scholarly journals Sustainability Development in Mathematics Education—A Case Study of What Kind of Meanings Do Prospective Class Teachers Find for the Mathematical Symbol “23”?

2019 ◽  
Vol 11 (2) ◽  
pp. 457 ◽  
Author(s):  
Jorma Joutsenlahti ◽  
Päivi Perkkilä
Keyword(s):  
Mathematics Education ◽  
Content Knowledge ◽  
Prospective Teachers ◽  
Mathematics Learning ◽  
Point Of View ◽  
Pedagogical Content ◽  
Mathematical Symbol ◽  
Pictorial Presentation ◽  
The Given

In this article, our focus is on sustainable development in mathematics education from the point of view of teacher training. The aim was to develop prospective teachers’ content knowledge and pedagogical content knowledge of school mathematics. As a case study, we chose the mathematical symbol “a/b”, and examined how prospective class teachers in Finland connect it to the concepts of fraction, ratio, division, rational number or probability. Mathematics textbooks often have a central role in lessons, and they affect strongly how pupils understand concepts and the relationships between them. We chose languaging as a multi-semiotic approach to interpreting what kind of meanings the prospective class teachers gave the mathematical symbol “a/b”. The results show that some of these concepts are difficult to see at the same time from the given mathematical symbol. The concept of ratio is particularly difficult for prospective class teachers to interpret. Pictorial presentation supported the interpretations. Mathematics learning materials and teacher education should develop in accordance with the results of the study.

scholarly journals ANALYSIS OF THE STUDENTS' PEDAGOGICAL CONTENT KNOWLEDGE AND CONTENT KNOWLEDGE IN MATHEMATICS LEARNING

2021 ◽  
Vol 24 (1) ◽  
pp. 32
Author(s):  
Tina Sri Sumartini
Keyword(s):  
Mathematics Education ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Prospective Teachers ◽  
Mathematics Learning ◽  
Sampling Technique ◽  
Teaching Mathematics ◽  
Teacher Competence ◽  
Pedagogical Content ◽  
Teacher's Knowledge

Abstract:Lack of Pedagogical Content Knowledge (PCK) and Content Knowledge (CK) of a teacher is a problem in the implementation of mathematics learning. There were various opinions about the correlation between PCK and CK of teacher's knowledge. Therefore, this study aims to analyze the correlation between them to the students of Mathematics Education as prospective mathematics teachers. The method used was a mix-method to determine the inferential correlation and to investigate deeply. The sampling technique used was purposive sampling by taking 33 students majoring in Mathematics education at Institut Pendidikan Indonesia. The results of the study indicated that there was a significant correlation between the students' PCK and CK as prospective teachers. PCK and CK were an integral part of teacher competence in teaching Mathematics. This study confirmed that the Mathematical beliefs of prospective teachers need serious attention. The implication in this study provided a statement about the importance of constructivism learning in the development of students' PCK and CK.Abstrak:Kurangnya Pedagogical Content Knowledge (PCK) dan Content Knowledge (CK) seorang guru menjadi masalah dalam pelaksanaan pembelajaran matematika. Terjadi perbedaan pendapat tentang korelasi keduanya dalam struktur pengetahuan guru. Oleh karena itu dilakukan penelitian untuk menganalisis korelasi antara PCK dan CK pada mahasiswa jurusan Ppendidikan Matematika sebagai calon guru Matematika. Metode yang digunakan adalah mix-method  untuk mengetahui korelasi secara inferensial dan menganalisis lebih dalam secara kualitatif. Teknik sampel yang digunakan yaitu puposive sampling dengan mengambil sampel sebanyak 33 mahasiswa jurusan pendidikan matematika di Institut Pendidikan Indonesia. Hasil dari penelitian menunjukkan bahwa terdapat korelasi yang signifikan antara PCK dengan CK mahasiswa sebagai calon guru. PCK dan CK merupakan satu kesatuan dari kompetensi guru dalam mengajar Matematika. Penelitian ini menegaskan bahwa keyakinan Matematis calon guru perlu mendapat perhatian yang serius. Implikasi dalam penelitian ini memberikan pernyataan tentang pentingnya pembelajaran kontruktivisme dalam pengembangan PCK dan CK mahasiswa.

