scholarly journals GeoGebra Integration in Elementary Initial Teacher Training: The Case of 3-D Shapes

2021 ◽  
Vol 15 (19) ◽  
pp. 21
Author(s):  
Zetra Hainul Putra ◽  
Neni Hermita ◽  
Jesi Alexander Alim ◽  
Dahnilsyah Dahnilsyah ◽  
Riyan Hidayat
Keyword(s):  
Teacher Training ◽  
Elementary Teachers ◽  
Mathematics Learning ◽  
First Year ◽  
Prospective Elementary Teachers ◽  
Pedagogical Tool ◽  
Flat Surfaces ◽  
Initial Teacher Training ◽  
Positive Attitudes ◽  
Integration Of Technology

<p class="0abstract">The integration of technology in learning is increasingly popular and inevitable, especially during the Covid-19 pandemic. In mathematics education, Geogebra has been used as a pedagogical tool in learning mathematics from elementary to university. The present study aims to explore first-year prospective elementary teachers’ experience constructing 3-D shapes using GeoGebra. This study uses a case study method with 40 first-year prospective elementary teachers from an elementary initial teacher training from a public university in Riau, Indonesia. The participants worked in small groups and discussed some 3-D shapes through an online platform, and in the end, each participant reflected their attitudes towards the integration of GeoGebra in learning 3-D shapes. The findings show that prospective elementary teachers discussed six types of 3-D shapes; cube, rectangular prism, rectangular pyramid, cylinder, cone, and spheres. They prefer to discuss curved surfaces rather than flat surfaces of 3-D shapes. In addition, prospective elementary teachers have positive attitudes towards integrating GeoGebra in elementary initial teacher training. They believe that GeoGebra supports them to understand better the concepts of volume and surface area of 3-D shapes, facilitate students to understand the properties of a geometry object, and compare the object one made using hand drawing to using GeoGebra. Meanwhile, difficulty in using the tools to construct 3-D shapes in GeoGebra becomes a hinder to understand mathematics concepts and properties. The implication of this study is that there is a potential to integrate GeoGebra in mathematics learning in elementary teacher training.</p>

STUDI DESKRIPTIF MINAT CALON GURU SEKOLAH DASAR TERHADAP PENGGUNAAN ALAT PERAGA MATEMATIKA SETELAH PERKULIAHAN MEDIA DAN MODEL PEMBELAJARAN MATEMATIKA SD

2015 ◽  
Vol 8 (1) ◽  
pp. 19
Author(s):  
Isna Rafianti ◽  
Etika Khaerunnisa
Keyword(s):  
Elementary Teachers ◽  
Elementary Mathematics ◽  
Mathematics Learning ◽  
Learning Model ◽  
Prospective Elementary Teachers ◽  
Descriptive Research ◽  
Learning Mathematics ◽  
Mathematical Problems ◽  
The Subject ◽  
Object Of Study

This research is motivated by the lack of interest of teachers in the use of props in the process of learning mathematics in elementary school. In accordance with the demands of the curriculum in 2013 and supported by the developed learning theory, learning mathematics is abstract object of study, students need an intermediary that props math-ematics, so that students can more easily understand the concepts that will be pre-sented, and in the end it can deliver students to solve mathematical problems, not only that proposed by the teacher but also the problems in life. The purpose of this study was to determine the interest of prospective elementary teachers on the use of props mathematics after getting lectures media and elementary mathematics learning model. By knowing the interest of prospective elementary teachers will be developed further realization of the state of the subject being studied. The method used is descriptive research, then the instruments used were questionnaires and interviews. The results of this study stated that the interest of prospective elementary teachers on the use of props after attending lectures media and elementary mathematics learning model is high over-all with a percentage of 76.70%.Keywords : Interest, Props Mathematics

scholarly journals Formatively assessing prospective teachers’ skills in leading mathematics discussions

