Nurjanah Nurjanah, Ahmad Fajri Lutfi, Ricki Yuliardi


The technology era provides new opportunities to improve mathematics teaching and learning. In this paper, we reported the implementation of Adobe Flash as learning media for improving students' reasoning ability. Results suggested a significantly improved reasoning ability in experimental class compared to control class, which indicated the effectiveness of Adobe Flash as media for learning geometry. The use of animation, video, and worked example, foster students’ reasoning ability by making geometrical concepts transparent and reducing possible misleading spatial perception.


Multimedia Based Learning Media, Adobe Flash, Mathematical Reasoning.

Full Text:



Ahmad, A., Yin, T.S., Fang, L.Y., Yen, Y.H., & How, K.W. (2010). Incorporating Multimedia as a Tool into Mathematics Education: A Case Study on Diploma Students in Multimedia University. Procedia Social and Be-havioral Sciences, 8, 594–599.

Benbow, C.P., Lubinski, D., Shea, D.L., & Eftekhari-Sanjani, H. (2000). Sex Differences in Mathematical Reasoning ability at Age 13: Their Status 20 Years Later. Psychological Science, 11(6), 474-480.

Boesen, J., Lithner, J., & Palm, T. (2010). The relation between types of assessment tasks and the mathematical reasoning students use. Educational Studies in Mathematics, 75(1), 89–105.

Chang, K., Sung, Y., & Lin, S. (2007). Developing geometry thinking through multimedia learning activities. Computers in Human Behavior 23, 2212–2229.

Cai, J., Lane, S., & Jakabcsin, M. S. (1996). The role of open-ended tasks and scoring rubrics in assessing students’ mathematical reasoning and communication. In P.C. Elliott (Ed.), Communication in mathematics: K-12 and beyond (pp. 137-145). Reston, VA: National Council of Teachers of Mathematics.

Foletta, G.M, & Leep, D.B. (2000). Isoperimetric Quadrilaterals: Mathematical Reasoning with Technology. The Mathematics Teacher, 93(2), 144-147.

Francisco, J. M., & Maher, C. A. (2010). Teachers attending to students’ mathematical reasoning: lessons from an afterschool research program. Journal of Mathematics Teacher Education, 14(1), 49-66.

Goldstone, R.L., Marghetis, T., Weitnauer, E., Ottmar, E.R., Landy, D. (2017). Adapting Perception, Action, and Technology for Mathematical Reasoning. Current Directions in Psychological Science, 26(5), 434–441.

Hake, R.R. (1998). Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. American Journal of Physics, 66, 64-74.

Higgins, K.N., Crawford, L., Huscroft-D’Angelo, J., Horney, M. (2016). Investigating Student Use of Electronic Support Tools and Mathematical Reasoning. Contemporary Educational Technology, 7(1), 1-24.

Huscroft-D’Angelo, J.N., Higgins, K.N., Craw-ford, L.L. (2014). A Descriptive Study Examining the Impact of Digital Writing Environments on Communication and Mathematical Reasoning for Students with Learning Disabilities. Learning Disabilities: A Multidisciplinary Journal, 20(4), 177-188.

Hwang, W.-Y., Chen, N.-S., Dung, J.-J., & Yang, Y.-L. (2007). Multiple Representation Skills and Creativity Effects on Mathematical Problem Solving using a Multimedia Whiteboard System. Educational Technology & Society, 10(2), 191-212.

Hwang, W.-Y., Su, J.-H., Huang, Y.-M., & Dong, J.-J. (2009). A Study of Multi-Representation of Geometry Problem Solving with Virtual Manipulatives and Whiteboard System. Educational Technology & Society, 12(3), 229–247.

Kim, M. K., Sharp, J. M., & Thompson, A. D. (1998). Effects of Integrating Problem Solving, Interactive Multimedia, and Constructivism in Teacher Education. Journal of Educational Computing Research, 19(1), 83–108.

