scholarly journals Self-concept of pre-service mathematics teachers who gets a pedagogic approach suggested by APOS theory and direct learning as a comparison

2019 ◽  
Vol 1157 ◽  
pp. 042071
Author(s):  
M W Afgani ◽  
D Suryadi ◽  
J A Dahlan
Keyword(s):  
Mathematics Teachers ◽  
Self Concept ◽  
Apos Theory ◽  
Direct Learning

scholarly journals The enhancement of pre-service mathematics teachers’ mathematical understanding ability through ACE teaching cyclic

2019 ◽  
Vol 9 (2) ◽  
pp. 153 ◽  
Author(s):  
Muhammad Win Afgani ◽  
Didi Suryadi ◽  
Jarnawi Afgani Dahlan
Keyword(s):  
Data Analysis ◽  
Mathematics Teachers ◽  
Mathematical Understanding ◽  
Class Discussion ◽  
Control Group ◽  
Apos Theory ◽  
Activity Class ◽  
Ability Test ◽  
Significant Difference ◽  
Direct Learning

The aim of this study was to investigate the enhancement of the mathematical understanding ability of pre-service mathematics teachers through Activity-Class Discussion-Exercise (ACE) teaching cyclic based on APOS theory. This study used a quasi-experiment method with non-equivalent pre-post test control group design. The subjects of this study were 120 pre-service mathematics teachers from two universities in Palembang, Indonesia. The subjects were divided into two class, that is, experiment and control class. Experiment class was a class that is applied ADE teaching cyclic based on APOS theory, whereas control class was a class that is applied direct learning. The subjects were also divided into three groups of mathematical initial ability, that is, high, average, and low. The Instruments used in this study were mathematical initial ability test, mathematical understanding ability test, observation, and interview. Data analysis tests used in this study were statistic test of parametric and non-parametric. The results of data analysis showed that 1) there is no significant difference between the improvement of mathematical understanding ability of pre-service mathematics teachers applied ACE teaching cyclic based on APOS theory and direct learning in terms of overall and the group of mathematical initial ability, 2) there is no interaction between learning factors (APOS and direct learning) and the group of mathematical initial ability (high, average, and low) to the improvement of mathematical understanding ability of pre-service mathematics teachers.

scholarly journals Mathematical self-concept among prospective teachers

2020 ◽  
Vol 9 (4) ◽  
pp. 799
Author(s):  
Johannis Takaria ◽  
Anderson Leonardo Palinussa
Keyword(s):  
Mathematics Teachers ◽  
Prospective Teachers ◽  
Prospective Teacher ◽  
Learning Strategy ◽  
Mathematics Learning ◽  
Self Concept ◽  
Mind Mapping ◽  
Quasi Experimental ◽  
Prospective Mathematics Teachers

Mathematical self-concept (MS-C) is an important construct that prospective mathematics teachers must have in mathematics learning. The aim of the research was to analyze the increase of MS-C of prospective mathematics teachers. The research was quasi-experimental with the design of one group pretest-posttest. The results showed that for prospective teachers, MS-C increased in the medium category while the MS-C indicators achieved in the medium and low categories. The increase of MS-C is due to the effectiveness of collaborative mind mapping (CMM) learning strategy and the process of strengthening MS-C capacity of prospective teachers. The CMM facilitates prospective teachers to construct creative ideas through structured collective ideas that support the increase of MS-C among prospective teacher.

scholarly journals Analisis Profil Guru Matematika dalam Membangun Konsep Diri Siswa

2019 ◽  
Vol 3 (2) ◽  
pp. 107
Author(s):  
Yuliyanti Yuliyanti ◽  
Widodo Winarso ◽  
Muhamad Ali Misri
Keyword(s):  
Performance Appraisal ◽  
Student Perceptions ◽  
Mathematics Teachers ◽  
Teacher Performance ◽  
Sampling Technique ◽  
Performance Evaluations ◽  
Self Concept ◽  
Average Score ◽  
Average Value ◽  
The One

This study aims to analyze the profile of SMPN 1 Lemahabang mathematics teacher implicating or not in developing self-concept of students and how much influence the profile of SMPN 1 Lemahabang teacher in developing self-concept of students. This research is a quantitative study using the One ShotCase Study design, the sampling technique used was purposive sampling and a sample of 5 mathematics teachers and 178 students of Lemahabang Middle School was selected. The research method used is the teacher performance appraisal (PKG) and questionnaire/questionnaire. The results of this study indicate that: (1) the profile of mathematics teachers according to the results of teacher performance evaluations has an average value of 85.43% which falls into the good category. Strengthened by the mathematics teacher's profile according to student perceptions of an average score of 73.86% which is included in the medium category (2) students' self-concept has an average value of 65.23% which is included in the medium category (3) based on Data analysis shows that the mathematics teacher's profile has implications in building students' self-concepts. This can be seen from the price of t count = -0.836 with a significance value of -0.836 <0.05, so Ho is rejected and Ha is accepted, which means that there are implications for the teacher's profile in developing students' self-concept

Construction of the concept of pairability in comparing infinite sets in the individuals’ mind: an APOS approach

2020 ◽  
Author(s):  
Mohadaseh Mahdiyan ◽  
Ali Barahmand
Keyword(s):  
Explicit Formula ◽  
Set Theory ◽  
Mathematics Teachers ◽  
Mathematical Concept ◽  
Apos Theory ◽  
Infinite Sets ◽  
One To One ◽  
University Lecturers ◽  
Metaphorical Concept ◽  
Hierarchical Manner

Abstract This study focuses on the concept of pairability as a fundamental metaphorical concept in the Cantorian set theory regarding comparison of infinite sets. In this theory, pairability appears in a hierarchical manner of generating and developing as a one-to-one correspondence by arrows in finite, and then in infinite states, a bijection map through an explicit formula and the concept of cardinality. Adapting these hierarchical components of pairability and the APOS theory, about description of constructing and understanding a mathematical concept in a hierarchical manner, this study examines the construction of the concept of pairability in the individuals’ mind. In this way, their imaginations of pairability and practical performances in different situations will also be surveyed. In so doing, a total of 20 mathematics teachers and university lecturers holding at least an M.Sc. degree in mathematics were chosen. To collect the data, interviews were conducted in which the participants not only answered questions about the concept of the various types of pairability but also compared infinite countable sets in different situations. Our findings revealed that a bijection map via an explicit formula was the individuals’ dominant conception of pairability and most of the incorrect answers were related to unsuccessful attempts to recall a formula or method as the only possible way, and the encapsulated concept of cardinality was used less frequently in practice. Therefore, there was not a total schema of actions, processes and objects of the concept of pairability in the individuals’ mind.

Sign in / Sign up

Export Citation Format

Share Document