scholarly journals Pre-service mathematics teachers’ development process in using manipulatives in number operations

2019 ◽  
Vol 9 (1) ◽  
Author(s):  
Zanele A. Ndlovu ◽  
Lytion Chiromo
Keyword(s):  
Development Process ◽  
Teacher Educators ◽  
Basic Operation ◽  
Mathematical Literacy ◽  
Contributing Factors ◽  
Mathematical Concepts ◽  
Apos Theory ◽  
First Semester ◽  
Whole Numbers ◽  
Action Process

Background: Teaching using manipulatives is emphasised, especially in the early grades, to help learners conceptualise operations on whole numbers. Therefore, teachers’ competencies in using manipulatives is the key in helping learners master these basic operation skills.Aim: Drawing from the literature on using manipulatives to improve learners’ performance in mathematics, this study recounts foundation phase pre-service teachers’ conception of using manipulatives to enhance their competencies and reasoning skills to model the solution in number operations.Setting: Data presented here was collected from 31 participants. These pre-service teachers either passed mathematics or mathematical literacy with 40% at the grade 12 level.Methods: Data was collected from participants’ written work (e.g. classroom tasks, homework, tests and examinations) and during class discussions. Interviews were conducted with some students. We analysed their conception guided by the APOS theory, namely, Action-Process- Object-Schema.Results: We observed improvement in the conception of using manipulatives among pre-service teachers. In the first semester, most students display action conception of using manipulatives to either represent or model a solution. However, in the second semester, most students either display process or object conception as explained in the genetic decomposition. We attributed the improvement to change of instruction in the second semester as we taught in accordance with the APOS theory.Conclusion: It is evident that there are a number of contributing factors to pre-service teachers’ conception of mathematical concepts, and teacher educators need to pay particular attention to these to help pre-service teachers master the concepts they would teach at school.

scholarly journals COMPARISON OF PROCESSES CONSTRUCT CONCEPT OF SOLO THEORY AND APOS THEORY IN MATHEMATICS LEARNING

2019 ◽  
Vol 7 (3) ◽  
Author(s):  
Achmad Hidayatullah
Keyword(s):  
Mathematics Learning ◽  
Meaningful Learning ◽  
Deep Understanding ◽  
Learning Outcome ◽  
Mathematical Concepts ◽  
Apos Theory ◽  
Theory Structure ◽  
Action Process

Purpose of Study: To provide a deep understanding of learning of mathematics, it is necessary to make efforts to realize the conditions of students doing the construction of their understanding. There are many theories that describe thinking in constructing concepts in mathematics. By constructing their understanding, the students can be called doing meaningful learning as mentioned by Ausubel. Methodology: This research used the comparative process of construct understanding of mathematics with SOLO and APOS theory. SOLO theory (Structure of the Observed Learning Outcome) has five parts namely pre-structural, uni-structural, multi-structural, relational, and extended abstract. While the theory of APOS (Action, Process, object, and Schema). The method used in this research is the study literature from various sources. Results: This research found the differences construct of the concept in mathematics by using both theories. Implications/Applications: The SOLO Taxonomic Theory and APOS Theory about its use in constructing mathematical concepts. This means to achieve an individual process needs to do the action repeatedly.

Career advancement or teacher development? Teachers’ perceptions of writing publications in China

2014 ◽  
Vol 28 (3) ◽  
pp. 306-318
Author(s):  
Jocelyn L.N. Wong
Keyword(s):  
Teacher Development ◽  
Career Advancement ◽  
Teacher Educators ◽  
Daily Practice ◽  
Teaching Profession ◽  
Contributing Factors ◽  
Content Type ◽  
Teachers Perceptions ◽  
Systematic Training

Purpose – Studies in teacher research have seldom discussed the effects of writing publications and teachers’ views on it. This paper aims to examine how teachers in China regard the purpose of writing up research papers and its impact on their professional practice. It also investigates facilitating factors in preparing and writing publications. Design/methodology/approach – This is a qualitative study which mainly analyses interview data gathered from 14 teachers, who have experience in writing publications, from three schools in Shanghai, China. Documentary analysis includes selected published journal papers and book chapters of the interviewees. Findings – Findings show that teachers perceive producing publications as serving both an instrumental purpose of career advancement and a developmental purpose of enhancing their individual professional competency which in turn improves the quality of the teaching profession through knowledge transfer and knowledge transportation. Research limitations/implications – Contributing factors to help teachers to write include the provision of systematic training courses for teachers and the development of network and research partners. Originality/value – Findings of this study help school leaders and teacher educators better their understanding of improving the quality of practice of teachers through equipping them with a “stance of inquiry”. Findings suggest ways to provide relevant support to enhance the writing capacity of teachers. More importantly, a revision of the existing teacher promotion system may make the practice of writing publications of more direct value to teachers’ daily practice.

