Abstract
Mathematical and didactic knowledge presented in mathematics textbooks and other resources, like mathematics comics (MCs), needs to be evaluated from a lens of appropriate theoretical framework in mathematics education before it can be used as a medium for teaching and learning mathematics.Therefore, this study investigates mathematical and didactic competencies that were reflected in MCs designed by pre-service elementary teachers. The framework for analysing mathematical knowledge embedded in these MCs is based on the Anthropological Theory of the Didactic, specifically a praxeology. This study utilized a content analysis technique within a qualitative approach. Thirteen MCs were analysed using a praxeological analysis; the type of task and techniques (praxis block) as well as the possible technology and theory (logos block). The findings demonstrate that the mathematical praxeologies embedded in MCs belong to five mathematical domains, namely numbers and operations; number theory; fractions, decimals, and percentages; ratio and proportion; as well as measurement. Additionally, the analysis revealed that seven of these MCs were related to a single domain, while the others belong to two or three mathematical domains. Concerning the mathematical praxeologies, most of MCs focus on presenting the practical blocks, the type of task and the techniques, while only a few could provide the theoretical lens to justify the practical blocks.
Highlights
Abstrak Pengetahuan matematika dan didaktik yang disajikan dalam buku teks matematika dan sumber lain, seperti komik matematika (KM), perlu dievaluasi dari kacamata kerangka teori yang sesuai dalam pendidikan matematika sebelum digunakan sebagai media dalam proses belajar mengajar matematika
Through the comprehensive analysis of mathematical ideas represented in mathematics comics (MCs), this study elucidated how pre-service elementary teachers communicate mathematical knowledge to support students' learning through MCs
Thirteen MCs were grouped based on the mathematical domains
Summary
Abstrak Pengetahuan matematika dan didaktik yang disajikan dalam buku teks matematika dan sumber lain, seperti komik matematika (KM), perlu dievaluasi dari kacamata kerangka teori yang sesuai dalam pendidikan matematika sebelum digunakan sebagai media dalam proses belajar mengajar matematika. Hasil studi ini menunjukkan bahwa praksiologi matematis yang tertuang dalam KM termasuk dalam lima domain matematika, yaitu bilangan dan operasinya; teori bilangan; pecahan, desimal, dan persentase; rasio dan proporsi; serta pengukuran. To cope with the challenges of teaching mathematics in the 21st century, teachers need to create and develop learning activities to support students' creativity and critical thinking. Through the comprehensive analysis of mathematical ideas represented in MCs, this study elucidated how pre-service elementary teachers communicate mathematical knowledge to support students' learning through MCs. Practical suggestions were provided to teachers on designing and selecting MCs for mathematics instruction. Practical suggestions were provided to teachers on designing and selecting MCs for mathematics instruction It provided mathematics education researchers with a new theoretical lens to conduct content analysis of MCs or other resources.
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