Pre-service teacher’s mathematical knowledge for teaching in problem-based learning
Mathematical Knowledge for Teaching (MKT), comprising Mathematics Content Knowledge (MCK) and Mathematics Pedagogy Content Knowledge (MPCK), is essential for pre-service teachers. However, numerous studies have shown that pre-service teachers are weak in content and difficult to plan to teach. There...
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| Format: | UMS Journal (OJS) |
| Language: | eng |
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Universitas Muhammadiyah Surakarta
2020
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| Online Access: | https://journals.ums.ac.id/index.php/jramathedu/article/view/10556 |
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| _version_ | 1805342439071809536 |
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| author | Novikasari, Ifada |
| author_facet | Novikasari, Ifada |
| author_sort | Novikasari, Ifada |
| collection | OJS |
| description | Mathematical Knowledge for Teaching (MKT), comprising Mathematics Content Knowledge (MCK) and Mathematics Pedagogy Content Knowledge (MPCK), is essential for pre-service teachers. However, numerous studies have shown that pre-service teachers are weak in content and difficult to plan to teach. Therefore, a shifting effort dealing with the learning activities within the teacher training program from a teacher-centered to student-centered approach should be made. One learning model succeeding in the student-centered approach is Problem-Based Learning (PBL). Studies on PBL as an effort to improve the MCK and MPCK of pre-service teachers have never been done before. There were two models of PBL applied in this experimental study: PBL with authentic problems (PBL1) and PBL with authentic problems and teaching practices (PBL2). The aspects of MCK studied are knowing, applying, and reasoning. While the aspects of MPCK are creating representation for the explanation, understanding mathematical structures, and anticipating students' thinking. The results of the study showed that there were significant differences between MCK and MPCK achievements in PBL1, PBL2, and conventional learning classes conventional. PBL1 and PBL2 classes were considered superiors since the pre-service teachers predominantly control the learning activities and were active in finding solutions. Hence, there were differences in the effect of the learning models on the aspects of MCK and MPCK. |
| format | UMS Journal (OJS) |
| id | oai:ojs2.journals.ums.ac.id:article-10556 |
| institution | Universitas Muhammadiyah Surakarta |
| language | eng |
| publishDate | 2020 |
| publisher | Universitas Muhammadiyah Surakarta |
| record_format | ojs |
| spelling | oai:ojs2.journals.ums.ac.id:article-10556 Pre-service teacher’s mathematical knowledge for teaching in problem-based learning Novikasari, Ifada mathematics education Problem-based learning, mathematics content knowledge, mathematics pedagogy content knowledge Mathematical Knowledge for Teaching (MKT), comprising Mathematics Content Knowledge (MCK) and Mathematics Pedagogy Content Knowledge (MPCK), is essential for pre-service teachers. However, numerous studies have shown that pre-service teachers are weak in content and difficult to plan to teach. Therefore, a shifting effort dealing with the learning activities within the teacher training program from a teacher-centered to student-centered approach should be made. One learning model succeeding in the student-centered approach is Problem-Based Learning (PBL). Studies on PBL as an effort to improve the MCK and MPCK of pre-service teachers have never been done before. There were two models of PBL applied in this experimental study: PBL with authentic problems (PBL1) and PBL with authentic problems and teaching practices (PBL2). The aspects of MCK studied are knowing, applying, and reasoning. While the aspects of MPCK are creating representation for the explanation, understanding mathematical structures, and anticipating students' thinking. The results of the study showed that there were significant differences between MCK and MPCK achievements in PBL1, PBL2, and conventional learning classes conventional. PBL1 and PBL2 classes were considered superiors since the pre-service teachers predominantly control the learning activities and were active in finding solutions. Hence, there were differences in the effect of the learning models on the aspects of MCK and MPCK. Universitas Muhammadiyah Surakarta 2020-06-22 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://journals.ums.ac.id/index.php/jramathedu/article/view/10556 10.23917/jramathedu.v5i2.10556 JRAMathEdu (Journal of Research and Advances in Mathematics Education); Volume 5 Issue 2 June 2020; 160-174 2541-2590 2503-3697 10.23917/jramathedu.v5i2 eng https://journals.ums.ac.id/index.php/jramathedu/article/view/10556/5530 Copyright (c) 2020 Ifada Novikasari http://creativecommons.org/licenses/by/4.0 |
| spellingShingle | mathematics education Problem-based learning, mathematics content knowledge, mathematics pedagogy content knowledge Novikasari, Ifada Pre-service teacher’s mathematical knowledge for teaching in problem-based learning |
| title | Pre-service teacher’s mathematical knowledge for teaching in problem-based learning |
| title_full | Pre-service teacher’s mathematical knowledge for teaching in problem-based learning |
| title_fullStr | Pre-service teacher’s mathematical knowledge for teaching in problem-based learning |
| title_full_unstemmed | Pre-service teacher’s mathematical knowledge for teaching in problem-based learning |
| title_short | Pre-service teacher’s mathematical knowledge for teaching in problem-based learning |
| title_sort | pre service teacher s mathematical knowledge for teaching in problem based learning |
| topic | mathematics education Problem-based learning, mathematics content knowledge, mathematics pedagogy content knowledge |
| topic_facet | mathematics education Problem-based learning, mathematics content knowledge, mathematics pedagogy content knowledge |
| url | https://journals.ums.ac.id/index.php/jramathedu/article/view/10556 |
| work_keys_str_mv | AT novikasariifada preserviceteachersmathematicalknowledgeforteachinginproblembasedlearning |