scholarly journals Etnomatematika Pada Kebudayaan Suku Dayak Bentian Dalam Menumbuh Kembangkan Literasi Matematis

2021 ◽  
Vol 1 (1) ◽  
pp. 58-67
Author(s):  
Nurdin Arifin ◽  
Eudia Fortuna
Keyword(s):  
Learning Environment ◽  
Everyday Life ◽  
Evaluation Model ◽  
Mathematical Literacy ◽  
Mathematical Concepts ◽  
Learning Mathematics ◽  
The Government

Mathematical concepts are always useful in everyday life to solve problems at hand. Learning mathematics that is associated with the surrounding (contextual) circumstances, especially in the culture of an area, is expected to be able to improve the ability of students in learning. Learning mathematics which is associated with the culture of an area is called ethnomathematics. Moreover, the government is currently promoting literacy. Literacy in mathematics is called mathematical literacy/mathematical literacy is the knowledge to know and apply basic mathematics every day such as to communicate both orally and in writing, to reason, and to solve problems. This service is carried out through a zoom meeting application that is given to 6th semester students, as a preparation effort before students carry out the Introduction to Learning Environment (PLP) at school. This service method uses the ADDIE (Analyze, Design, Develop, Implementation, and Evaluation) model. In the results of this service, a discussion was held on the ethnomathematics of the Bentian Dayak tribe in relation to learning mathematics and participants were able to make mathematical literacy questions. In the end, participants will be able to apply ethnomathematics and mathematical literacy in learning

scholarly journals Mathematical literacy as an important component of preparing a future teacher

2021 ◽  
Vol 27 (2) ◽  
pp. 149-153
Author(s):  
Natalia Lvovna Margolina ◽  
Irina Vladimirovna Nalimova
Keyword(s):  
Modern Society ◽  
State University ◽  
Test Results ◽  
Mathematical Literacy ◽  
Mathematical Concepts ◽  
Professional Activities ◽  
Teaching Aids ◽  
Points Of View ◽  
Main Components ◽  
First Time

The article analyzes the concept of mathematical literacy. The formation of mathematical literacy among members of modern society is a fundamental basis for the formation of functional literacy. Currently, there is no single approach to the interpretation of the concept of "mathematical literacy", the article provides several different approaches to the definition. Based on the analysis of the points of view of different scientists, the authors of the article highlight the main components of the concept of "mathematical literacy". These include: literacy of mathematical speech; possession of mathematical concepts; the ability to correctly formulate definitions and statements; the ability to apply mathematics to research. The paper provides a characteristic of the listed components of mathematical literacy. In addition, in this work, for the first time, an attempt was made to formulate the levels of mathematical literacy – speech, terminological, critical and operational. The article presents the results of testing students in pedagogic areas of training of two universities – Kostroma State University and Yaroslavl State Pedagogic University. The test was aimed at assessing the level of mathematical literacy of future teachers, for whom teaching mathematics will be a part of their professional activities. The test tested not only the knowledge of terms and the ability to give definitions, but also the ability to correctly apply mathematics to solve practical problems with subsequent interpretation, as well as the ability to see errors and inaccuracies in the texts of students' works, Internet sources and teaching aids. The authors identified criteria for assessing the test results and for each criterion; a quantitative indicator was determined equal to the number of correctly completed tasks. The low results of even third-year students show topicality of specific activities that could help improve the mathematical literacy of pedagogues.

scholarly journals KAJIAN KEMAMPUAN LITERASI KUANTITATIF SISWA SMA 8 KOTA BENGKULU

2019 ◽  
Vol 2 (1) ◽  
pp. 137
Author(s):  
Siska Yosmar ◽  
Nur Afandi ◽  
Baki Swita
Keyword(s):  
Decision Making ◽  
Problem Solving ◽  
Literacy Skills ◽  
Quantitative Literacy ◽  
Mathematical Literacy ◽  
Mathematical Concepts ◽  
Economic Problems ◽  
Absolute Requirement ◽  
Almost All

