taiwan. This st...

This study analysed the designs of algebraic problems in elementary mathematics textbooks used in Finland, Indonesia, Malaysia, Singapore, and Taiwan. This study employed a content-analysis method that focused on four dimensions: representational forms, cognitive demand levels (CDLs), contextual features, and types of responses. The result of the c...

Numbers and operations is widely considered the most essential domain in elementary school grades. Nevertheless, elementary students in Indonesia have consistently performed unsatisfactorily on this domain in several international mathematics assessments. This study examined 308 Indonesian sixth grade students’ current performance(s), misconception...

This study analyzed how the earliest teaching and learning of probability was organized in Singapore, the US, and Indonesia through an analysis of textbook as an intended mathematics curriculum. An analytical framework was developed comprising four perspectives: representational forms, cognitive demand levels, contextual features, and organization...

Lay Description What is already known about this topic: Students must be instilled with conceptual understanding to achieve mastery of mathematical understanding and be able to properly solve complex or novel problems. Students would likely exhibit misconceptions if they do not have sufficient conceptual understanding. Students' conceptual understa...

Judging the reasonableness of computational results is pivotal for students to understand mathematical concepts. This domain is the most sensitive to the presence of misconceptions in mathematics. Confidence ratings can serve as a measure of the strength of students’ conceptual understanding. This study investigated the performance, misconceptions,...

The purpose of this study was to analyze the cognitive demand levels required for learning algebra in secondary-level mathematics textbooks in Singapore and Indonesia. The research employed qualitative data and vertical analysis. The findings indicated that both Singaporean and Indonesian textbooks predominantly feature algebraic questions with low...

This study investigates algebraic instruction for eighth graders in Indonesia, Singapore, and the United States based on the algebraic content in their mathematics textbooks, which were identified as potentially implementable curricula (Varvelde et al., 2002). In these three countries, algebraic instruction goes beyond merely understanding algebrai...

Organization for Economic Co-operation and Development (OECD) (2016) released the results of Programme for International Student Assessment (PISA) 2015 and reported that the students' performance in mathematics of Singapore and Indonesia had significant differences. There is a strong relationship between textbooks used and mathematics performance o...

The Organisation for Economic Co-operation and Development (OECD) has highlighted a significant disparity in mathematics performance between students in Indonesia and Singapore. This study investigates the role of national curricula, particularly through mathematics textbooks, in shaping students' achievement in statistics for grades 9-12. Employin...

This study applied the content analysis method to compare the differences of addition and subtraction for two digit numbers in grade one textbook. The published mathematics textbook of “Nani” in Taiwan and “My Pals Are Here [MPAH]” in Singapore were selected to be compared. They are the most popular elementary mathematics textbooks in each country....

This study analyzed geometry problems in middle-grade mathematics textbook series, considered as potentially implemented curriculum (Valverde et al., 2002), from Singapore and Indonesia, while exploring the expectations for students’ learning experiences with these problems. An analytical framework developed for mathematics textbook problem analysi...

This study compared the mathematics curricula and textbooks used in Singapore and Indonesia that cover statistics at the tenth-grade level. The specific textbooks compared were "Mathematics" (Shinglee) from Singapore and "Buku Guru Matematika" (Mathematics Teacher Textbook) from Indonesia. The textbooks were evaluated based on their content in (a)...

The Organization for Economic Co-operation and Development (OECD) (2016) released the results of the Programme for International Student Assessment (PISA) 2015, highlighting significant differences in mathematics performance between students in Singapore and Indonesia. There is a strong relationship between the textbooks used and students' mathemat...

This study compared 6th-grade mathematics textbooks from the United States and Indonesia, focusing on the topic of data and probability. The specific textbooks analyzed were "Everyday Mathematics" (The University of Chicago School Mathematics Project) from the United States and "Belajar Matematika itu Mudah" (Learning Mathematics is Easy) from Indo...