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INDONESIA
Journal of Research and Advances in Mathematics Education
Published by Universitas Muhammadiyah Surakarta
ISSN : 25033697     EISSN : 25412590     DOI : -
Core Subject : Education,
Education Mathematics
JRAMathEdu (Journal of Research and Advances in Mathematics Education) is open-access and peer-reviewed scholarly online journal managed by Department of Mathematics Education, Universitas Muhammadiyah Surakarta and published by Muhammadiyah University Press (MUP). The journal is published twice a year in January and July.
Arjuna Subject : -
Articles 2 Documents
 1 
Search results for , issue "Vol. 2, No. 1, January 2017" : 2 Documents clear
Knowledge of Student’s Understanding and The Effect on Instructional Strategies: a Case of Two Novice Mathematics Teachers Masduki, Masduki; Suwarsono, Stephanus; Budiarto, Mega Teguh
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Vol. 2, No. 1, January 2017
Publisher : Muhammadiyah University Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v2i1.5734

Abstract

Pedagogical content knowledge plays a role in learning in classroom. The study aims to 1) analyze the teachers’ knowledge of the students' errors and difficulties in solving linear equations and 2) describe the instructional strategies used by teachers to reduce their errors and difficulties. The subjects were two novice teachers who have taught the Junior High School 7th grade students with different math abilities for two years. The data collection was conducted by open questionnaire and interview. The results showed that both teachers have knowledge of students' errors and difficulties in solving linear equations. However, the teacher's learning strategies in helping students reduce students' errors and difficulties were different from one another. It can be concluded that the teacher's knowledge of the students’ errors and difficulties can help teachers determine the appropriate learning strategies to present a learning subject matter.
Knowledge of Student’s Understanding and The Effect on Instructional Strategies: a Case of Two Novice Mathematics Teachers Masduki Masduki; Stephanus Suwarsono; Mega Teguh Budiarto
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Vol. 2, No. 1, January 2017
Publisher : Department of Mathematics Education, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v2i1.5734

Abstract

Pedagogical content knowledge plays a role in learning in classroom. The study aims to 1) analyze the teachers’ knowledge of the students' errors and difficulties in solving linear equations and 2) describe the instructional strategies used by teachers to reduce their errors and difficulties. The subjects were two novice teachers who have taught the Junior High School 7th grade students with different math abilities for two years. The data collection was conducted by open questionnaire and interview. The results showed that both teachers have knowledge of students' errors and difficulties in solving linear equations. However, the teacher's learning strategies in helping students reduce students' errors and difficulties were different from one another. It can be concluded that the teacher's knowledge of the students’ errors and difficulties can help teachers determine the appropriate learning strategies to present a learning subject matter.

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