Perspective shifting towards Mathematics Education in Indonesia: A Reflection Journey toward Joining ICME-15 Conference.

By Faradillah Haryani

Ph.D Student batch 2 at Universitas Islam Internasional Indonesia

I never imagined I would attend the largest conference in mathematics education, meet many prominent figures, and gain new experiences and insights as an early researcher. I learned about this event from my undergraduate lecturer, Bu Sitti Maesuri P., who is also the supervisor of my current Ph.D. advisor, Dr. Destina. I regularly joined Zoom meetings organized by Ibu Sitti to discuss how to gain entry into this prestigious conference, plan my manuscript, and address financial aspects, particularly securing the Solidarity Fund, which is provided by the conference committee to selected participants.

The entire process took nearly a year, from preparing the manuscript to the start of the conference. I began working on the manuscript during my first month as a student at UIII in 2023, and it was accepted without revisions. Following this, I prepared my application for the Solidarity Fund, which required a recommendation letter from my Ph.D. supervisor, Dr. Destina. Concurrently, I applied for the prestigious UIII conference funding to cover expenses not addressed by the Solidarity Fund. Alhamdulillah, praises to Allah, both funding applications were accepted, allowing me to secure my place at the conference. Remarkably, out of 2,065 speakers from around the world, I am one of the 197 recipients of the Solidarity Fund, as highlighted in the ICME-15 statistics.

Attending the ICME-15 (The International Congress on Mathematical Education) conference, the largest mathematics education conference in the world, held at the International Convention Centre Sydney from July 7-14, 2024, has provided me with numerous new insights.  It has given me a fresh perspective on the education landscape in the world and use it as the new eye to see education in Indonesia. While the conference primarily focuses on mathematics education, the issues discussed offer opportunities to examine the education field from both macro and micro perspectives.

From a macro perspective, global education is now confronted with the fundamental question: “Whose knowledge are we teaching, and is it relevant to every context in every country?” This question encourages educators, not just in mathematics but across all fields, to build awareness and scepticism regarding knowledge delivery. It prompts us in developing countries to recognize the value within our own contexts. However, this then does not necessarily mean to dismiss or detach from the knowledge historically linked to Western ideas. To compete on a global scale, it is essential to consider not only what works within our context, but also how to make it works to be the solid foundation of any knowledge that will be understood by students.

From a micro perspective, the conference aligns with our teaching methods and how concepts are delivered. It encourages us to ground our teaching methods before reaching for the sky. Are our foundations solid? Is our students’ conceptual understanding strong enough? A study by Hamsah Verkat and her peers supports the idea that it is crucial to deeply understand basic concepts, such as the base-ten system, and the government also giving the support for strengthening this basic idea to the students, before advancing to more complex topics.

Studies from other developing countries, particularly those with a history of oppression, reveal the importance of valuing concepts that resonate with students’ backgrounds. Instead of starting with advanced topics, they begin by having students take photographs of objects they believe relate to mathematics, then discuss these connections. This approach encourages students to explore their surroundings and appreciate mathematics within their immediate environment, fostering a positive disposition toward mathematics and enhancing critical thinking and reasoning skills.

Attending this conference has opened numerous avenues for collaboration. With prominent scholars in mathematics education present, I had the opportunity to see and even speak directly with influential figures whose seminal papers I have studied. I used this chance to connect, discuss my dissertation ideas, and receive valuable feedback. A humorous aspect of my experience was carrying my proposal booklet with me everywhere I went. This dedication paid off when a professor from Auckland University, who chaired my session, agreed to meet and discuss my dissertation on culturally responsive pedagogy in mathematics. He provided valuable reading references, such as Ole Skovsmose’s works on Critical Mathematics Education, papers on decolonizing methodologies, and literature on ethnomathematics. I also had the opportunity to discuss my research over dinner with the head of Professional Development of the Algebra Project, a movement in the United States aimed at providing equitable mathematics access to African-American students. This meeting highlighted the importance of re-evaluating basic definitions of literacy to include math literacy and beyond. In addition to that, many practitioners expressed interest in my study and requested to stay in touch via email. A professor from Arizona University even invited me to join a study group focused on indigenous knowledge, the dynamics between the Global South and Global North, and decolonizing methodologies. Interestingly, only two people from Indonesia, including myself, have shown a genuine interest in this topic, even though it is a hotly debated issue worldwide. I feel truly blessed not only for the insights I gained about my research but also for the motivation and passion I witnessed among participants dedicated to advancing education.

Finally, what I love about this conference is how well the committee organizes everything, including the convenient mobile app that allows us to easily view and join sessions. The app provides automatic reminders for each session and facilitates networking by allowing us to scan barcodes to exchange contact information instantly. The format for delivering presentations is also unique. Instead of the typical front-stage presentation, I present through a group discussion for almost one hour. This kind setting allows me to send stronger message about my research and get immediate feedback suggestion and even acknowledgement. The whole conference structure is also impressive, starting with the early career researcher workshop, which includes methodology classes, sessions on topics in mathematics education, meetings with prominent journal editors, and classes on shaping our careers as researchers. This comprehensive approach has significantly contributed to my educational development. To conclude this reflection, I constantly ask myself, “What progress have you made today to build your career as a researcher?”