Quantitative literacy is the ability and confidence in using basic mathematical concepts and calculating operations needed for problem solving, decision making of economic problems and their applications in everyday life. Mastery of basic mathematics is an absolute requirement for achieving good quantitative literacy skills. The aim of this activity was to improve mathematical literacy skills of the students at SMA 8 Bengkulu City. The activities were begun by giving pre-tests to students, preparing of modules, presenting the materials of the modules in classroom, practicing through LKS and post-tests. Several techniques, methods and approaches in number counting operations have been presented in this activity. This activity has provided an increase in quantitative literacy skills in class XI IIS-1 SMA 8 Kota Bengkulu. Even so, the improvement of students' abilities can be said to be less optimal because there are still some questions that cannot be answered by almost all students. Therefore, cooperation and involvement of all parties is needed to improve students' quantitative literacy skills and follow-up activities in an effort to strengthen quantitative literacy skills.

scholarly journals A Critical Period in Becoming a Teacher: How Novice Teachers Develop Their Professional Identity

2020 ◽  
Vol 4 (4) ◽  
pp. p66
Author(s):  
Scott Gibbons
Keyword(s):  
Identity Development ◽  
Professional Identity ◽  
Novice Teachers ◽  
Development Process ◽  
Teacher Educators ◽  
Role Identity ◽  
Key Factors ◽  
Professional Identity Development ◽  
The Many ◽  
Novice Educators

It is important to understand how teachers develop their professional identity because teacher educators and supervisors can take necessary steps to ensure novice teachers are provided necessary opportunities to cultivate their identity. This article examines research on professional identity development and explains how teachers develop their professional identity and why it is important for mentors to aid in the development process. This article draws on previous research to both define professional identity and explore the many aspects that lead to identity development in novice teachers. Findings suggest that although any experience can contribute to professional identity development, key factors have a major impact on how teachers develop their identity and the role identity development plays in pedagogical thinking. Understanding how professional identity develops can help teacher educators, supervisors, and mentors make available opportunities to build agency among novice educators, helping them to grow into reflective teachers.

scholarly journals Pengembangan Lembar Kerja Peserta Didik Berbasis Masalah dalam Meningkatkan Pemahaman Konsep Aljabar

2020 ◽  
Vol 8 (2) ◽  
pp. 173-182
Author(s):  
Basri Basri ◽  
Thamrin Tayeb ◽  
Andi Ika Prasasti Abrar ◽  
Fitriani Nur ◽  
Andi Dian Angriani
Keyword(s):  
Everyday Life ◽  
Development Process ◽  
Assessment Instrument ◽  
Test Evaluation ◽  
Development Research ◽  
Teacher Response ◽  
Mathematical Concepts ◽  
Initial Investigation ◽  
Product Assessment

Abstract:Lembar Kerja Peserta Didik (LPKD) can help students understand the concept of material, both theoretically and in real events that often occur in everyday life. This study tries to determine the development process and quality of LKPD to improve students' understanding the concepts of algebra. The development research used refers to the Plomps model, which includes 4 phases: (a) the initial investigation, (b) the design, (c) the realization, and (d) the test, evaluation, and revision. The product assessment instrument used was the LKPD validation sheet, the LKPD observance sheet, student and teacher response questionnaires, student and teacher activity observation sheets, and tests of students' ability to understand mathematical concepts. The LKPD that was designed and tested on grade VII students at one of the schools in Soppeng had met the criteria of being valid, effective, and practical.Abstrak:Lembar Kerja Peserta Didik (LPKD) berbasis masalah dapat membantu peserta didik memahami konsep materi, baik secara teori maupun dalam peristiwa nyata yang sering terjadi dalam kehidupan sehari-hari. Penelitian ini mencoba mengetahui proses pengembangan dan kualitas LKPD matematika berbasis masalah untuk meningkatkan pemahaman konsep aljabar peserta didik. Penelitian pengembangan yang digunakan mengacu pada model pengembangan Plomp, yang meliputi 4 fase, yaitu: (a) fase investigasi awal, (b) fase desain, (c) fase realisasi, dan (d) fase tes, evaluasi, dan revisi. Instrumen penilaian produk yang digunakan adalah lembar validasi LKPD, lembar pengamatan keterlaksaan LKPD, angket respon peserta didik dan guru, lembar pengamatan aktivitas peserta didik dan guru, dan tes kemampuan pemahaman konsep matematika peserta didik. LKPD yang didesain dan diujicobakan kepada siswa kelas VII di salah satu sekolah di Soppeng telah memenuhi kriteria valid, efektif dan praktis.

