SOUTH AFRICA, TANZANIA AND FINLAND: MATHEMATICS TEACHER-STUDENTS’ OPINIONS ABOUT

2015 ◽  
Vol 37 (1) ◽  
Author(s):  
D. Laubscher
Keyword(s):  
South Africa ◽  
Mathematics Teacher ◽  
Teacher Students

scholarly journals Identifikasi Kesalahan dan Miskonsepsi Mahasiswa Calon Guru Matematika Pada Topik SPLDV

2019 ◽  
Vol 2 (2) ◽  
Author(s):  
Juli Afriadi
Keyword(s):  
Qualitative Research ◽  
Mathematics Teacher ◽  
Design Research ◽  
Family Background ◽  
Thinking Skills ◽  
Research Data ◽  
Qualitative Research Design ◽  
Teacher Students ◽  
Mathematical Operations ◽  
Selection Of

This research aims to identify errors and misconceptions of prospective mathematics teacher students in the SPLDV material. This study uses a qualitative research design. Research data was collected from 15 micro teaching students in the sixth semester of UNP Padang, using test questions and interview guidelines The SPLDV test questions prepared include the concept of SPLDV with infinite solutions and SPLDV with exactly one solution. The results of the study indicate that there are a number of errors and misconceptions of the material. Identified student errors are conceptual errors, namely mistakes made by students because they do not understand the SPLDV concept properly. Strategic error, which is an error that occurs because students choose the wrong way to do it. Calculate errors, namely errors in performing mathematical operations. Systematic error, which is an error regarding the wrong selection of extrapolation techniques. The interview results show the causes of misconceptions experienced by students, namely ignorance, language errors, film shows, thinking skills, family background, parallel conceptions, and initial student misconceptions.Keywords: Misconception, SPLDV, Mathematics

scholarly journals Development of ODL in a newly industrialised country according to face-to-face contact, ICT, and e-readiness

2013 ◽  
Vol 14 (1) ◽  
pp. 84 ◽  
Author(s):  
J Marinda Van Zyl ◽  
Christoffel Johannes Els ◽  
A Seugnet Blignaut
Keyword(s):  
Professional Development ◽  
South Africa ◽  
Rank Order ◽  
Research Approach ◽  
Delivery Mode ◽  
Innovative Strategy ◽  
North West ◽  
Face To Face ◽  
Teacher Students ◽  
Educational Delivery

<p>A large number of unqualified and under-qualified in-service teachers are holding back socio-economical development in South Africa, a newly industrialized country. Open and distance learning (ODL) provides an innovative strategy and praxis for developing and newly industrialized countries to reach their educational and socio-economical objectives through professional development and training. In order to examine factors which affect the success of ODL offered by the North-West University in South Africa, a qualitative and quantitative research approach is used. Factors examined include face-to-face classroom contact, the implementation and use of ICTs, and e-readiness. The relationships between these factors are also discussed. A questionnaire was administered to 87 teacher-students in four Advanced Certificate in Education (ACE) programs to collect quantitative data regarding aspects of their classes and the e-readiness of students. This data was qualitatively elaborated upon by three semi-structured, open-ended focus-group interviews. Besides descriptive statistics, Spearman’s rank-order correlations (<em>r</em>) were determined between variables pertaining to negative feelings towards face-to-face classroom contact, ODL as students’ choice of delivery mode, and students’ positive attitude towards information and communication technology (ICT). Combined quantitative and qualitative findings were used to evaluate the effectiveness of contact classes as well as the e-readiness of students towards the attainment of ODL development Phase D. This phase refers to UNESCO’s description of ICT implementation, integration, and use. Relationships (Spearman’s rank-order correlations) between ODL, as teacher-students’ choice of educational delivery mode, and aspects of their e-readiness suggest that the e-readiness of teacher-students is implicit to their choice of ODL as educational delivery mode for professional development.</p>

scholarly journals Algebraic thinking profile of prospective mathematics teacher students with medium mathematics ability according to solo taxonomy

2020 ◽  
Vol 6 (2) ◽  
pp. 138-148
Author(s):  
Siti Rochana ◽  
Lilia Sinta Wahyuniar ◽  
Niska Shofia ◽  
Umi Mahdiyah
Keyword(s):  
Mathematics Teachers ◽  
Mathematics Teacher ◽  
Algebraic Thinking ◽  
Research Subjects ◽  
Algebraic Form ◽  
Solo Taxonomy ◽  
Teacher Students ◽  
The Subject ◽  
Prospective Mathematics Teachers ◽  
And Algebra

This study aims to describe the algebraic thinking profile of prospective mathematics teacher students according to the SOLO taxonomy. The research was conducted at the Nusantara University PGRI Kediri. The research subjects were students who are prospective mathematics teachers with moderate or average abilities. Subjects are selected based on course scores and information from several lecturers who are teaching the subject. Besides that, the willingness and openness of the subject is also a consideration for choosing this subject. The instrument used in this study was a matter of algebraic problems. The method used is a qualitative method which refers to the written test and interview. The questions that are done consist of tests of algebra problems for pattern components and algebra problem tests for variable components. The results showed that students of prospective mathematics teachers with moderate mathematical abilities met the indicators of algebraic thinking, namely being able to find certain terms in a given pattern but were unable to generalize the given pattern and could not understand variables as general form numbers in algebraic form.

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