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All Journal Jurnal Elemen Journal on Mathematics Education
Guzon, Angela Fatima H.
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Education Mathematics Social Sciences Other

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Investigating preservice secondary mathematics teachers' skills in posing realistic mathematics tasks Veronika Fitri Rianasari; Guzon, Angela Fatima H.
Jurnal Elemen Vol 10 No 3 (2024): September
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v10i3.25607

Abstract

Mathematics tasks situated in realistic situations play a central role in developing and applying mathematical knowledge. However, mathematics educators face difficulties in designing realistic mathematics tasks. This study was conducted to gain deeper insights into the characteristics of mathematical problems that underprepared preservice secondary mathematics teachers pose. This study examined 32 preservice secondary mathematics teachers' problem-posing skills based on three problem-posing situations: structured problem-posing, semi-structured problem-posing, and free problem-posing. As the context of the participants, they did not have learning experiences in designing realistic mathematics tasks. In evaluating the preservice teachers' works, the researchers used several evaluation criteria, namely the compatibility of the problem with the mathematical principles, plausibility and sufficiency of information, the problem text, level of context authenticity, cognitive demand, and the correctness of the solution. The results revealed that most preservice teachers posed problems with the first-order level of context use and low cognitive demand. Additionally, many of them encountered difficulties when attempting to solve the problem. The findings of this study were expected to serve as a basis for developing a curriculum for pedagogic and mathematics courses in teacher education.
Designing learning trajectory to support preservice mathematics teachers' skills in creating and implementing realistic mathematics tasks Rianasari, Veronika Fitri; Guzon, Angela Fatima H.
Journal on Mathematics Education Vol. 15 No. 3 (2024): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.v15i3.pp701-716

Abstract

In mathematics teaching and learning, mathematics tasks embedded in realistic contexts are crucial for developing mathematical concepts, procedures, and the application of mathematical knowledge. Despite this, mathematics teachers often encounter challenges in designing and implementing such realistic mathematics tasks. Therefore, this study aims to construct a learning trajectory to enhance preservice mathematics teachers' abilities to create and implement Realistic Mathematics Tasks (RMTs). Employing a design research methodology, the study comprises three phases: preliminary design, teaching experiment, and retrospective analysis. The data presented in this article are from the first cycle, encompassing all three phases. The research involved four fourth-year preservice mathematics teachers from Sanata Dharma University in Yogyakarta, Indonesia, participating in a preliminary experiment conducted over three months outside their regular coursework. Data were collected through pre-course written tests, observations, interviews, journal reflections, and analyses of the preservice teachers' work. The findings indicate that the learning trajectory effectively raised awareness among preservice teachers about key characteristics of realistic mathematics tasks. This heightened awareness was evident in their reflections and work. Additionally, observations of their teaching practices revealed that preservice teachers valued student reasoning in solving RMTs. However, they faced difficulties in classroom management and guiding students to construct new knowledge actively through their experiences in solving RMTs.
Co-Authors Achir Yani S. Hamid