Investigating preservice secondary mathematics teachers' skills in posing realistic mathematics tasks
Mathematics tasks situated in realistic situations play a central role in developing and applying mathematical knowledge. However, mathematics educators face difficulties in designing realistic mathematics tasks. This study was conducted to gain deeper insights into the characteristics of mathematic...
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| Format: | Article |
| Language: | Indonesian |
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Universitas Hamzanwadi
2024-09-01
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| Series: | Jurnal Elemen |
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| Online Access: | https://e-journal.hamzanwadi.ac.id/index.php/jel/article/view/25607 |
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| author | Veronika Fitri Rianasari Angela Fatima H. Guzon |
| author_facet | Veronika Fitri Rianasari Angela Fatima H. Guzon |
| author_sort | Veronika Fitri Rianasari |
| collection | DOAJ |
| description | Mathematics tasks situated in realistic situations play a central role in developing and applying mathematical knowledge. However, mathematics educators face difficulties in designing realistic mathematics tasks. This study was conducted to gain deeper insights into the characteristics of mathematical problems that underprepared preservice secondary mathematics teachers pose. This study examined 32 preservice secondary mathematics teachers' problem-posing skills based on three problem-posing situations: structured problem-posing, semi-structured problem-posing, and free problem-posing. As the context of the participants, they did not have learning experiences in designing realistic mathematics tasks. In evaluating the preservice teachers' works, the researchers used several evaluation criteria, namely the compatibility of the problem with the mathematical principles, plausibility and sufficiency of information, the problem text, level of context authenticity, cognitive demand, and the correctness of the solution. The results revealed that most preservice teachers posed problems with the first-order level of context use and low cognitive demand. Additionally, many of them encountered difficulties when attempting to solve the problem. The findings of this study were expected to serve as a basis for developing a curriculum for pedagogic and mathematics courses in teacher education. |
| format | Article |
| id | doaj-art-0a3c3f3c9e84402ab2783c469fb1c2fa |
| institution | Kabale University |
| issn | 2442-4226 |
| language | Indonesian |
| publishDate | 2024-09-01 |
| publisher | Universitas Hamzanwadi |
| record_format | Article |
| series | Jurnal Elemen |
| spelling | doaj-art-0a3c3f3c9e84402ab2783c469fb1c2fa2025-02-01T08:22:44ZindUniversitas HamzanwadiJurnal Elemen2442-42262024-09-0110353354510.29408/jel.v10i3.2560732841Investigating preservice secondary mathematics teachers' skills in posing realistic mathematics tasksVeronika Fitri Rianasari0https://orcid.org/0000-0002-0121-3038Angela Fatima H. Guzon1Ateneo de Manila University & Sanata Dharma UniversityAteneo de Manila UniversityMathematics tasks situated in realistic situations play a central role in developing and applying mathematical knowledge. However, mathematics educators face difficulties in designing realistic mathematics tasks. This study was conducted to gain deeper insights into the characteristics of mathematical problems that underprepared preservice secondary mathematics teachers pose. This study examined 32 preservice secondary mathematics teachers' problem-posing skills based on three problem-posing situations: structured problem-posing, semi-structured problem-posing, and free problem-posing. As the context of the participants, they did not have learning experiences in designing realistic mathematics tasks. In evaluating the preservice teachers' works, the researchers used several evaluation criteria, namely the compatibility of the problem with the mathematical principles, plausibility and sufficiency of information, the problem text, level of context authenticity, cognitive demand, and the correctness of the solution. The results revealed that most preservice teachers posed problems with the first-order level of context use and low cognitive demand. Additionally, many of them encountered difficulties when attempting to solve the problem. The findings of this study were expected to serve as a basis for developing a curriculum for pedagogic and mathematics courses in teacher education.https://e-journal.hamzanwadi.ac.id/index.php/jel/article/view/25607preservice mathematics teachersproblem posingrealistic mathematics tasks |
| spellingShingle | Veronika Fitri Rianasari Angela Fatima H. Guzon Investigating preservice secondary mathematics teachers' skills in posing realistic mathematics tasks Jurnal Elemen preservice mathematics teachers problem posing realistic mathematics tasks |
| title | Investigating preservice secondary mathematics teachers' skills in posing realistic mathematics tasks |
| title_full | Investigating preservice secondary mathematics teachers' skills in posing realistic mathematics tasks |
| title_fullStr | Investigating preservice secondary mathematics teachers' skills in posing realistic mathematics tasks |
| title_full_unstemmed | Investigating preservice secondary mathematics teachers' skills in posing realistic mathematics tasks |
| title_short | Investigating preservice secondary mathematics teachers' skills in posing realistic mathematics tasks |
| title_sort | investigating preservice secondary mathematics teachers skills in posing realistic mathematics tasks |
| topic | preservice mathematics teachers problem posing realistic mathematics tasks |
| url | https://e-journal.hamzanwadi.ac.id/index.php/jel/article/view/25607 |
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