scholarly journals The Role of Prospective Mathematics Teachers’ Knowledge of Content and Students in Integrating Mathematical Literacy

2019 ◽  
Vol 57 (3) ◽  
pp. 151-160
Author(s):  
Nurcholif Lestari ◽  
◽  
Dwi Juniati ◽  
St. Suwarsono ◽  
◽  
...  
Keyword(s):  
Mathematics Teachers ◽  
Mathematical Literacy ◽  
Prospective Mathematics Teachers ◽  
Knowledge Of Content

scholarly journals Making the Pedagogical Elements Used by Prospective Mathematics Teachers Visible in Teaching: Scenario Writing Activities

2021 ◽  
Vol 11 (3) ◽  
pp. 81-104
Author(s):  
Cahit Aytekin
Keyword(s):  
Academic Success ◽  
Mathematics Teachers ◽  
Prospective Teachers ◽  
Teacher Candidates ◽  
Real Life ◽  
Prospective Mathematics Teachers ◽  
Life Education ◽  
Car Travel

Abstract Introduction: In the reflective writing process, teachers make identification, information, explanation and evaluation activities (Spanneberg, 2009). It is thought that the scenarios written by the teacher candidates in order to teach a certain subject can give them an opportunity to think deeply. However, these teaching scenarios can be a valuable tool for reflective thinking in terms of educational matters such as teaching methods, pedagogy, and beliefs. Methods: In this study, it was investigated whether script writing is an effective tool to make pedagogical elements visible in the prospects of mathematics teachers. Case study pattern, which is one of the qualitative research patterns, was used in the research. For this purpose, thirty prospective mathematics teachers who participated in the study were asked to write two scenarios. The first one is called as “car travel” and the other one is called as “triangles and similarity” scenario. Before the study, some basic frameworks were defined for both scenarios. These are explained to prospective teachers. The “car travel” scenario in this research was given within the scope of the theme which includes only two people and a limited environmental interaction. The second scenario is the triangles and the similarity scenario. In the second scenario, the role of a teacher who conducts applied and real-life education outside of school is defined. Results: In general, it is concluded that script writing activities are very useful in training teachers. The data obtained from both scenarios reveal that the pedagogical elements constructed during the scenario writing activities become concrete in the minds of the prospective teachers. Discussion: It is observed that prospective teachers often include the structure of teaching related to real life in their scenarios. It is stated that teaching in the context of real life increases academic success and students’ interest in the lesson, and thus, the content is learned perceptibly by the students (Acar & Yaman, 2011). Another cognitive element that prospective teachers include in their scenarios is the use of available materials. It is noteworthy that the prospective teachers used real-life tools and materials as materials in the place chosen for the scenarios of their scripts. Limitations: This research is limited to script texts written by thirty prospective teachers. Conclusions: Thanks to this visibility, feedback can be given on the pedagogical elements that the prospective teacher will use in the future.

scholarly journals Checklist on question design for mathematical literacy

2021 ◽  
Vol 11 (1) ◽  
pp. 259-298
Author(s):  
Kemal Özgen
Keyword(s):  
Mathematics Teachers ◽  
Prospective Teachers ◽  
Teacher Candidates ◽  
Measurement Tool ◽  
Mathematical Literacy ◽  
Course Content ◽  
Second Stage ◽  
Prospective Mathematics Teachers ◽  
Process Level

The aim of the first stage of the research was to examine the opinions of prospective mathematics teachers about what features a question prepared to develop and measure ML should have to be effective and qualified. Moreover, it was aimed to determine the degree to which prospective teachers apply these qualifications in questions they design to develop and measure ML. The aim of the second stage of the research was to develop a valid and reliable checklist that can be used in the design of the question to develop and measure ML and to show this tool with an application. The research was conducted as a case study model. The study group consisted of 20 prospective mathematics teachers and five mathematics teachers who took ML courses. Interview forms were applied in order to collect data from the teachers and teacher candidates who took the ML course. Content analysis was used in the analysis of the prospective mathematics teachers' opinions about the qualifications of ML question. In the analysis of the data obtained, content, context, process, level and structure categories were formed for effective and qualified ML question. The checklist was decided to be in five categories and a total of 28 items and three options depending on them. It can be said that the checklist for the ML question design, which was developed and piloted in this study, is a valid and reliable measurement tool. Mathematics teachers and related researchers can use the developed checklist as a guide and guiding tool in designing ML questions.

scholarly journals Pengembangan Soal Literasi Matematis untuk Mendukung Matematisasi Mahasiswa Calon Guru

Jurnal Elemen ◽  
2021 ◽  
Vol 7 (1) ◽  
pp. 195-208
Author(s):  
Lestariningsih Lestariningsih ◽  
◽  
Moch. Lutfianto ◽  
Keyword(s):  
Mathematics Teachers ◽  
Prospective Teachers ◽  
Prospective Teacher ◽  
International Student ◽  
Design Research ◽  
Student Assessment ◽  
Mathematical Literacy ◽  
International Student Assessment ◽  
Teacher Students ◽  
Prospective Mathematics Teachers

Mathematisation ability of prospective teachers that was low in solving mathematical literacy problems needs serious attention. Therefore, to help prospective teachers do mathematization, they were employed by giving mathematical literacy problems. This study aims to produce mathematical literacy problems that were valid, practical, and have potential effects on the mathematization ability of prospective teacher students. The study was conducted using a design research type development study. Thirty students of prospective teachers in a private university in Sidoarjo became the subjects. Mathematical literacy problems’ qualities from this research should support prospective mathematics teachers in categorizing horizontal and verticalization activities. In addition, the problems were designed using the Program for International Student Assessment (PISA) framework with the Indonesian context. The results suggested that the developed mathematical literacy problems could be categorized valid based on validators’ evaluation, practically based on the small group phase results, and have the potential effects were assessed from the results of student tests handed in field test phase using mathematical literacy problems. The test results showed that 78% of prospective mathematics teachers were in the good category of mathematization ability after using the developed problems. The developed mathematical literacy problem has a potential effect so that it can be used as an alternative question in lecturing higher education activities to support the mathematics of prospective teacher students.

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