scholarly journals Analyzing Conceptual and Procedural Knowledge of Geometry Among Prospective Teachers: Indonesian Perspective

2021 ◽  
Vol 1752 (1) ◽  
pp. 012067
Author(s):  
Yurniwati ◽  
D A Soleh
Author(s):  
Yurniwati Yurniwati

Abstract. In mathematics, there is conceptual and procedural knowledge. Conceptual knowledge is about ideas or mathematics understanding but procedural knowledge is about procedure to solve mathematics problems. Multisensory approach involve many senses like kinaesthetic,  visual and auditory to gain knowledge. This research aims to find information about how to apply multisensory approach to improve conceptual and procedural knowledge of prospective teacher in Jakarta State University. This action research study used Kemmis and Taggart model and implemented in two cycles. The data were collected through questionnaires and observation sheets. Then, the data was analyzed descriptively.  The research results showed that the multisensory approach can enhance the conceptual and procedural knowledge of the prospective teachers. The Kinaesthetic approach was implemented in hands-on activity using concrete materials while the visual using images. The concrete materials and image provide different presentation but it helped to constructed concepts and abstraction. Furthermore, the auditory approach was developed along learning activities trough discussion to produce and clarify the ideas. Keywords: Conceptual knowledge, Procedural knowledge, Multisensory approach  


2021 ◽  
Vol 13 (3) ◽  
pp. 1756-1767
Author(s):  
Swasti Maharani ◽  
Zeni Fadlila Agustina ◽  
Muhammad Noor Kholid

This research aims to describe the characteristic of mathematics prospective teacher's computational thinking (CT) in solving the geometric pattern problem. The subject consists of 65 preservice mathematics teachers in Universitas in Madiun. The instrument was used in this research are geometric pattern problem tests and interview guidelines. The result shows that are three types of mathematics prospective teachers in solving the problem. First, CT substantial, i.e. prospective mathematics teachers use the conceptual knowledge who collaborated with procedural knowledge exactly. They use mathematics iteration to find the pattern and express them to the general form easily. Second, CT Nominal, i.e. prospective mathematics teachers, use manual ways to solve the pattern problem. They count using numeric, not symbolic, of solving the pattern formed. They can understand the design but can't express it to the mathematics model. Third, CT procedural, i.e. mathematics prospective teacher using the procedural knowledge only, not an expert in concept, and following the steps who teaches from experience before. The recommendation for future research is to develop the research to find the other characters in other mathematics subjects, in other students, to develop the learning models who can embody CT.


Pythagoras ◽  
2005 ◽  
Vol 0 (62) ◽  
Author(s):  
Caroline Long

In teaching a general course on mathematics for prospective teachers, I have found the theoretical distinction between conceptual knowledge and procedural knowledge (Hiebert & Lefevre, 1986) a useful focus for teaching practice. The constructs provide a scaffold for the learning of mathematics by the students and for thinking about the teaching of mathematics in the school environment. These theoretical insights uncover in part the processes for acquiring knowledge and provide a tool for addressing problematic areas of learning.


Author(s):  
Yurniwati Yurniwati

Abstract. In mathematics, there is conceptual and procedural knowledge. Conceptual knowledge is about ideas or mathematics understanding but procedural knowledge is about procedure to solve mathematics problems. Multisensory approach involve many senses like kinaesthetic,  visual and auditory to gain knowledge. This research aims to find information about how to apply multisensory approach to improve conceptual and procedural knowledge of prospective teacher in Jakarta State University. This action research study used Kemmis and Taggart model and implemented in two cycles. The data were collected through questionnaires and observation sheets. Then, the data was analyzed descriptively.  The research results showed that the multisensory approach can enhance the conceptual and procedural knowledge of the prospective teachers. The Kinaesthetic approach was implemented in hands-on activity using concrete materials while the visual using images. The concrete materials and image provide different presentation but it helped to constructed concepts and abstraction. Furthermore, the auditory approach was developed along learning activities trough discussion to produce and clarify the ideas. Keywords: Conceptual knowledge, Procedural knowledge, Multisensory approach  


2011 ◽  
Author(s):  
Michelle Martin ◽  
Harrison J. Kell ◽  
Stephan J. Motowidlo
Keyword(s):  

2014 ◽  
Author(s):  
Charlyn W. Shaw ◽  
Rayne A. Sperling ◽  
David C. Falvo ◽  
Peter T. Olszewski

1999 ◽  
Vol 38 (03) ◽  
pp. 154-157
Author(s):  
W. Fierz ◽  
R. Grütter

AbstractWhen dealing with biological organisms, one has to take into account some peculiarities which significantly affect the representation of knowledge about them. These are complemented by the limitations in the representation of propositional knowledge, i. e. the majority of clinical knowledge, by artificial agents. Thus, the opportunities to automate the management of clinical knowledge are widely restricted to closed contexts and to procedural knowledge. Therefore, in dynamic and complex real-world settings such as health care provision to HIV-infected patients human and artificial agents must collaborate in order to optimize the time/quality antinomy of services provided. If applied to the implementation level, the overall requirement ensues that the language used to model clinical contexts should be both human- and machine-interpretable. The eXtensible Markup Language (XML), which is used to develop an electronic study form, is evaluated against this requirement, and its contribution to collaboration of human and artificial agents in the management of clinical knowledge is analyzed.


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