https://mail.hipatiapress.com/hpjournals/index.php/redimat <table> <tbody> <tr> <td> <table> <tbody> <tr> <td> <p><strong>REDIMAT </strong>is an open access journal published by Hipatia Press in the field of Mathematics Education. </p> <p>REDIMAT emerges from the need to address the excessive compartmentalization of scientific knowledge that has traditionally existed in this educational field in Spain and Latin America countries. REDIMAT is an international space to stimulate scientific discussion on mathematics education drawing on scientific evidence. </p> <p>REDIMAT publishes original empirical and theoretical work, focusing on scientific researches from a diversity of theoretical and methodological approaches.</p> <p>REDIMAT publishes articles in English and Spanish three times a year, in February, June and October. Article processing charges may apply to publish in REDIMAT (see guidelines for authors).</p> <p>All research articles in this journal have undergone rigorous peer review, based on initial editor screening and blinded refereeing by two anonymous referees.</p> <p>Until October 5th 2013, Hipatia Press scientific journals were published under Creative Commons Attribution NonCommercial-NoDerivative License (CC BY NC ND). Hipatia Press journals decided to change the license and use the Creative Commons Attribution (CC BY) as recommended by the Budapest Open Access Initiative taking into account its commitment with Open Access.</p> </td> </tr> </tbody> </table> </td> </tr> </tbody> </table> Hipatia Press en-US Journal of Research in Mathematics Education 2014-3621 <p>Authors retain copyright and grant the journal the right of first publication but allow anyone to share: (unload, , reprint, distribute and/or copy) and adapt (remix, transform reuse, modify,) for any proposition, even commercial, always quoting the original source. </p> https://mail.hipatiapress.com/hpjournals/index.php/redimat/article/view/16455 <p>The article presents the results of an experimental didactic situation that sought to strengthen learning for citizen decision-making on inclusive public spaces. For this purpose, an interdisciplinary intervention was developed around notions of statistics and citizenship, integrating contributions from the didactics of social sciences, civic statistics and the pedagogy of questioning. The proposal was implemented in a group of 7th grade students in Chile. The content analysis was applied to interpret the meanings emerging from students using field notes, surveys, group interviews and student productions. The results showed a strengthening of citizenship skills by applying statistical tools in a context of civic action, especially when students participated in making decisions that impact their community. By integrating mathematics and social sciences, learning about citizenship was strengthened, which allowed not only to build meaningful learning, but also to strengthen the value of inclusion and active participation in community decisions.</p> Fernanda Godoy-Henríquez Eduardo Carrasco-Henríquez Copyright (c) 2025 Fernanda Godoy; Eduardo Carrasco Henríquez http://creativecommons.org/licenses/by/4.0 2025-06-24 2025-06-24 14 2 95 114 10.17583/redimat.16455 https://mail.hipatiapress.com/hpjournals/index.php/redimat/article/view/16567 <p>This paper examines the meaning-making practices of Latinx bilingual students with a challenging mathematics task involving exponential growth. Our aim is to draw a better understanding of how learning takes place among a group of Latinx bilingual students who participate in official and unofficial social spaces in the classroom. Studying the collaborative efforts of Latinx bilinguals, our results suggest these students formed a unique unofficial space, or “underlife”, within the classroom where students dialogically leveraged their communicative resources, practices, and dynamic bilingualism, or counterscript to solve an exponential growth problem. Unfortunately, disruptions to their translanguaging practice in the official space of the classroom did not result in a transformative opportunity for mathematics learning.</p> Hector Morales, Jr. Joseph DiNapoli Copyright (c) 2025 Hector Morales, Jr., Joseph DiNapoli http://creativecommons.org/licenses/by/4.0 2025-06-24 2025-06-24 14 2 115 138 10.17583/redimat.16567 https://mail.hipatiapress.com/hpjournals/index.php/redimat/article/view/17691 <p class="Abstract"><span lang="EN-US">This study, oriented in a statistical research cycle, assesses the data analysis and problem-solving skills acquired by 450 engineering students. Performance level descriptors on descriptive statistics were applied in 168 contextualised scientific initiation works of future engineers. The results show progress in collaborative work and the formulation of conclusions, although areas for improvement are identified, especially in the formulation of hypotheses, data cleaning and interpretation of graphical and statistical measures. The active methodology applied and the feedback from a group of teachers promoted greater motivation, autonomy and competence in the students, although it is necessary to reinforce fundamental aspects of statistics. It is suggested to promote research activities in students, creating problems in coherence with the formulation of questions, the development of hypotheses and data analysis.</span></p> Hugo Alvarado Martínez Johanna Díaz Lidia Retamal Soledad Estrella Maritza Galindo Illanes Copyright (c) 2025 Hugo Alvarado Martínez; Johanna Díaz; Lidia Retamal, Soledad Estrella, Maritza Galindo Illanes http://creativecommons.org/licenses/by/4.0 2025-06-24 2025-06-24 14 2 139 162 10.17583/redimat.17691 https://mail.hipatiapress.com/hpjournals/index.php/redimat/article/view/17717 <p class="Abstract"><span lang="EN-US">This research explores the impact of ethno-RME on students' thinking processes in solving decimal number operations in Tugu Yogyakarta, Indonesia. The study involved 32 grade 4 students and used three data collection techniques: task provision, cognitive interviews, and documentation. The qualitative data was analyzed using cross-sectional data and focus group discussions (FGD). The study results show that students' thinking process for completing ethno-RME-based mathematics tasks can be divided into two strategies. The first strategy is numerical estimation, where students who use this strategy focus on the numerical information available in each problem. The second strategy is visual estimation, where students who use this strategy focus on constructing a flat shape as closely as possible to the actual shape of the Tugu Yogyakarta. There is a rich context of sociocultural values that can be used to build students' character and ethics when utilizing science, especially mathematics.</span></p> Nawang Sulistyani Mohammad Archi Maulyda Sugiman Sugiman Yoppy Wahyu Purnomo Copyright (c) 2025 Nawang Sulistyani, Mohammad Archi Maulyda, Sugiman Sugiman, Yoppy Wahyu Purnomo http://creativecommons.org/licenses/by/4.0 2025-06-24 2025-06-24 14 2 163 188 10.17583/redimat.17717