scholarly journals Mathematics learning forum: Role of ICT in the construction of pre-service teachers’ content knowledge schema

2003 ◽  
Vol 19 (2) ◽  
Author(s):  
Mohan Chinnappan
Keyword(s):  
Teacher Knowledge ◽  
Content Knowledge ◽  
Mathematics Teachers ◽  
Prospective Teachers ◽  
Mathematics Learning ◽  
Knowledge Bases ◽  
National Council ◽  
Pedagogical Content ◽  
Recent Interest

Recent interest in the topic of knowledge bases for teachers of mathematics has led to a sustained analysis of how teacher knowledge influences interactions with their students. The results of this body of research have focused on identifying and describing the growth of mathematics teachers’ content and pedagogical content knowledge. In particular, it has been argued that there is a need to examine how mathematics teachers who are new to the classroom construct and structure their knowledge base (National Council of Teachers of Mathematics, 2000). Here I examine this issue by exploring the role of an online mathematics learning forum in creating an environment within which a group of prospective teachers exchanged views about a topic on arithmetic. The online forum was established via WebCT. The results suggest that WebCT provided a convenient and non-threatening medium in which to generate descriptions about mathematics teachers’ knowledge and understanding.

scholarly journals Analisis Pedagogical Content Knowledge Guru dan Calon Guru pada Pembelajaran Matematika

2019 ◽  
Vol 3 (1) ◽  
pp. 149-163
Author(s):  
Christine Iriane Gultom ◽  
Helti Lygia Mampouw
Keyword(s):  
Data Collection ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Prospective Teachers ◽  
Research Method ◽  
School Teacher ◽  
Mathematics Learning ◽  
Student Understanding ◽  
Primary School Teacher ◽  
Pedagogical Content

Pedagogical Content Knowledge (PCK) is an important thing that must be mastered by teachers and prospective teachers to find out how to teach certain content to improve student understanding. The purpose of this research was to analyze the pedagogical content knowledge of teachers and prospective teachers in elementary in mathematics learning. The research method is descriptive qualitative. The focus of this research is the Wiyata Bakti teacher at SD Kaligentong 01 Ampel and prospective primary school teacher. The method of data collection in this research uses questions and interviews consisting of questions that are used to collect data relating to 7 components of PCK. The results of this research indicate that the PCK owned by the teacher is good in mathematics learning and PCK owned by prospective teacher is good enough in mathematics learning. Pedagogical Content Knowledge (PCK) merupakan hal penting yang harus dikuasai oleh guru dan calon guru untuk mengetahui bagaimana mengajarkan konten tertentu untuk meningkatkan pemahaman siswa. Tujuan penelitian ini untuk menganalisis pedagogical content knowledge guru dan calon guru SD pada pembelajaran matematika. Metode penelitian yang digunakan adalah deskriptif kualitatif. Fokus penelitian ini adalah guru wiyata bakti di SD Kaligentong 01 Ampel dan calon guru. Metode pengumpulan data pada penelitian ini menggunakan soal dan wawancara yang terdiri dari butir-butir pertanyaan yang dipergunakan untuk mengumpulkan data yang berkaitan dengan 7 komponen PCK. Hasil penelitian ini menunjukkan bahwa PCK yang dimiliki guru sudah baik dalam pembelajaran matematika dan PCK yang dimiliki calon guru cukup baik dalam pembelajaran matematika

scholarly journals Analisis Pedagogical Content Knowledge Mahasiswa Calon Guru Pada Program Studi Pendidikan Matematika

2018 ◽  
Vol 7 (2) ◽  
pp. 239-250 ◽  
Author(s):  
Ade Irfan ◽  
Anzora Anzora ◽  
Tuti Marjan Fuadi
Keyword(s):  
Data Analysis ◽  
Mathematics Education ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Prospective Teachers ◽  
Education Program ◽  
Pedagogical Knowledge ◽  
Study Program ◽  
Pedagogical Content ◽  
Teacher Students

