International Journal of Didactic Mathematics in Distance Education
type: channel
description: div]:bg-bg-000/50 [&_pre>div]:border-0.5 [&_pre>div]:border-border-400 [&_.ignore-pre-bg>div]:bg-transparent [&_.standard-markdown_:is(p,blockquote,h1,h2,h3,h4,h5,h6)]:pl-2 [&_.standard-markdown_:is(p,blockquote,ul,ol,h1,h2,h3,h4,h5,h6)]:pr-8 [&_.progressive-markdown_:is(p,blockquote,h1,h2,h3,h4,h5,h6)]:pl-2 [&_.progressive-markdown_:is(p,blockquote,ul,ol,h1,h2,h3,h4,h5,h6)]:pr-8"> _*]:min-w-0 gap-3 standard-markdown"> Journal Identity The International Journal of Didactic Mathematics in Distance Education (IJDMDE) is an international, peer-reviewed, open-access journal published biannually (April and October) by Research and Community Service Institute (LPPM), Universitas Terbuka (Open University), Indonesia, one of the world's largest open and distance learning universities, serving over 300,000 students across Indonesia and internationally. This institutional grounding gives IJDMDE a singular advantage: it is published from within a living laboratory of distance education at scale, directly informing the research it publishes. IJDMDE occupies a distinctive and underserved scholarly space. It is among the very few international journals dedicated exclusively to the intersection of didactic mathematics and distance, digital, and technology-mediated learning, interrogating not merely what mathematics is taught, but how mathematical knowledge is designed, mediated, and reconstructed when teacher and learner are separated by distance, whether physical, temporal, or technological. This dual focus sets IJDMDE apart from general mathematics education journals and from general educational technology journals: it is the scholarly home for researchers who work precisely at this boundary. The journal publishes original empirical, theoretical, design-based, and methodological research. It draws from a wide range of design-oriented theoretical frameworks, including the Theory of Didactical Situations (TDS), the Anthropological Theory of the Didactic (ATD), Didactical Design Re…
publisher: Research and Community Service Institute (LPPM) Universitas Terbuka
language: en-US
publication name: International Journal of Didactic Mathematics in Distance Education
issn: 3047-9207
items: REACT instructional strategy and secondary school students’ mathematics achievement: Gender inclusivity and implications for distance mathematics education
items: Creative thinking of female high school students in solving sequence and series problems: Implications for synchronous and asynchronous didactical design
items: Integrating Pandanwangi ethnomathematics into E-worksheets to support numeracy in online mathematics learning

REACT instructional strategy and secondary school students’ mathematics achievement: Gender inclusivity and implications for distance mathematics education
type: item
description: Persistent difficulties in mathematics achievement highlight the need for instructional approaches that connect abstract concepts with learners’ experiences and promote active engagement. This study examined the effect of the Relating, Experiencing, Applying, Cooperating, and Transferring (REACT) instructional strategy on senior secondary school students’ mathematics achievement, considering gender and implications for distance mathematics education. A pretest–posttest quasi-experimental design with a control group involved 80 Senior Secondary School II students from two purposively selected schools in Ijebu-Ode, Ogun State, Nigeria. The experimental group received REACT-based instruction, while the control group received conventional instruction. Data were collected using a 25-item Mathematics Achievement Test with a reliability coefficient of 0.88 and analyzed using descriptive statistics and analysis of covariance (ANCOVA). Results showed that students exposed to REACT achieved higher post-test scores than those taught conventionally, with instructional strategy significantly affecting mathematics achievement. Gender had no significant effect, and no significant interaction between instructional strategy and gender was found, indicating comparable outcomes for male and female students. The findings support REACT as an inclusive, constructivist-oriented approach and provide a pedagogical basis for adapting its contextual, collaborative, experiential, and transfer-oriented principles to blended and distance mathematics learning environments in future studies.
creator: Akorede Ayoola Asanre
creator: Oluwadayo Taiwo Abiodun
creator: Gbenga Samuel Olusola
creator: Xulu Ntuthuko
rights: Copyright (c) 2026 Akorede Ayoola Asanre, Oluwadayo Taiwo Abiodun, Gbenga Samuel Olusola, Xulu Ntuthuko https://creativecommons.org/licenses/by-sa/4.0/
license: https://creativecommons.org/licenses/by-sa/4.0/
date: 2026-08-28
publication date: 2026-08-28
volume: 3
number: 2
starting page: 137
ending page: 160
doi: 10.33830/ijdmde.v3i2.14756

