Prospective Mathematics Teachers’ Perspectives on Technology

2018 ◽  
pp. 125-142 ◽  
Author(s):  
Mar Moreno ◽  
Salvador Llinares
Keyword(s):  
Mathematics Teachers ◽  
Prospective Mathematics Teachers ◽  
Teachers Perspectives

scholarly journals Comparison of prospective mathematics teachers’ problem posing abilities in paper-pencil test and on dynamic geometry environment in terms of creativity

2020 ◽  
Vol 9 (3) ◽  
pp. 243
Author(s):  
MEHMET FATIH ÖÇAL ◽  
TUĞRUL KAR ◽  
GÜRSEL GÜLER ◽  
ALI SABRI İPEK
Keyword(s):  
Mathematics Teachers ◽  
Prospective Teachers ◽  
Creative Thinking ◽  
Dynamic Geometry ◽  
Thinking Skills ◽  
Problem Posing ◽  
Dynamic Geometry Environment ◽  
Mathematical Concepts ◽  
Prospective Mathematics Teachers

This study aims to investigate the similarities and differences between prospective mathematics teachers’ creative thinking skills in paper-pencil test and on a Geogebra-supported environment in terms of problem-posing. This case study used purposive sampling method for determining the participants. Findings revealed that the activities carried out in the GeoGebra-supported environment were insufficient to produce creative problems, and GeoGebra’s main utility to prospective teachers was in identifying their mistakes related to mathematical concepts and discrepancies among numerical values of the problems posed. The reasons for the low achievement in posing problem were discussed: These were; (i) lack of problem-posing experience, (ii) the structure of problem-posing activity, and (iii) prospective teachers’ mathematical content knowledge.

scholarly journals Analysis of Prospective Mathematics Teachers Ability in Applying Scientific Approach Based The Curriculum 2013

2019 ◽  
Author(s):  
Mohammad Tohir ◽  
A. Wida Wardani
Keyword(s):  
Mathematics Teachers ◽  
Flow Analysis ◽  
Approaches To Learning ◽  
Learning Activities ◽  
Analysis Model ◽  
Practical Examination ◽  
Curriculum Structure ◽  
Scientific Approach ◽  
Qualitative Descriptive ◽  
Prospective Mathematics Teachers

This study aims to obtained description of the ability of prospective mathematics teachers in applying scientific approaches to learning activities in the classroom. This research is a qualitative descriptive study. The participants research were prospective mathematics teacher (PPL teachers) interns at SMP Negeri 2 Jember. Data collection techniques used were questionnaires, interviews, observation, and the results of supervision at the practical examination. Data analysis techniques in this study using a checklist and flow analysis model of Miles and Huberman. The results showed that: (1) PPL teachers' understanding of the learning model through a scientific approach gained 28.57% in the category is can and as much as 71.43% in the category is quite capable; (2) the ability of PPL teachers in preparing the learning device in accordance with the curriculum structure in 2013 gained as much as 100% in the category is capable; (3) the ability of PPL teachers in implementing the learning activities using scientific approaches gained as much as 57.14% in the category is can and as much as 42.86% in the category is quite capable; (4) the ability of PPL teachers formulate and implement authentic assessment gained 28.57% in the category is can and as much as 71.43% in the category is quite capable; (5) PPL students' response to the teacher during teaching (internship) gained as much as 42.86% in the category is accordance with the characteristics of students as a teacher of mathematics and as much as 57.14% in the category is according to the characteristics of students as a teacher of mathematics. While the barriers experienced by teachers PPL is the lack of experience in implementing the scientific approach to learning, especially on the activities of questioning and reasoning, the allocation of time, and still difficulties in conducting assessments based the Curriculum 2013.

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