Penelitian ini bertujuan untuk mengetahui pedagogical content knowledge mahasiswa calon guru pada program studi pendidikan matematika Fakultas Keguruan dan Ilmu Pendidikan Universitas Abulyatama Aceh. Untuk mencapai tujuan tersebut penelitian ini menggunakan pendekatan kualitatif dengan desain triangulasi, dimana peneliti mengumpulkan data dari beberapa sumber dan metode yang berbeda, membandingkan hasilnya dan menggunakan hasil temuan untuk melihat apakah saling memvalidasi satu sama lainnya. Data tentang pedagogical content knowledge mahasiswa calon guru kemudian dipaparkan apa adanya sehingga jenis penelitian ini dikategorikan dengan penelitian deskriptif-kualitatif dengan desain triangulasi. Adapun subjek dalam penelitian ini adalah 3 (tiga) orang mahasiswa program studi pendidikan matematika FKIP Universitas Abulyatama yang telah menyelesaikan matakuliah micro teaching atau sedang praktek pengalaman lapangan. Instrumen penelitian ini adalah lembar tugas berbasis masalah, pedoman wawancara, dan lembar observasi. Analisis data yang digunakan dalam penelitian ini berdasarkan analisi data yang dikembangkan oleh Miles dan Huberman (1992), yaitu reduksi data, penyajian data, dan penarikan kesimpulan/verifikasi. Berdasarkan penelitian diketahui bahwa content knowledge mahasiswa calon guru program studi pendidikan Matematika FKIP Universitas Abulyatama berada pada kategori rendah sampai sedang dengan skor 1 sampai dengan 2. Sementara itu, pedagogical knowledge mahasiswa calon guru program studi pendidikan matematika FKIP Universitas Abulyatama berada pada kategori rendah sampai sedang dengan skor 1 sampai dengan 2. This study aimed to determine pedagogical content knowledge of prospective students in mathematics education program Faculty of Teacher Training and Education University Abulyatama Aceh. To achieve this objective, this study used a qualitative approach with triangulation design, in which the researchers collected data from several different sources and methods, compared the results and used the findings to see if mutually validate each other. Data about pedagogical content knowledge of prospective teacher students were then presented as it is so that this type of research was categorized by descriptive-qualitative research with triangulation design. The subjects in this study were 3 (three) students of mathematics education program of FKIP University Abulyatama who had completed micro teaching courses or were practicing field experience. The instruments of this research were problem-based task sheets, interview guides, and observation sheets. Data analysis used in this study based on data analysis developed by Miles and Huberman (1992), namely data reduction, data presentation, and withdrawal of conclusions / verification. Based on the research, it is known that the content knowledge of the prospective teachers of the study program of Mathematics Education of FKIP Universitas Abulyatama was in the low to moderate category with the score of 1 to 2. Meanwhile, pedagogical knowledge of the candidate of the teacher of the mathematics education program of FKIP Universitas Abulyatama was in low to moderate category with a score of 1 to 2.

scholarly journals Japanese and Swedish Mathematics Teacher Educators’ Pedagogical Content Knowledge – An Institutional Perspective

2019 ◽  
Vol 21 ◽  
Author(s):  
Yukiko Asami-Johansson ◽  
Iiris Attorps
Keyword(s):  
Problem Solving ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Prospective Teachers ◽  
Teacher Educators ◽  
Institutional Perspective ◽  
Pedagogical Content ◽  
Mathematics Teacher Educators ◽  
Structured Problem Solving ◽  
Area Determination

The aim of this paper is to investigate which kind of conditions and constraints affect Japanese and Swedish teacher educators’ pedagogical content knowledge (PCK). We analyse the praxeologies of the lessons in which the educators teach area determination. Our study shows that the Japanese teacher educators’ PCK are more explicitly shared by the community of the teacher educators compared to the Swedish counterpart. Also, the detailed Japanese curriculum and the structured problem solving approach promote to illustrate how to construct rich mathematical and didactical organisations for prospective teachers.

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