Subjects -> MATHEMATICS (Total: 1013 journals)
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    - MATHEMATICS (714 journals)
    - MATHEMATICS (GENERAL) (45 journals)
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    - PROBABILITIES AND MATH STATISTICS (113 journals)

MATHEMATICS (714 journals)            First | 1 2 3 4     

Showing 601 - 538 of 538 Journals sorted alphabetically
Research in the Mathematical Sciences     Open Access  
Research Journal of Pure Algebra     Open Access   (Followers: 1)
Researches in Mathematics     Open Access  
Results in Control and Optimization     Open Access  
Results in Mathematics     Hybrid Journal  
Results in Nonlinear Analysis     Open Access  
Review of Symbolic Logic     Full-text available via subscription   (Followers: 2)
Reviews in Mathematical Physics     Hybrid Journal   (Followers: 1)
Revista Baiana de Educação Matemática     Open Access  
Revista Bases de la Ciencia     Open Access  
Revista BoEM - Boletim online de Educação Matemática     Open Access  
Revista Colombiana de Matemáticas     Open Access   (Followers: 1)
Revista de Ciencias     Open Access  
Revista de Educación Matemática     Open Access  
Revista de la Escuela de Perfeccionamiento en Investigación Operativa     Open Access  
Revista de la Real Academia de Ciencias Exactas, Fisicas y Naturales. Serie A. Matematicas     Partially Free  
Revista de Matemática : Teoría y Aplicaciones     Open Access   (Followers: 1)
Revista Digital: Matemática, Educación e Internet     Open Access  
Revista Electrónica de Conocimientos, Saberes y Prácticas     Open Access  
Revista Integración : Temas de Matemáticas     Open Access  
Revista Internacional de Sistemas     Open Access  
Revista Latinoamericana de Etnomatemática     Open Access  
Revista Latinoamericana de Investigación en Matemática Educativa     Open Access  
Revista Matemática Complutense     Hybrid Journal  
Revista REAMEC : Rede Amazônica de Educação em Ciências e Matemática     Open Access  
Revista SIGMA     Open Access  
Ricerche di Matematica     Hybrid Journal  
RMS : Research in Mathematics & Statistics     Open Access  
Royal Society Open Science     Open Access   (Followers: 7)
Russian Journal of Mathematical Physics     Full-text available via subscription  
Russian Mathematics     Hybrid Journal  
Sahand Communications in Mathematical Analysis     Open Access  
Sampling Theory, Signal Processing, and Data Analysis     Hybrid Journal  
São Paulo Journal of Mathematical Sciences     Hybrid Journal  
Science China Mathematics     Hybrid Journal   (Followers: 1)
Science Progress     Full-text available via subscription   (Followers: 1)
Sciences & Technologie A : sciences exactes     Open Access  
Selecta Mathematica     Hybrid Journal   (Followers: 1)
SeMA Journal     Hybrid Journal  
Semigroup Forum     Hybrid Journal   (Followers: 1)
Set-Valued and Variational Analysis     Hybrid Journal  
SIAM Journal on Applied Mathematics     Hybrid Journal   (Followers: 11)
SIAM Journal on Computing     Hybrid Journal   (Followers: 11)
SIAM Journal on Control and Optimization     Hybrid Journal   (Followers: 18)
SIAM Journal on Discrete Mathematics     Hybrid Journal   (Followers: 8)
SIAM Journal on Financial Mathematics     Hybrid Journal   (Followers: 3)
SIAM Journal on Mathematics of Data Science     Hybrid Journal   (Followers: 1)
SIAM Journal on Matrix Analysis and Applications     Hybrid Journal   (Followers: 3)
SIAM Journal on Optimization     Hybrid Journal   (Followers: 12)
Siberian Advances in Mathematics     Hybrid Journal  
Siberian Mathematical Journal     Hybrid Journal  
Sigmae     Open Access  
SILICON     Hybrid Journal  
SN Partial Differential Equations and Applications     Hybrid Journal  
Soft Computing     Hybrid Journal   (Followers: 7)
Statistics and Computing     Hybrid Journal   (Followers: 14)
Stochastic Analysis and Applications     Hybrid Journal   (Followers: 3)
Stochastic Partial Differential Equations : Analysis and Computations     Hybrid Journal   (Followers: 2)
Stochastic Processes and their Applications     Hybrid Journal   (Followers: 6)
Stochastics and Dynamics     Hybrid Journal   (Followers: 2)
Studia Scientiarum Mathematicarum Hungarica     Full-text available via subscription   (Followers: 1)
Studia Universitatis Babeș-Bolyai Informatica     Open Access  
Studies In Applied Mathematics     Hybrid Journal   (Followers: 1)
Studies in Mathematical Sciences     Open Access   (Followers: 1)
Superficies y vacio     Open Access  
Suska Journal of Mathematics Education     Open Access   (Followers: 1)
Swiss Journal of Geosciences     Hybrid Journal   (Followers: 1)
Synthesis Lectures on Algorithms and Software in Engineering     Full-text available via subscription   (Followers: 2)
Synthesis Lectures on Mathematics and Statistics     Full-text available via subscription   (Followers: 1)
Tamkang Journal of Mathematics     Open Access  
Tatra Mountains Mathematical Publications     Open Access  
Teaching Mathematics     Full-text available via subscription   (Followers: 10)
Teaching Mathematics and its Applications: An International Journal of the IMA     Hybrid Journal   (Followers: 4)
Teaching Statistics     Hybrid Journal   (Followers: 8)
Technometrics     Full-text available via subscription   (Followers: 8)
The Journal of Supercomputing     Hybrid Journal   (Followers: 1)
The Mathematica journal     Open Access  
The Mathematical Gazette     Full-text available via subscription   (Followers: 1)
The Mathematical Intelligencer     Hybrid Journal  
The Ramanujan Journal     Hybrid Journal  
The VLDB Journal     Hybrid Journal   (Followers: 2)
Theoretical and Mathematical Physics     Hybrid Journal   (Followers: 7)
Theory and Applications of Graphs     Open Access  
Topological Methods in Nonlinear Analysis     Full-text available via subscription  
Transactions of the London Mathematical Society     Open Access   (Followers: 1)
Transformation Groups     Hybrid Journal  
Turkish Journal of Mathematics     Open Access  
Ukrainian Mathematical Journal     Hybrid Journal  
Uniciencia     Open Access  
Uniform Distribution Theory     Open Access  
Unisda Journal of Mathematics and Computer Science     Open Access  
Unnes Journal of Mathematics     Open Access   (Followers: 1)
Unnes Journal of Mathematics Education     Open Access   (Followers: 2)
Unnes Journal of Mathematics Education Research     Open Access   (Followers: 1)
Ural Mathematical Journal     Open Access  
Vestnik Samarskogo Gosudarstvennogo Tekhnicheskogo Universiteta. Seriya Fiziko-Matematicheskie Nauki     Open Access  
Vestnik St. Petersburg University: Mathematics     Hybrid Journal  
VFAST Transactions on Mathematics     Open Access   (Followers: 1)
Vietnam Journal of Mathematics     Hybrid Journal  
Vinculum     Full-text available via subscription  
Visnyk of V. N. Karazin Kharkiv National University. Ser. Mathematics, Applied Mathematics and Mechanics     Open Access   (Followers: 2)
Water SA     Open Access   (Followers: 1)
Water Waves     Hybrid Journal  
Zamm-Zeitschrift Fuer Angewandte Mathematik Und Mechanik     Hybrid Journal   (Followers: 1)
ZDM     Hybrid Journal   (Followers: 2)
Zeitschrift für angewandte Mathematik und Physik     Hybrid Journal   (Followers: 2)
Zeitschrift fur Energiewirtschaft     Hybrid Journal  
Zetetike     Open Access  

