cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Arif Muchyidin
Contact Email
journalmisro@gmail.com
Phone
+6281324454525
Journal Mail Official
journalmisro@gmail.com
Editorial Address
Jl. Gagak N0.105 Kel. Sadang Serang, Bandung, West Java, Indonesia 40133
Location
Kota bandung,
Jawa barat
INDONESIA
Journal of Mathematics Instruction, Social Research and Opinion
Published by MASI MANDIRI EDUKASI
ISSN : -     EISSN : 29627842     DOI : 10.58421/misro
Core Subject : Humanities, Education, Social,
Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences
The Journal of Mathematics Instruction, Social Research and Opinion (MISRO) is a peer-reviewed scholarly online journal. The MISRO is published in March, July, and November three times a year. The MISRO is a non-profit journal whose publication is free of charge. The articles should be original, unpublished, and not considered for publication elsewhere at the time of submission to the MISRO. The MISRO welcomes any papers on: Mathematics Education Ethnomathematics Social Mathematics Social Studies Education And in any technical knowledge domain: original theoretical works, literature reviews, research reports, social issues, psychological issues, curricula, learning environments, research in an educational context, book reviews, and review articles.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 11 Documents
 1   2 
Search results for , issue "Vol. 3 No. 2 (2024): July" : 11 Documents clear
Descriptive Survey of Preservice Mathematics Teachers’ Perceived Knowledge and Use of Teaching and Learning Materials Abdul-Wasiu, Rufai; Brilliant Essuman, Isaac; Offei Kwakye, Dennis; Alhassan, Issah
Journal of Mathematics Instruction, Social Research and Opinion Vol. 3 No. 2 (2024): July
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v3i2.284

Abstract

This study explores how pre-service mathematics teachers use teaching and learning materials (TLMs) in lessons. It highlights the importance of utilising TLMs effectively to create an engaging math learning environment. Barriers and benefits of integrating TLMs are also examined due to limited pre-service teacher readiness literature. A survey involving 272 pre-service mathematics teachers used a quantitative approach to assess their knowledge, perceived barriers, and benefits of Teaching and Learning Materials (TLMs). Results showed that teachers have moderate TLM knowledge, with Trundle wheels being the most recognised and Abacus the least. The main barriers included time constraints, lack of computer skills, and limited TLM resources. However, teachers acknowledged the benefits of TLMs in boosting student engagement and comprehension of math concepts. The study reveals that pre-service teachers have a moderate level of knowledge about different Teaching and Learning Materials (TLMs), but there is variability in their familiarity with various materials. Barriers to using TLMs include a lack of resources in schools, time constraints, limited computer skills, and difficulties in teaching specific mathematical concepts. The research emphasises the importance of training programs for teachers to incorporate TLMs into their lessons effectively. Addressing these challenges is crucial for enhancing math education and providing students with interactive learning experiences. The findings offer valuable insights for policymakers and educators seeking to improve teacher preparation in TLM use.

Page 2 of 2 | Total Record : 11

 1   2 

Filter by Year

2024 2024


Reset
Filter By Issues
All Issue Vol. 5 No. 1 (2026): March Vol. 4 No. 4 (2025): December Vol. 4 No. 3 (2025): September Vol. 4 No. 2 (2025): June Vol. 4 No. 1 (2025): March Vol. 3 No. 3 (2024): November Vol. 3 No. 2 (2024): July Vol. 3 No. 1 (2024): March Vol. 2 No. 3 (2023): November Vol. 2 No. 2 (2023): July Vol. 2 No. 1 (2023): March Vol. 1 No. 3 (2022): November Vol. 1 No. 2 (2022): July Vol. 1 No. 1 (2022): March More Issue