Academic Journal
Designing a Hypothetical Learning Trajectory for Mathematical Reasoning through Situation-Based Learning and Semantic Mediation
| Τίτλος: | Designing a Hypothetical Learning Trajectory for Mathematical Reasoning through Situation-Based Learning and Semantic Mediation |
|---|---|
| Γλώσσα: | English |
| Συγγραφείς: | Indah Lestari (ORCID |
| Πηγή: | Journal on Mathematics Education. 2026 17(1):343-362. |
| Διαθεσιμότητα: | Indonesian Mathematical Society. Jl. Padang Selasa 524, Palembang, South Sumatra 30139, Indonesia. Tel: +618-127-106777; Fax: +627-113-20310; Web site: http://jme.ejournal.unsri.ac.id/index.php/jme |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Ημερομηνία έκδοσης: | 2026 |
| Τύπος εγγράφου: | Journal Articles Reports - Research |
| Education Level: | Secondary Education |
| Descriptors: | Learning Trajectories, Logical Thinking, Mathematics, Situated Learning, Semantics, Scaffolding (Teaching Technique), Mathematics Instruction, Secondary School Students, Secondary School Mathematics, Instructional Effectiveness, Foreign Countries |
| Γεωγραφικοί όροι: | Indonesia |
| ISSN: | 2087-8885 2407-0610 |
| Περίληψη: | Mathematical reasoning constitutes a fundamental component of mathematics learning; nonetheless, many students encounter persistent challenges in developing this competence beyond procedural problem solving. This challenge reflects a persistent discrepancy between the expectations of higher-order thinking emphasized in curricula and the instructional practices typically enacted in classrooms. Addressing this issue requires learning designs that guide students not only in executing procedures but also in constructing, interpreting, and justifying the mathematical meaning underlying given situations. One promising direction involves integrating Situation-Based Learning (SBL) with semantic analysis within the framework of a Hypothetical Learning Trajectory (HLT). Despite such potential, systematic incorporation of semantic elements into SBL-oriented learning trajectories remains underexplored in prior research. Accordingly, this study sought to design an HLT that fosters students' mathematical reasoning by embedding semantic scaffolds within situation-based learning tasks. The research employed the preliminary stage of design research, concentrating on the theoretical formulation and development of the learning trajectory, subsequently followed by a small-scale pilot implementation. The design process encompassed theoretical analysis, task development, expert validation, and a pilot involving 20 junior secondary school students. Students' written responses were analyzed through a mathematical reasoning framework encompassing interpretative, symbolic, and justificatory reasoning. Expert evaluation produced an average score of 3.84 on a four-point scale, indicating both conceptual soundness and practical feasibility. Findings from the pilot implementation suggest that semantic scaffolding effectively supports students in progressing from contextual interpretation toward symbolic representation and justification of mathematical solutions. Finally, the findings provide preliminary evidence that a semantically oriented learning trajectory can enhance the development of students' mathematical reasoning. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Αριθμός Καταχώρησης: | EJ1515378 |
| Βάση Δεδομένων: | ERIC |
| FullText | Text: Availability: 0 CustomLinks: – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1515378 Name: ERIC Full Text Category: fullText Text: Full Text from ERIC |
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| Items | – Name: Title Label: Title Group: Ti Data: Designing a Hypothetical Learning Trajectory for Mathematical Reasoning through Situation-Based Learning and Semantic Mediation – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Indah+Lestari%22">Indah Lestari</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6358-8636">0000-0002-6358-8636</externalLink>)<br /><searchLink fieldCode="AR" term="%22Seruni%22">Seruni</searchLink><br /><searchLink fieldCode="AR" term="%22Natalia+Tri+Astuti%22">Natalia Tri Astuti</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0004-4811-0695">0009-0004-4811-0695</externalLink>) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Journal+on+Mathematics+Education%22"><i>Journal on Mathematics Education</i></searchLink>. 