  First | 1 2 3 4     

Similar Journals
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Unnes Journal of Mathematics Education
Number of Followers: 2  

  This is an Open Access Journal Open Access journal
ISSN (Print) 2252-6927 - ISSN (Online) 2460-5840
Published by Universitas Negeri Semarang Homepage  [45 journals]
  • Analysis of Student Errors in Solving Mathematical Literacy Problems Based
           on the Components of the Mathematical Literacy Process

    • Authors: Rusmining Rusmining, Riza Sawitri
      Pages: 118 - 124
      Abstract: The low PISA Mathematics score of Indonesia was a strong background in this study. The results of the 2018 Mathematics PISA Indonesia scored 371, lower than the 2015 score of 386. This study is a qualitative study that aims to describe student errors in solving mathematical literacy problems on linear program material. The methods used documentation in the form of answer sheets, observations, and interviews. The validity of the data was obtained by using triangulation techniques from the three methods used. The research sample was taken by 25 students of class X SMA Negeri 4 Purworejo. The results of the research include: (1) as many as 20 students, or 80% of students, have not been able to formulate problems mathematically. Students have not been able to make an example of the problem correctly. (2) as many as 23 students, or 92% of students, have not been able to use mathematical concepts and, have not been able to write mathematical symbols (facts) correctly, have not been able to solve problems with correct mathematical principles and procedures. (3) as many as 22 students, or 88% of students, have not been able to make conclusions and evaluate the problems given. From these results, it can be said that 80% or more of students have not been able to solve math problems from the lowest stages of the literacy process.
      PubDate: 2022-08-29
      DOI: 10.15294/ujme.v11i2.51046
      Issue No: Vol. 11, No. 2 (2022)
       
