Journal of Mathematical Pedagogy (JoMP) Journal title Journal of Mathematical Pedagogy (JoMP) Initials JOMP Abbreviation J. Math. Pedagogy (JoMP) Frequency 2 issues per year (July & December) DOI 10.26740/jomp Review process Double blind Online ISSN 2581-0480 Editor-in-chief Prof. Dr. Tatag Yuli Eko Siswono, M.Pd. Publisher Universitas Negeri Surabaya, Surabaya, East Java, Indonesia Citation Analysis Scholar Google, Garuda Journal of Mathematical Pedagogy (JoMP) is a peer-reviewed open-access journal published by Universitas Negeri Surabaya as much as twice a year (July and December). The JOMP aims to provide an international forum for researchers and professionals to share their ideas on all topics related to mathematics teaching and learning at the primary, secondary, or undergraduate level. It publishes its issues in an online (e-ISSN 2715-7466) and a printed (p-ISSN 2715-7458 ) version. Focus and Scope The JoMP invites authors to submit high-quality manuscripts resulting from a research project in the scope of mathematics education, which includes, but is not limited to the following topics: pedagogical issues in mathematics instruction, mathematics teacher knowledge and beliefs, assessment in mathematics education, ICT in mathematics teaching/learning, social and cultural dimension of mathematics education.
Exploring the Commognitive Processes of a Prospective Mathematics Teacher in Mathematical Problem Posing
This study aims to explore the commognitive processes of a high-performing prospective mathematics teacher during mathematical problem posing by examining how the four commognitive components word use, visual mediators, routines, and narratives emerge across the orientation, connection, generation, and reflection stages. This study employed a qualitative descriptive approach. The participant was purposively selected based on obtaining the highest score on a mathematical problem-solving test. Data were collected through a problem-solving test, a problem-posing task, and semi-structured interviews. The data were analyzed using data reduction, data display, and conclusion drawing, while credibility was established through data triangulation. The findings revealed that all four commognitive components emerged throughout the mathematical problem-posing process. During the orientation stage, the participant represented mathematical ideas using appropriate mathematical symbols and terminology. During the connection stage, the participant established conceptual relationships by linking derivatives and integrals as inverse operations. During the generation stage, the participant formulated a more sophisticated mathematical problem involving exponential functions. During the reflection stage, the participant verified the solution through substitution and logical justification. These findings indicate that mathematical problem posing is not merely a procedural activity but a commognitive process in which conceptual understanding, mathematical communication, and reasoning interact dynamically. This study extends the application of the commognitive framework to mathematical problem posing and provides pedagogical insights for developing prospective mathematics teachers' problem-posing competencies.
Copyright (c) 2026 Restu Ria Wantika, Tatag Yuli eko siswono, Raden Sulaiman https://creativecommons.org/licenses/by-sa/4.0
Effects of Simulation-Based Mathematics Pedagogy on Grade Three Pupils' Mathematics Achievement: Evidence from Loitokitok Sub-County, Kenya
Grounded in Gardner's theory of multiple intelligences, this study examined the effectiveness of simulation-based mathematics pedagogy in improving Grade Three pupils' mathematics achievement in Loitokitok Sub-County, Kenya. Specifically, the study investigated whether integrating diverse pedagogical simulation methods into mathematics instruction could enhance pupils' academic performance. A quasi-experimental design was employed involving 954 participants selected through stratified random sampling. Data were collected using pre-tests, post-tests, and classroom observation questionnaires. Quantitative data were analysed using descriptive statistics and Pearson's Chi-square test, while qualitative data were analysed thematically. The findings revealed a substantial improvement in mathematics achievement among pupils exposed to simulation-based pedagogy, with above-average attainment increasing from 62.3% to 92.9% in the experimental group. The results indicate that instructional approaches incorporating mathematical storytelling, educational games, music, drama, and classroom discussions create meaningful learning experiences that foster higher mathematics achievement. These findings provide empirical evidence supporting simulation-based pedagogy as an effective instructional approach for primary mathematics education. The study recommends integrating simulation-based pedagogical strategies into the Grade Three mathematics curriculum and strengthening teachers' professional development to support their effective classroom implementation. Future research should investigate the long-term effects of simulation-based pedagogy on pupils' mathematical achievement and affective learning outcomes