Creative thinking of female high school students in solving sequence and series problems: Implications for synchronous and asynchronous didactical design
type: item
description: This study aims to describe the creative thinking abilities of senior high school students in solving problems related to sequences and series, viewed from the perspective of their mathematical ability. Employing a qualitative descriptive approach, data were collected through classroom observation, a mathematical ability test, a creative thinking ability test, and interviews. The research subjects consisted of three Grade 10 female students from SMAN 1 Sampang, representing high, medium, and low levels of mathematical ability, selected through criterion-referenced classification and consultation with the class mathematics teacher. Data were analyzed against three creative thinking indicators: fluency, flexibility, and novelty, with time triangulation used to strengthen credibility. The findings indicate that the student with high mathematical ability satisfied all three indicators, generating fluent, flexible, and novel solution strategies. The student with medium mathematical ability satisfied only the fluency indicator, while the student with low mathematical ability satisfied none of the three. These ability-differentiated profiles suggest that creative thinking does not emerge uniformly across ability levels, and offer an initial, theoretically derived basis for informing didactical design in synchronous and asynchronous mathematics learning environments, particularly in calibrating the level and timing of real-time scaffolding required for students at each ability level.
creator: Akhmad Riski Rifanda
creator: Chairul Fajar Tafrilyanto
creator: Hasan Basri
creator: Hairus Saleh
creator: David Chaves-Montero
rights: Copyright (c) 2026 Akhmad Riski Rifanda, Chairul Fajar Tafrilyanto, Hasan Basri, Hairus Saleh, David Chaves-Montro5 https://creativecommons.org/licenses/by-sa/4.0/
license: https://creativecommons.org/licenses/by-sa/4.0/
date: 2026-08-30
publication date: 2026-08-30
volume: 3
number: 2
starting page: 161
ending page: 183
doi: 10.33830/ijdmde.v3i2.12397

Integrating Pandanwangi ethnomathematics into E-worksheets to support numeracy in online mathematics learning
type: item
description: Online mathematics learning requires digital resources that are not only accessible but also capable of connecting abstract mathematical concepts with meaningful real-life contexts. However, culturally contextualized digital materials for supporting numeracy remain limited, particularly for proportion concepts that students often find difficult to understand. This study developed an ethnomathematics-based e-worksheet integrating the agricultural practices of Pandanwangi rice farmers in Cianjur as a contextual digital resource to support numeracy in online mathematics learning. Using a research and development approach, the study followed three stages of the Plomp model: preliminary investigation, prototyping, and assessment. Product evaluation involved two lecturers, one mathematics teacher, and ten seventh-grade students. Data were collected through expert validation sheets and practicality questionnaires and analyzed descriptively. The results showed that the e-worksheet was highly valid, with media design ratings ranging from 92% to 95% and learning material ratings from 92% to 93%. It was also highly practical according to the teacher (95%), while students reported a practicality rating of 76%, indicating acceptable usability from the learner perspective. By transforming Pandanwangi farming practices into digital, contextual proportion activities, the e-worksheet connects local ethnomathematical knowledge with numeracy-oriented tasks that can be accessed through online learning environments. These findings establish its validity and practicality as a culturally contextualized digital resource for supporting numeracy in online mathematics learning.
creator: Rani Sugiarni
creator: Hutkemri Zulnaidi
creator: Dinni Nurfajrin Ningsih
creator: Reza Rahman Hakim
creator: Erwan Setiawan
rights: Copyright (c) 2026 Rani Sugiarni, Hutkemri Zulnaidi, Dinni Nurfajrin Ningsih, Reza Rahman Hakim, Erwan Setiawan https://creativecommons.org/licenses/by-sa/4.0/
license: https://creativecommons.org/licenses/by-sa/4.0/
date: 2026-08-31
publication date: 2026-08-31
volume: 3
number: 2
starting page: 184
ending page: 209
doi: 10.33830/ijdmde.v3i2.14462