  • Analysis of Students’ Mathematical Problem Solving Ability Based on
           Self-Efficacy and Gender

    • Authors: Hella Jusra, Nanda Ramadhani
      Pages: 125 - 136
      Abstract: This study aimed to describe students' mathematical problem solving ability based on self-efficacy and gender. The method used is descriptive qualitative through the provision of self-efficacy questionnaires, tests, interviews, and documentation. Six subjects were selected based on three levels of self-efficacy and gender from a total of 103 students in one class XI MIPA from three different schools. Research subjects were determined using a purposive sampling technique based on the Rasch model analysis. The test results of the subjects were analyzed using four Polya stages consisting of understanding the problem, making a plan, carrying out the plan, and looking back. The results of this study indicate that (1) subjects with high levels of self-efficacy can fulfill all indicators systematically, confidently, and never give up where females are better than males; (2) subjects with medium levels of self-efficacy can fulfill three indicators well and confident, in which males are better than females; (3) subjects with low levels of self-efficacy only fulfill one indicator at making a plan which showed an attitude of giving up and not being confident, where females were better than males.
      PubDate: 2022-08-30
      DOI: 10.15294/ujme.v11i2.57879
      Issue No: Vol. 11, No. 2 (2022)
       
  • Application of Socrative-Based Assessment to Measure Mathematical Creative
           Thinking Ability with Problem Based Learning Model Viewed from Curiosity

    • Authors: Devita Noor Kumala Sari, Masrukan Masrukan
      Pages: 137 - 147
      Abstract: The study aims to (1) test whether the Problem Based Learning model with the application of Socrative-based assessment was effective for measuring students' mathematical creative thinking abilities and (2) describe mathematical creative thinking ability in terms of curiosity in Problem Based Learning model with the application of Socrative-based assessments. The research was included in the mix-method with a sequential explanatory design. The results showed that (1) Problem Based Learning with the application of Socrative assessment was said to be effective for measuring students' mathematical creative thinking abilities; (2) a description of students' mathematical creative thinking ability in terms of curiosity, it was found that students with a high level of curiosity were able to meet the indicators of creative thinking ability elaboration, originality, fluency, and flexibility and were able to explain how to solve smoothly with logical reasons, and students with a medium level of curiosity meeting the indicators of creative thinking ability of elaboration, fluency, and flexibility and being able to explain how to solve it smoothly with logical reasons, and students with a low level of curiosity fulfilling the indicators of creative thinking ability of elaboration and fluency and less able to explain how to solve it smoothly with logical reasons.
      PubDate: 2022-08-30
      DOI: 10.15294/ujme.v11i2.59901
      Issue No: Vol. 11, No. 2 (2022)
       
  • Analysis of The Ability to Understand Mathematical Concepts in Terms of
           Students' Confidence in Blended Learning

    • Authors: Dwi Nuraeni Permatasari, Hery Sutarto
      Pages: 148 - 155
      Abstract: The purpose of this study was to determine the effectiveness of the ability to understand mathematical concepts in Blended Learning and to determine the pattern of ability to understand mathematical concepts in terms of students' confidence in Blended Learning. The research method used is experimental research with a sequential explanatory strategy. The population of this study was class VII students of Junior High School 28 Semarang for the academic year 2020/2021, with the research sample being class VII A (experimental class) and class C (control class); sampling was done using a simple random sampling technique. Subjects to obtain quantitative data, namely students from the experimental class, were selected by nine students based on the grouping of the results of the self-confidence questionnaire. The data obtained from the calculation of quantitative data, namely the results of the study, show that Blended Learning is effective for improving students' understanding of mathematical concepts. In the analysis of test results and interviews, triangulation was carried out, namely based on the level of student confidence showing the pattern of students' ability to understand mathematical concepts, namely students with high levels of confidence had good mathematical concept skills, those with moderate confidence levels had sufficient mathematical concept understanding abilities, while students with low self-confidence, lack of mastery of the ability to understand mathematical concepts they have. It can be concluded that the higher the students' self-confidence, the more confident they will be in solving problems with their ability to understand mathematical concepts.
      PubDate: 2022-08-30
      DOI: 10.15294/ujme.v11i2.59873
      Issue No: Vol. 11, No. 2 (2022)
       
