Research Commentary: Observations on Citation Practices in Mathematics Education Research

Leatham, Keith R.

doi:10.5951/jresematheduc.46.3.0253

Cited by 6 publications

(2 citation statements)

References 13 publications

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“…However, ensuring the dissemination of correct information is of the utmost importance given the policy decisions, funding opportunities, institutional changes, and large-scale initiatives that involve active learning. Citation practices should not be taken for granted (Leatham, 2015), and there are many steps that can be taken to promote quotation accuracy (see recommendations by Bareket et al, 2020; Jergas & Baethge, 2015, for details). Five overarching suggestions can be made to ensure quotation accuracy.…”

Section: Discussionmentioning

confidence: 99%

Quotation Accuracy Matters: An Examination of How an Influential Meta-Analysis on Active Learning Has Been Cited

Martella

Yatcilla

Martella

et al. 2021

Review of Educational Research

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When previous research is cited incorrectly, misinformation can infiltrate scientific discourse and undermine scholarly knowledge. One of the more damaging citation issues involves incorrectly citing article content (called quotation errors); therefore, investigating quotation accuracy is an important research endeavor. One field where quotation accuracy is needed is in the learning sciences given its impact on pedagogy. An integral article in pedagogical discussions surrounding how to teach at the college level is the meta-analysis on active learning by Freeman et al. The Freeman et al. meta-analysis compared active learning to traditional lecture in terms of its effects on student learning and has been important in national initiatives on STEM (science, technology, engineering, and mathematics) reform. Given its influence coupled with the impact quotation errors could have in scientific discourse, we used citation context analysis to analyze whether assertions in the citing text that related to the efficacy of lecture and active learning were supported by what was explicitly stated in the cited meta-analysis. Assertions were analyzed undersupported, unsupported, or irrelevant for purposes of study categories. The most prevalent supported category related to active learning being more effective than lecture; the most prevalent unsupported category related to the effectiveness of specific activities/approaches other than the general approach of active learning. Overall, the percentage of supported assertions was 47.67%, and the percentage of unsupported assertions was 26.01%. Furthermore, the percentage of articles containing at least one unsupported assertion was 34.77%. Proactive measures are needed to reduce the incidence of quotation errors to ensure robust scientific integrity.

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Section: Discussionmentioning

confidence: 99%

Quotation Accuracy Matters: An Examination of How an Influential Meta-Analysis on Active Learning Has Been Cited

Martella

Yatcilla

Martella

et al. 2021

Review of Educational Research

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“…Matematika memiliki peran penting dalam mengembangkan pemikiran kritis, pemecahan masalah, dan kemampuan analisis siswa (Leatham, 2015). Pemahaman konsep matematika adalah kunci utama bagi perkembangan intelektual dan kemampuan berpikir kritis siswa.…”

Section: Pendahuluanunclassified

Hubungan Kemampuan Computational Thinking dan Pemahaman Konsep Matematika Siswa Materi Pola Bilangan

Pajow,

Regar,

Maukar

2024

JRHotsPM

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Computational Thinking sangat penting karena menjadi landasan bagi pemecahan masalah dan pengambilan keputusan. Ini melibatkan kemampuan untuk merumuskan masalah, menguraikan masalah menjadi langkah-langkah logis, merancang algoritma, dan memahami konsep abstrak secara lebih mendalam. Kaitan antara computational thinking dan matematika sangat erat karena matematika itu sendiri melibatkan pemikiran logis, pemecahan masalah, dan pengenalan pola. Computational Thinking dalam pendidikan matematika dibutuhkan dalam membantu siswa menyadari bahwa matematika tidak hanya terkait dengan menemukan solusi untuk suatu masalah, namun juga pemahaman tentang masalah. Tujuan dalam penelitian ini adalah untuk mengetahui apakah terdapat hubungan antara kemampuan Computational Thinking dengan Pemahaman Konsep matematika pada materi pola bilangan pada siswa kelas VIII SMP Negeri 1 Sonder. Metode dalam penelitian ini menggunakan pendekatan kuantitatif. Pengumpulan data dengan menggunakan tes uraian. Dengan sampel penelitian berjumlah 79 siswa kelas VIII dengan teknik pengambilan sampel yaitu simple random sampling. Teknik analisis data yang dilakukan dengan menggunakan regresi linear sederhana. Dengan pengambilan keputusan menggunakan uji t. Hasil yang diperoleh nilai thitung yaitu 5,989 dan ttabel pada taraf signifikansi 0,5 sebesar 1,991. Dikarenakan thitung > ttabel maka dapat disimpulkan dari penelitian ini yaitu terdapat hubungan antara kemampuan computational thinking dengan pemahaman konsep matematika pada materi pola bilangan pada siswa kelas VIII SMP Negeri 1 Sonder. Berdasarkan hasil penelitian dapat diharapkan untuk guru dapat mengembangkan metode pembelajaran dengan menggunakan computational thinking agar dapat meningkatkan pemahaman konsep dari siswa.

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Navigating the Self and Engaging with Others in Constructing Visions of Quality in Mathematics Education Research

Kastberg

2019

Research in Mathematics Education

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Research Commentary: Observations on Citation Practices in Mathematics Education Research

Cited by 6 publications

References 13 publications

Quotation Accuracy Matters: An Examination of How an Influential Meta-Analysis on Active Learning Has Been Cited

Quotation Accuracy Matters: An Examination of How an Influential Meta-Analysis on Active Learning Has Been Cited

Hubungan Kemampuan Computational Thinking dan Pemahaman Konsep Matematika Siswa Materi Pola Bilangan

Navigating the Self and Engaging with Others in Constructing Visions of Quality in Mathematics Education Research

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