2026 17(1):343-362. – Name: Avail Label: Availability Group: Avail Data: Indonesian Mathematical Society. Jl. Padang Selasa 524, Palembang, South Sumatra 30139, Indonesia. Tel: +618-127-106777; Fax: +627-113-20310; Web site: http://jme.ejournal.unsri.ac.id/index.php/jme – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 20 – Name: DatePubCY Label: Publication Date Group: Date Data: 2026 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Learning+Trajectories%22">Learning Trajectories</searchLink><br /><searchLink fieldCode="DE" term="%22Logical+Thinking%22">Logical Thinking</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics%22">Mathematics</searchLink><br /><searchLink fieldCode="DE" term="%22Situated+Learning%22">Situated Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Semantics%22">Semantics</searchLink><br /><searchLink fieldCode="DE" term="%22Scaffolding+%28Teaching+Technique%29%22">Scaffolding (Teaching Technique)</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Instruction%22">Mathematics Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Students%22">Secondary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Mathematics%22">Secondary School Mathematics</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink> – Name: Subject Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Indonesia%22">Indonesia</searchLink> – Name: ISSN Label: ISSN Group: ISSN Data: 2087-8885<br />2407-0610 – Name: Abstract Label: Abstract Group: Ab Data: Mathematical reasoning constitutes a fundamental component of mathematics learning; nonetheless, many students encounter persistent challenges in developing this competence beyond procedural problem solving. This challenge reflects a persistent discrepancy between the expectations of higher-order thinking emphasized in curricula and the instructional practices typically enacted in classrooms. Addressing this issue requires learning designs that guide students not only in executing procedures but also in constructing, interpreting, and justifying the mathematical meaning underlying given situations. One promising direction involves integrating Situation-Based Learning (SBL) with semantic analysis within the framework of a Hypothetical Learning Trajectory (HLT). Despite such potential, systematic incorporation of semantic elements into SBL-oriented learning trajectories remains underexplored in prior research. Accordingly, this study sought to design an HLT that fosters students' mathematical reasoning by embedding semantic scaffolds within situation-based learning tasks. The research employed the preliminary stage of design research, concentrating on the theoretical formulation and development of the learning trajectory, subsequently followed by a small-scale pilot implementation. The design process encompassed theoretical analysis, task development, expert validation, and a pilot involving 20 junior secondary school students. Students' written responses were analyzed through a mathematical reasoning framework encompassing interpretative, symbolic, and justificatory reasoning. Expert evaluation produced an average score of 3.84 on a four-point scale, indicating both conceptual soundness and practical feasibility. Findings from the pilot implementation suggest that semantic scaffolding effectively supports students in progressing from contextual interpretation toward symbolic representation and justification of mathematical solutions. Finally, the findings provide preliminary evidence that a semantically oriented learning trajectory can enhance the development of students' mathematical reasoning. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2026 – Name: AN Label: Accession Number Group: ID Data: EJ1515378 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1515378 |
| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 20 StartPage: 343 Subjects: – SubjectFull: Learning Trajectories Type: general – SubjectFull: Logical Thinking Type: general – SubjectFull: Mathematics Type: general – SubjectFull: Situated Learning Type: general – SubjectFull: Semantics Type: general – SubjectFull: Scaffolding (Teaching Technique) Type: general – SubjectFull: Mathematics Instruction Type: general – SubjectFull: Secondary School Students Type: general – SubjectFull: Secondary School Mathematics Type: general – SubjectFull: Instructional Effectiveness Type: general – SubjectFull: Foreign Countries Type: general – SubjectFull: Indonesia Type: general Titles: – TitleFull: Designing a Hypothetical Learning Trajectory for Mathematical Reasoning through Situation-Based Learning and Semantic Mediation Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Indah Lestari – PersonEntity: Name: NameFull: Seruni – PersonEntity: Name: NameFull: Natalia Tri Astuti IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 2087-8885 – Type: issn-electronic Value: 2407-0610 Numbering: – Type: volume Value: 17 – Type: issue Value: 1 Titles: – TitleFull: Journal on Mathematics Education Type: main |
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