  • Bloom’s Taxonomy Analyze Category: The Analysis of Students’
           Analytical Skills Based on Gender

    • Authors: Krida Singgih Kuncoro, Esti Harini, Dimas Adi Trimono
      Pages: 156 - 165
      Abstract: This study aims to describe students' analytical skills based upon gender differences. Bloom's Taxonomy analyze category is the basis for determining the level of analytical skills. According to Bloom's Taxonomy, analytical skills consist of three cognitive processes: differentiating, organizing, and attributing. This type of research was qualitative, with the research subject as many as six students on the number material. This research was conducted on seventh-grade students at one of the junior high schools (SMP) in South Sumatra. Research subjects were determined reached from the results of initial mathematical abilities consisting of two students with high initial abilities, two medium early abilities, and one low initial ability. The study's results revealed that students’ analytical skills of girls were better than boys. Girls fulfill all cognitive processes of analytical skills. In contrast, in solving number problems, boys only achieve some of the cognitive analytical skills process.
      PubDate: 2022-08-30
      DOI: 10.15294/ujme.v11i2.58473
      Issue No: Vol. 11, No. 2 (2022)
       
  • Mathematical Critical Thinking Ability in DAPIC Problem Solving Learning
           with Scientific-RME Approach in Students Learning Independent

    • Authors: Yusuf Abdulah, Endang Retno Winarti
      First page: 166
      Abstract: Mathematical critical thinking ability is an ability that students in learning mathematics must possess. The purpose of this study was to analyze critical thinking ability reviewed from independence tend and to describe students’ critical thinking ability on DAPIC Problem Solving in independence tend. The population in the study were all students of class VIII Junior High School 43 Semarang Year 2020/2021. The research method used was a mixed method with a sequential explanatory design. Research results showed that: (1) students' mathematical critical thinking skills in DAPIC Problem Solving learning with the Scientific-RME approach could achieve minimum completeness criteria; (2) students' mathematical critical thinking skills in DAPIC Problem Solving learning with the Scientific-RME approach achieved classical learning completeness; (3) average critical thinking ability in the DAPIC Problem Solving learning with the Scientific-RME approach more than from Problem Based Learning; (4) proportion result test critical thinking ability in the DAPIC Problem Solving learning approach Scientific-RME is better than Problem Based Learning; (5) critical thinking ability with five indicators think critical is in the subject category high, moderate, and low learning independence tend.
      PubDate: 2022-08-31
      DOI: 10.15294/ujme.v11i2.59931
      Issue No: Vol. 11, No. 2 (2022)
       
  • Development of Ethnomathematics-Based E-Module Using the Inquiry Learning
           Model to Improve Mathematical Problem Solving Ability

    • Authors: Meiyana Putri, Iwan Junaedi
      First page: 174
      Abstract: The purpose of this research was to produce an ethnomathematics-based e-module development on an inquiry learning model that was valid, practical, and effective in improving students' mathematical problem-solving ability. This study used the Research and Development (R&D) method with the ADDIE development model, which includes Analysis, Design, Development, Implementation, and Evaluation. Data collection techniques used questionnaires and tests. The data analysis technique used a Likert scale, the one-sided average test, and the two-sided average difference test. The results of this study indicate that e-module have very valid criteria for use in the learning process with an average validity percentage of 88.54%, e-module have very practical criteria for use in the learning process with an average practicality percentage of 87.33%, and e-module are categorized as effective or can improve students' mathematical problem-solving ability, which is indicated by (a) students' mathematical problem-solving ability with ethnomathematics-based e-modules using the inquiry learning model to achieve mastery criteria; (b) students' mathematical problem-solving ability with ethnomathematics-based e-modules using inquiry learning models are better than students' mathematical problem-solving ability in conventional learning.
      PubDate: 2022-08-31
      DOI: 10.15294/ujme.v11i2.59938
      Issue No: Vol. 11, No. 2 (2022)
       
  • Mathematical Critical Thinking Ability in Terms of Students Learning
           Motivation in Probing Prompting Learning