Copyright (c) 2026 Harrison Njaru Mbogo https://creativecommons.org/licenses/by-sa/4.0
The Effect of Powtoon-Assisted Discovery Learning on Students' Trigonometry Learning Outcomes
Low achievement in trigonometry remains a persistent challenge in secondary mathematics education, primarily due to teacher-centred instructional practices and the limited use of interactive learning media, which hinder students' conceptual understanding of abstract mathematical concepts. This study investigated the effectiveness of Powtoon-assisted Discovery Learning in improving students' trigonometry learning outcomes. A quasi-experimental design employing a pretest–posttest control group design was implemented with 68 tenth-grade students from SMAN 1 Gondangwetan, Indonesia, selected through cluster random sampling. The participants were assigned to an experimental class (n = 36) and a control class (n = 32). Data were collected using a validated and reliable essay test designed to measure students' conceptual understanding of trigonometry. The findings indicated that students who learned through Powtoon-assisted Discovery Learning achieved a moderate N-gain score (0.43), substantially higher than the control group's low N-gain score (0.06). Furthermore, an independent-samples t-test revealed a statistically significant difference between the two groups (p = .001). In conclusion, integrating Discovery Learning with Powtoon animation effectively enhances students' conceptual understanding and learning outcomes in trigonometry. The study highlights the potential of interactive digital media to support more engaging and meaningful mathematics instruction in secondary schools.
Copyright (c) 2026 Sillatur Rohmah https://creativecommons.org/licenses/by-sa/4.0
Pedagogical Content Validation of an Ethnomathematics-Based Role-Playing Game for Teaching Geometric Transformations
Students frequently experience difficulties in learning geometric transformations because the concepts are highly abstract and require well-developed spatial reasoning. Integrating ethnomathematics into interactive learning media offers a promising pedagogical approach to contextualize mathematical concepts while promoting students' spatial ability. This study aimed to develop and examine the content validity of an ethnomathematics-based educational role-playing game (RPG), namely Tapak Citra, which incorporates the cultural heritage of Gedog Tuban batik to support junior high school students' learning of geometric transformations. The study employed a development research approach focusing on expert validation. Two mathematics education experts and two educational media experts evaluated the game using validation instruments, and the level of agreement was analysed using Gregory's content validity formula. The findings revealed a material validity index of 1.00 and a media validity index of 0.72, indicating that the developed game possesses high content validity and is appropriate for classroom implementation. These findings suggest that ethnomathematics-based role-playing games have the potential to become meaningful pedagogical tools for supporting students' spatial ability through culturally contextualized mathematics learning. Nevertheless, the study was limited to expert validation without classroom implementation. Future studies should investigate the practicality and effectiveness of the game in improving students' spatial ability and learning outcomes in geometric transformations
Copyright (c) 2026 Lustanti Rara Halis, Yurizka Melia Sari https://creativecommons.org/licenses/by-sa/4.0
The Dynamics of Students' Heuristic Failure and Mathematical Perseverance in Solving Contextual Problems Across Cognitive Demand Levels
This study aimed the dynamics of heuristic failure and mathematical perseverance among students in solving contextual problems across different cognitive demand levels. A descriptive qualitative approach was employed involving three purposively selected tenth-grade students representing high, medium, and low mathematical ability. The research instruments consisted of a mathematics ability test, a contextual problem-solving test on Systems of Linear Equations in Three Variables comprising Procedures with Connections (PWC) and Doing Mathematics (DM) tasks, and retrospective interviews. Data were analyzed using the heuristic failure framework adapted from Schoenfeld and the Three-Phase Perseverance Process (3PP) proposed by DiNapoli and Miller. The findings revealed that the high-ability student experienced heuristic failure at the execution and reflection stages and discontinued effort after reaching an impasse on the DM task. The medium-ability student revised errors and sustained productive effort until obtaining a correct solution, whereas the low-ability student experienced more dominant heuristic failures and did not continue solving the problem after encountering an impasse. The findings indicate that mathematical ability alone did not determine perseverance patterns, particularly when students encountered an impasse in the more cognitively demanding DM task.
Copyright (c) 2026 asta denata, Sugi Hartono https://creativecommons.org/licenses/by-sa/4.0