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All Journal Pythagoras: Jurnal Matematika dan Pendidikan Matematika AKSIOMA: Jurnal Program Studi Pendidikan Matematika Jurnal Pendidikan Matematika RAFA Jurnal Elemen JRPM (Jurnal Review Pembelajaran Matematika) BAREKENG: Jurnal Ilmu Matematika dan Terapan Formatif: Jurnal Ilmiah Pendidikan MIPA Journal of Honai Math MATAPPA: Jurnal Pengabdian Kepada Masyarakat Beta: Jurnal Tadris Matematika Journal of Educational Research and Evaluation International Journal of Community Service Learning Musamus Journal of Mathematics Education GAUSS: Jurnal Pendidikan Matematika Southeast Asian Mathematics Education Journal Jurnal Pengabdian dan Edukasi Sekolah (Jubaedah) Mimbar Pendidikan Indonesia Jurnal Pembelajaran dan Pengembangan Matematika Journal on Mathematics Education Jurnal Didaktik Matematika
Sadrack Luden Pagiling
Department Of Mathematics Education, Universitas Musamus, Papua
Humanities Computer Science & IT Control & Systems Engineering Economics, Econometrics & Finance Education Energy Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Mechanical Engineering Physics Public Health Social Sciences Transportation Other

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Journal : Jurnal Elemen

 1 
Unveiling belief and pedagogical content knowledge of prospective secondary mathematics teachers Sadrack Luden Pagiling; Abdul Rachman Taufik
Jurnal Elemen Vol 8, No 2 (2022): July
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v8i2.5096

Abstract

Prospective teachers' beliefs have a beneficial effect on their knowledge and actions. Furthermore, teachers' pedagogical content knowledge is an essential contributor to teachers' impact on students' academic outcomes. However, examining how prospective teachers' beliefs influence their pedagogical content knowledge is still unclear. The current study investigates prospective mathematics teachers' beliefs and pedagogical content knowledge. We recruited three undergraduate students in the mathematics department consisting of one male and two female participants in this study. By assigning two interviews, a test, and observation, we examined three prospective mathematics teachers' pedagogical content knowledge and their beliefs about the nature of mathematics, mathematics learning, and mathematics teaching. Prospective mathematics teachers' test, interview, and observation results were analyzed in three stages: data condensation, presentation, and conclusion drawing and verification. The findings point out that traditional beliefs (instrumentalist and platonist views) are more dominant in prospective teachers' beliefs about the nature of mathematics. Moreover, the more sophisticated prospective teachers' beliefs about the nature of mathematics, mathematics learning, and mathematics teaching are, the higher one's content knowledge and pedagogical content knowledge levels are. Implications of this study, mathematics teacher educators should assist and foster prospective teachers in developing constructivist or problem-solving beliefs.
Co-Authors Abdul Rachman Taufik Ade Yamin, Ade Ayulia Rombe Ma'dika Dewi Puji Rahayu Dian Mayasari I Ketut Sardiana Indri Rahayu Irmawaty Natsir Kartika Sulistiya Nuriswaty Lestari, Nining Puji Mayasari, Dian Minuk Riyana Mokoagow, Eka Indrysari Munfarikhatin, Anis Natsir, Irmawaty Nengsih, Luluk Wahyu Ni Luh Ramaswati Purnawan Ni Wayan Siti Nur?aini, Khumaeroh Dwi Nuraini, Khumaeroh Dwi Nurhayati Nurhayati Nurhayati Nurhayati Palobo, Markus Punagi Riyana, Minuk Rosadi, Asep SULISTIANI Suryani, Dessy R. Taufik, Abdul Rachman Tembang, Yonarlianto Ucisaputri, Nidya Wanti Priyah Ningrum Yunita Layuk