International Journal of Mathematical Education in Science and Technology
Editorial Board
Editor-in-Chief
Dr Colin Foster – Reader in Mathematics Education, Department of Mathematics Education, Schofield Building, Loughborough
University, Loughborough LE11 3TU
Email: [email protected]
Associate Editors
Dr. M. McCartney – School of Computing and Mathematics, University of Ulster, UK
Professor G. Oates – School of Education, University of Tasmania, Australia
Communications Editor
Dr. Katherine Seaton – La Trobe University, Australia
Editorial Advisory Board
Professor S. Abramovich – School of Education and Professional Studies, State University of New York, USA
Dr Ayla Ata Baran – Eskişehir Osmangazi University, Faculty of Education, Turkey
Professor B. Bradie – Department of Mathematics, Christopher Newport University, USA
Dr Cornelia Connolly – School of Education, University of Galway, Ireland
Professor T. Dana-Picard – Applied Mathematics, Jerusalem College of Technology, Israel
Professor Ömür Deveci – Department of Mathematics, Kafkas University, Turkey
Dr Peter Dunn – Faculty of Science, Health, Education and Engineering, University of the Sunshine Coast, Australia
Dr Ulises Xolocotzin Eligio – Department of Educational Mathematics, Cinvestav, IPN, Mexico
Professor J. Engelbrecht – Department of Mathematics and Applied Mathematics, University of Pretoria, South Africa
Dr Katie Evans – College of Engineering and Science, Louisiana Tech University, USA
Dr Martin Griffiths – Department of Mathematical Sciences, University of Essex, UK
Dr Vesife Hatisaru – School of Education, Edith Cowan University, Australia
Dr Suzanne E. Hiller – College of Education, Hood College, USA
Assoc. Professor A. Kajander – Faculty of Education, Lakehead University, USA
Dr Igor’ Kontorovich – Faculty of Science, University of Auckland, New Zealand
Professor B. Loch – College of Science, Health and Engineering, La Trobe University, Australia
Dr. Elizabeth Lugosi – Department of Mathematics, Statistics, and Data Science, Montgomery College, Maryland, USA
Dr. Andrea Maffia – Department of Mathematics, University of Bologna, Italy
Associate Professor M. F. Mammana – Department of Mathematics and Computer Sciences, University of Catania, Italy
Assistant Professor W. Maciejewski – Department of Mathematics and Statistics, San José State University, USA
Dr. Alan McCarthy – School of Arts & Sciences, The University of Notre Dame Australia, Sydney, Australia
Professor Keiichi Nishimura – Mathematics Education, Tokyo Gakugei University, Japan
Dr L. Rylands – School of Mathematics, Western Sydney University, Australia
Professor A. G. Shannon – Faculty of Engineering & IT, University of Technology, Australia
Dr Giovanni Vincenzi – Department of Mathematics, University of Salerno, Italy
Professor Extraordinaire M. D. de Villiers – Mathematics Education, University of Stellenbosch, South Africa
Professor L. Wood – Faculty of Business and Economics, Macquarie University, Australia
Professor R. Zazkis – Faculty of Education, Simon Fraser University, Canada
Founding Editors
Avi C. Bajpai OBE and W. T. Martin
Immediate Past-Editor
Martin Harrison
Aims and Scope
Mathematics pervades every area of our modern world, bringing ever more sharply into focus the responsibilities placed on
those who to teach it. Prominent among these is the challenge of developing an interdisciplinary approach, so that each
professional group benefits from the expertise of others.
The International Journal of Mathematical Education in Science and Technology provides a forum in which a wide range of peer-reviewed research in mathematics education can be presented, assimilated and eventually adapted to everyday needs in schools, colleges, universities, industry and commerce. The journal is especially interested in facilitating communication between researchers and practitioners, and contributions are welcome from researchers, lecturers, teachers and users of mathematics at all levels regarding the contents of courses and pedagogical approaches across all areas of STEAM (Science, Technology, Engineering, Arts and Mathematics) education. We are always delighted to receive submissions from as diverse and international a range of contributors as possible, including teachers and early-career academics.
Increasing use of technology is being made in the teaching, learning, assessment and presentation of mathematics today, and original and interesting contributions in this rapidly developing area are especially welcome. Mathematical models arising from real situations, the use of computers, digital assistants and software, new teaching aids and techniques are also an important feature. Discussion is encouraged on methods of widening applications throughout science and technology and supporting students in problem solving. We particularly welcome contributions addressing pedagogy in Biology, Chemistry, Computer science, Business, Economics and Finance, Data science, Engineering, and Physics, in addition to Mathematics itself.
Please note that the link to education/pedagogy is critical for IJMEST, and we do not publish articles which merely discuss mathematics.
A distinctive feature of the journal is the Classroom Notes section. This section is for shorter, peer-reviewed articles which are not research articles, and are often new ideas for the mathematics teacher to use in teaching.
We would be glad to receive proposals at any time for special issues in relevant areas.
Readership
Mathematicians and mathematics educators in schools, colleges, and universities.
Peer Review Policy
All submitted manuscripts are subject to initial appraisal by the Editor. If found suitable for further consideration, papers are
subject to peer review by independent, anonymous expert referees. All peer review is double blind and submissions can be
made online at http://mc.manuscriptcentral.com/tmes.
Submitting to International Journal of Mathematical Education in Science and Technology
For more information about the journal and guidance on how to submit, please see www.tandfonline.com/tmes
International Journal of Mathematical Education in Science and Technology
Volume 55 Number 4 April 2024
CONTENTS Articles
805 Teachers’ understanding of realistic mathematics education through a blended professional development workshop on designing learning trajectory
Cut Khairunnisak, Rahmah Johar, Suci Maulina, Cut Morina Zubainur and Erni Maidiyah
829 Benefits of using context while teaching differential equations
Elien Sijmkens, Nico Scheerlinck, Mieke De Cock and Johan Deprez
850 Comparing the concept images and hierarchical classification skills of students at different educational levels regarding parallelograms: a cross-sectional study
Osman Birgin and Kemal Özkan
883 Self-efficacy, mindfulness, and self-compassion as predictors of math anxiety in undergraduate students
Monica Leppma and Marjorie Darrah
899 Evaluating digital mathematical games in improving the basic mathematical skills of university students
Marivel Go, Rodolfo Golbin, Jr., Severina Velos, Johnry Dayupay, Wym Dionaldo, Feliciana Cababat, Miriam Bongo, Christos Troussas and Lanndon Ocampo
922 Postsecondary general education mathematics: theory and practice
Wes Maciejewski, Trisha Bergthold and John Bragelman
946 Experienced provers’ uses of contexts while engaging in combinatorial proof of binomial identities
Sarah Erickson and Elise Lockwood
976 A study on multiple representation and self-efficacy perception in systems of linear equations
Atiye Ayyıldız Altınbaş, Erhan Ertekin and Süleyman Solak
997 Primary school students’ perceptions of using comics as a mode of instruction in the mathematics classroom
Xiu Wen Tay, Tin Lam Toh and Lu Pien Cheng
Classroom Notes
1024 On an extension of Niven’s theorem
Detchat Samart
1032 Making electoral districts count: a mathematical exploration
Sean Chorney
1045 A note on matrix multiplication appearing as element concatenation or coinciding with matrix addition
Samuel B. Allan, Peter K. Dunn and Robert G. McDougall
1054 Promoting creative insubordination using Escape Games in mathematics
Andrea Bertoni and Andrea Maffia
1065 The kinematics and static equilibria of a Slinky
Peter Cumber
1084 Embodied learning in a virtual mathematics classroom: an example lesson
Carmen Smith