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All Journal IJORER : International Journal of Recent Educational Research International Journal of Current Educational Research
Taufiq Taufiq
State University of Surabaya, Surabaya
Education Languange, Linguistic, Communication & Media Mathematics Other

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Exploring What Teacher's Decision-Making in Designing Mathematical Assignments?: Case Studies in Beginner Taufiq Taufiq; Mega Teguh Budiarto; Tatag Yuli Eko Siswono
IJORER : International Journal of Recent Educational Research Vol. 4 No. 4 (2023): July
Publisher : Faculty of Teacher Training and Education Muhammadiyah University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46245/ijorer.v4i4.377

Abstract

Objective: This research uses the M-Four theory to investigate how teachers design mathematical tasks based on contextual problems. Method: The research involves a case study approach, utilizing in-depth observations, interviews, and Mathematical Task Design Sheets (MTDS) for data collection. This study involved one Beginner Teacher (BT) (age 35) participating who was selected based on teacher experiences. Through observation results, a BT who consistently assigns contextual math problems is selected for further analysis. Results: The study's findings reveal that BT tends to produce contextual assignments that primarily focus on the context presented in the textbook, with minimal additions or adjustments based on real-life situations experienced by students. This research contributes to the existing literature on problem-based learning and task design by examining the perspectives of BT. It provides insights for teacher professional development programs and curriculum design. Novelty: The novelty of this research lies in its exploration of how BT designs mathematical tasks based on contextual problems using the M-Four theory.
Profile of Teacher Decision-Making in Designing Mathematical Tasks Based on Teaching Experience Taufiq Taufiq; Mega Teguh Budiarto; Tatag Yuli Eko Siswono; Ahmad Wachidul Kohar
International Journal of Current Educational Research Vol. 2 No. 2 (2023): December
Publisher : Indonesia Emerging Literacy Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53621/ijocer.v2i2.221

Abstract

Objective: This research aims to describe the decision-making profile of mathematics teachers in designing mathematical assignments based on teaching experience. Method: The subjects of this study were mathematics teachers in junior high school education units with a bachelor's degree in mathematics education, including one senior teacher (ST) and one novice teacher (NT). The researcher used a task sheet for making a mathematical task design (TSMTD) and an interview guide as instruments for data collection. Results: The results showed that both novice and senior teachers identified problems by mentioning known information, but novice teachers tended to modify textbook assignments as materials for designing questions. In collecting information, beginner and senior teachers compared ideas from previous experiences, but senior teachers considered the context of the questions to be designed. Beginner teachers submitted problems by raising the theme of comparing values and transforming values with different resolution processes, while senior teachers considered several contexts and chose multiple alternative solutions. Both beginner and senior teachers checked all the questions designed and assessed the feasibility of the solutions generated from the task. Novelty: This research contributes to the understanding of the decision-making profile of mathematics teachers in designing assignments based on their teaching experience, highlighting the differences between novice and senior teachers in terms of problem identification, information collection, problem submission, and checking of designed questions.
Co-Authors Ahmad Wachidul Kohar Mega Teguh Budiarto Tatag Yuli Eko Siswono