2021 ◽  
Author(s):  
Meghan Shaughnessy ◽  
Nicole M. Garcia ◽  
Michaela Krug O’Neill ◽  
Sarah Kate Selling ◽  
Amber T. Willis ◽  
...  
Keyword(s):  
Elementary Teachers ◽  
Formative Assessment ◽  
Conceptual Understanding ◽  
Prospective Teachers ◽  
First Year ◽  
Teacher Education Programs ◽  
First Year Teachers ◽  
Education Programs ◽  
Prospective Elementary Teachers ◽  
Making Sense

AbstractMathematics discussions are important for helping students to develop conceptual understanding and to learn disciplinary norms and practices. In recent years, there has been increased attention to teaching prospective teachers to lead discussions with students. This paper examines the possibilities of designing a formative assessment that gathers information about prospective elementary teachers’ skills with leading problem-based mathematics discussions and makes sense of such information. A decomposition of the practice of leading discussions was developed and used to design the assessment. Nine first-year teachers who graduated from a range of different teacher education programs participated in the study. The findings reveal that our formative assessment works to gather information about teachers’ capabilities with leading discussions and that the associated tools support making sense of the information gathered. This suggests that such tools could be useful to support the formative assessment of the developing capabilities of prospective teachers.

Mathematics Anxiety

2016 ◽  
Vol 68 (1) ◽  
pp. 69-84 ◽  
Author(s):  
Kathleen Jablon Stoehr
Keyword(s):  
Elementary Teachers ◽  
Coping Strategies ◽  
Mathematics Anxiety ◽  
Mathematics Learning ◽  
Prospective Elementary Teachers ◽  
Test Taking ◽  
Learning Mathematics ◽  
Social Belonging ◽  
Mathematics Educators ◽  
K 12

Mathematics educators agree elementary teachers should possess confidence and competence in teaching mathematics. Many prospective elementary teachers (particularly women) pursue careers in elementary teaching despite personal repeated experiences of mathematics anxiety. Previous studies of mathematics anxiety have tended to focus on physical sensations that occur during test-taking situations. This study analyzes how three women prospective elementary teachers described, explained, and related their experiences of mathematics anxiety while learning mathematics as K-12 students and while learning to teach mathematics. My research reveals that mathematics anxiety may reach beyond assessment situations and impact women prospective elementary teachers’ larger mathematical histories. I show how women prospective elementary teachers may interpret mathematics anxiety as specific fears (e.g., loss of social belonging, loss of personal identity, or loss of practical competency) and how specific coping strategies may be invented to cope with the fear. I present evidence of how coping strategies may impede mathematics learning.

scholarly journals Percepción del alumnado sobre su competencia comunicativa en la formación inicial docente: una experiencia interdisciplinar

2021 ◽  
pp. 47
Author(s):  
Oihane Korres Alonso ◽  
Eneko Balerdi Eizmendi ◽  
Jessica Paños-Castro
Keyword(s):  
Teacher Training ◽  
Teaching And Learning ◽  
Communicative Competence ◽  
Collaborative Work ◽  
First Year ◽  
Initial Teacher Training ◽  
Inclusive Learning ◽  
Teacher Training Programs ◽  
Teaching Learning ◽  
The University

Communicative competence is one of the key competences in initial teacher training, and the development of this competence is made more significant by coordinated planning across several subjects. Since communication is fundamental to the teaching and learning process, care must be taken to enhance its written, oral and non-verbal aspects. In this study we analyze university students’ self-perception of their communicative competence after they have completed an interdisciplinary project that integrated various communication skills through active and coordinated teaching-learning methodologies in academic-professional collaboration, theoretical sessions and workshops with experts. To do so, we implemented a longitudinal training program with 53 students from the Degree in Primary Education in which the students created a written story in the first year before transforming the story into oral and scenic formats in later courses. Based on the rubrics of the generic competences of the University of , we designed an mixed questionnaire. After the questionnaire had been validated by experts, the data were collected. Our results show a generally positive and critically constructive assessment. They also indicate an increase in student motivation, since the workshops help students better understand the contents of the subjects, thus underlining their practical nature. Interdisciplinary collaborative work that implements comprehensive and inclusive learning experiences should therefore be encouraged in initial teacher training programs.

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