Kramarski, B. & Mevarech, Z.R. (2003). Enhancing Mathematical Reasoning in the Classroom the Effects of Cooperative Learning and Metacognitive Training. American Educational Research Journal, 40(1), 281–310.

Kramarski, B., & Zeichner, O. (2001). Using Technology to Enhance Mathematical Reasoning: Effects of Feedback and Self-Regulation Learning. Educational Media International, 38(2-3), 77-82.

Küchemann, D., & Hoyles, C. (2006). Influences on Students’ Mathematical Reasoning and Patterns in its Development: Insights from a Longitudinal Study with Particular Reference to Geometry. International Journal of Science and Mathematics Education, 4(4), 581-608.

Martin, M. O., Mullis, I. V. S., Foy, P., & Arora, A. (2012). Creating and interpreting the TIMSS and PIRLS 2011 context questionnaire scales. In M.O.Martin & I.V.S. Mullis (Eds.), Methods and Procedures in TIMSS and PIRLS 2011. Chestnut Hill, MA: TIMSS & PIRLS International Study Center.

Mata-Pereira, J., & da Ponte, J.-P. (2017). Enhancing students’ mathematical reasoning in the classroom: teacher actions facilitating generalization and justification. Educational Studies in Mathematics, 96(2), 169–186.

Mevarech, Z., & Fridkin, S. (2006). The effects of IMPROVE on mathematical knowledge, reasoning and metacognition.Metacognition and Learning, 1(1), 85–97.

Moreno, R., & Mayer, R. E. (1999). Multimedia-Supported Metaphors for Meaning Making in Mathematics. Cognition and Instruction, 17(3), 215–248.

Mullis, I.V.S., Martin, M.O., Foy, P., Olson, J.F., Preuschoff, C., Erberber, E., Arora, A., Galia, J. (2008). TIMSS 2007 International Mathematics Report Findings from IEA’s Trends in International Mathematics and Science Study at the Fourth and Eighth Grades. Chesnut Hill, M.A.: TIMSS and PIRLS International Study Center.

Mullis, I.V.S., Martin, M.O., Foy, P., Hopper, M. (2016). TIMSS 2015 International Results in Mathematics. Chestnut Hill, MA: TIMSS & PIRLS International Study Center.

National Council of Teachers of Mathematics (NCTM). (2000). Principles and Standards for School Mathematics. Reston, VA.: National Council of Teachers of Mathematics Inc.

OECD. (2016). PISA 2015 Results (Volume I): Excellence and Equity in Education. Paris: OECD Publishing.

Santos-Trigo M., Reyes-Martínez I., Aguilar-Magallón D. (2015). The Use of Digital Technology in Extending Mathematical Problem Solving Reasoning. International Workshop on Learning Technology for Education in Cloud: Communications in Computer and Information Science, 533, 298-309.

Schwonke, R., Renkl, A., Krieg, C., Wittwer, J., Aleven, V., & Salden, R. (2009). The worked-example effect: Not an artefact of lousy control conditions. Computers in Human Behavior, 25, 258–266.

Sisman, T. G., Aksu, M. (2016). Study on Sixth Grade Students’ Misconceptions and Errors in Spatial Measurement: Length, Area, and Volume. International Journal of Science and Mathematics Education, 14(7), 1293–1319.

Zembat, I.O. (2008). Pre-service teachers’ use of different types of mathematical reasoning in paper-and-pencil versus technology supported environments. International Journal of Mathematical Education in Science and Technology, 39(2), 143-160.



  • There are currently no refbacks.

Copyright (c) 2019 Jurnal Pengajaran MIPA

JPMIPA is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License

Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam (JPMIPA) or Journal of Mathematics and Science Teaching 

All rights reserverd. pISSN 1412-0917 eISSN 2443-3616

Copyright © Faculty of Mathematics and Science Education (FPMIPA) Universitas Pendidikan Indonesia (UPI)


View JPMIPA Stats