    • Authors: Oktriviani Dewi, Kristina Wijayanti
      First page: 183
      Abstract: This research aimed (1) to analyze the effectiveness of Probing Prompting learning on students' mathematical critical thinking skills and (2) to describe mathematical critical thinking skills in terms of students' learning motivation in learning with the Probing Prompting model. This research method was a combination research method (mixed method) with the type of Explanatory Sequential Design. The results showed that: (1) the mathematical critical thinking ability of the Probing Prompting class achieved classical completeness; (2) the proportion of mathematical critical thinking skills in the Probing Prompting class is more than the proportion of mathematical critical thinking skills in the Problem Based Learning class; (3) the average mathematical critical thinking ability of the Probing Prompting class is more than the average mathematical critical thinking ability of the Problem Based Learning class. Subjects with high learning motivation are able to meet all indicators of mathematical critical thinking skills, namely indicators of clarification, assessment, inference, and strategies. Subjects with moderate learning motivation tend to be able to fulfill the clarification indicators; less able to meet the assessment indicators; tend to be able to meet the inference indicators; and able to meet the indicators of strategies. Subjects with low learning motivation tend to be able to fulfill the indicators of clarification, less able to meet the assessment indicators, less able to meet the inference indicators, and tend to be able to meet the indicators of strategies.  
      PubDate: 2022-08-31
      DOI: 10.15294/ujme.v11i2.59937
      Issue No: Vol. 11, No. 2 (2022)
       
  • Development of STEM Based Mathematics Learning Instruments to Improve
           Students’ Critical Thinking Skills in PBL Model

    • Authors: Imanina Fitri Rahmawati, Isnarto Isnarto
      First page: 191
      Abstract: The research aim was to develop STEM-based learning instruments to improve students' critical thinking skills used in the PBL model that was valid, practical, and readable by students. The research used a simplified 4-D development model in the research and development research method, which consisted of three stages; define, design, and develop. It was because of the Covid-19 pandemic that the learning process was held online, and the effectiveness testing or dissemination stage couldn’t be held. The learning instruments consisted of a syllabus, lesson plan, learning material, and student worksheet. Learning instruments’ validation testing stated that the learning instruments were valid with the average scores for syllabus was 3.82 out of 4.00, for lesson plan was 3.79 out of 4.00, for learning material was 3.85 out of 4.00, and for student’ worksheet was 3.80 out of 4.00. Learning instruments’ practicality testing stated that the learning instruments were practical to be used during the learning process, with scores of it were 97.50% for syllabus, 96.43% for the lesson plan, 95.83% for learning material, and 93.06% for student worksheets. Learning instruments’ readability testing stated that the learning instruments were readable by students, with scores of it were 82.78% for learning material and 80.83% for students’ worksheets.
      PubDate: 2022-08-31
      DOI: 10.15294/ujme.v11i2.59939
      Issue No: Vol. 11, No. 2 (2022)
       
  • Analysis of Mathematical Reasoning Ability of Eight Grade on CORE Learning
           Model in terms of Thinking Style

    • Authors: Suci Meidhita Widiastuti, Stevanus Budi Waluya, Mulyono Mulyono
      First page: 202
      Abstract: This study aimed to determine the effectiveness of the CORE learning model toward students’ mathematical reasoning ability and describe the students’ mathematical reasoning ability through the application of the CORE learning model in terms of students’ thinking styles. This study used a mixed method with a concurrent embedded strategy and posttest-only control group design. The population in this study were the eight grade students of SMP Negeri 2 Patebon. Samples were taken by using a simple random technique and obtained VIII A class as an experimental and VIII C as a control class. Subjects of this study were determined by using the purposive technique and obtained two students from each thinking style category. Data collection techniques in this study were a test, questionnaire, interview, and documentation. The quantitative data analysis of this study used both initial and research data. Research data analysis consists of individual completeness tests, classical completeness tests, average difference tests, and proportional difference tests. Before testing the effectiveness of learning, the prerequisite test is conducted first, namely the normality and homogeneity test. The qualitative data analysis technique was carried out by using qualitative descriptive methods, including data reduction, data display, and conclusion drawing. The results showed that (1) the implementation of the CORE learning model is effective towards students’ mathematical reasoning ability; and (2) subject with concrete sequential have good ability in mathematical reasoning; subject with abstract sequential tends to be very good in mathematical reasoning ability; subject with concrete random tends to be good in mathematical reasoning ability; subject with abstract random tends to have the low ability in mathematical reasoning.
      PubDate: 2022-08-31
      DOI: 10.15294/ujme.v11i2.59940
      Issue No: Vol. 11, No. 2 (2022)
       
 
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