scholarly journals ANALISIS PEMAHAMAN KONSEP PADA MATERI SISTEM PERSAMAAN LINEAR TIGA VARIABEL BERDASARKAN TEORI APOS

Sigma ◽  
2021 ◽  
Vol 6 (2) ◽  
pp. 141
Author(s):  
Ida Silfia ◽  
Yuniar Ika Putri Pranyata
Keyword(s):  
Linear Equation ◽  
Equation System ◽  
Apos Theory ◽  
Linear Equation System ◽  
Action Process ◽  
Low Ability

This research aims to describe the analysis of students to understand the concept of the Three Variable Linear Equation System (SPLTV) based on the APOS theory (Action, Process, Object and Schema). This research did in the three students class X of MA Miftahul Huda Kepanjen. With students high (A), medium (B) and low ability categories(C). The results of the study show that highly capable subjects have an understanding of the stages of APOS (action, processes, objects and schemes). Subjects who are capable of having did’t understanding at the stage of process. While low-ability subjects have an understanding of the stages of action. In this description get node action the students tight with to understand the concept of the materi. So, researcher proposition of the teacher for notice the process materi in this study mathematics.

scholarly journals The Analysis of Pre-service Math Teachers’ Level of Understanding the Derivative Concept within the Context of APOS Theory

2018 ◽  
Vol 48 ◽  
pp. 01064
Author(s):  
Selin Urhan ◽  
Şenol Dost
Keyword(s):  
Mathematics Education ◽  
Geometric Dimension ◽  
Secondary Mathematics ◽  
Apos Theory ◽  
Secondary Mathematics Education ◽  
Math Teachers ◽  
University Mathematics ◽  
Education Community ◽  
Action Process ◽  
Level Of Understanding

APOS (Action-Process-Object-Schema) learning theory is the result of the studies of a mathematics education research group named Research in Undergraduate Mathematics Education Community (RUMEC), whose aim is to examine students’ level of comprehending university mathematics subjects. This study aimed to investigate how secondary mathematics education pre-service teachers in a public university structured the geometric dimension of the concept of derivative in their minds in the context of the components of the APOS theory. As data collection tools, questions developed by Çekmez [1] based on the genetic decomposition of Asiala, Dubinsky, Cottrill and Schwingendorf [2] for the geometric dimension of derivatives were used. The study revealed that secondary mathematics education pre-service teachers did not have the mental structures related to this topic and could not learn it at the desired level.

scholarly journals IMPULSIVE AND REFLECTIVE STUDENTS’ UNDERSTANDING TO LINEAR EQUATIONS SYSTEM: AN ANALYSIS THROUGH APOS THEORY

MATHEdunesa ◽  
2020 ◽  
Vol 9 (1) ◽  
pp. 128-135
Author(s):  
Dinda Ayu Rachmawati ◽  
Tatag Yuli Eko Siswono
Keyword(s):  
Linear Equation ◽  
Cognitive Style ◽  
Junior High School ◽  
Linear Equations ◽  
Equation System ◽  
Mathematical Concept ◽  
Apos Theory ◽  
Process Stage ◽  
Linear Equation System ◽  
Action Process

Understanding is constructed or reconstructed by students actively. APOS theory (action, process, object, schema) is a theory that states that individuals construct or reconstruct a concept through four stages, namely: action, process, object, and scheme. APOS theory can be used to analyze understanding of a mathematical concept. This research is a qualitative research which aims to describe impulsive and reflective students’ understanding to linear equations system based on APOS theory. Data collection techniques were carried out by giving Matching Familiar Figure Test (MFFT) and concept understanding tests to 32 students of 8th grade in junior high school, then selected one subject with impulsive cognitive style and one subject with reflective cognitive style that can determine solutions set and solve story questions of linear equation system of two variables correctly, then the subjects were interviewed. The results show that there were differences between impulsive and reflective subjects at the stage of action in explaining the definition and giving non-examples of linear equation system of two variables, show the differences in initial scheme of two subjects. At the process stage, impulsive and reflective subjects determine solutions set of linear equation system of two variables. At the object stage, impulsive and reflective subjects determine characteristics of linear equation system of two variables. At the schema stage, impulsive and reflective subjects solve story questions of of linear equation system of two variables, show the final schematic similarity of two subjects.Keywords: understanding, APOS theory, linear equations system of two variables, impulsive cognitive style, reflective cognitive style.

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